Culture and Organizational Learning

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Cook and Yanow (2005) provide valuable insights on two approaches to organizational learning. The researchers considered peculiarities of cognitive and cultural organizational learning. Notably, Cook and Yanow (2005) single out some shortcomings of the two approaches. Notably, they also suggest specific ways to address these shortcomings.

Thus, Cook and Yanow (2005) focus on cognitive organizational learning. Cognitive approach suggests that “organizational learning entails observable organizational change linked to individual cognition” (Cook & Yanow 2005, p. 369). This approach holds that organisational learning can be identical or similar to an individual’s learning.

Therefore, major principles of the cognition of the individual are transferred to the process of organizational learning (Skerlavaj et al. 2010). Notably, the concept of change is central in the cognitive approach. Thus, some changes for better are seen as effective organizational learning. However, it is important to note that this approach has many limitations.

As far as the cultural organizational learning is concerned, it is rather more comprehensive. This approach holds that organizational learning “is understood to involve shared meanings associated with and carried out through cultural artifacts” and it is regarded as “an activity of the organization, that is, an activity at the level of the group, not at the level of the individual” (Cook & Yanow 2005, p. 375).

Therefore, group activity is brought to the fore (Moynihan & Landuyt 2009; Alas &Vadi 2006). Cook and Yanow (2005) pay special attention to the role of new members of the group. These new members can foster the process of organizational learning (Busco et al. 2002; Schein 2009). Though, this approach is really comprehensive there are certain limitations as well.

As for shortcomings of the first approach (i.e. cognitive approach), Cook and Yanow (2005, p. 369) state that it is associated with some challenges concerning “the ontological status of organizations as cognitive entities”. In terms of theorizing organizational learning, cognitive approach does not provide specific definition of what this process is and whether it can be similar (or identical) to the cognitive processes of individuals.

Besides, there is no definite theory explaining peculiarities of the process of individuals’ cognition. This fact is associated with another limitation to the perspective. Thus, it is rather difficult to base the theory of organizational learning on the theory of individual cognition as the latter is incomplete and has lots of limitations.

At that, it is clear that individuals have different cognitive capacity. More so, organizations consist of many individuals with different cognitive capacity. Therefore it is rather unclear what organizational learning is. Hence, it is problematic to compare individual’s cognition to organizational learning.

As far as cultural perspective is concerned, it addresses some limitations concerning the cognitive approach. For instance, it holds that organizational cognition is based on the process of the group condition. This approach holds that organisational learning is constituted by cognition of each individual and the entire group, by existing knowledge (and/or culture) within the organization and knowledge (some sort of culture) of newcomers.

The cooperation between individuals within organization leads to sharing knowledge, i.e. it lead to organizational learning. However, there are still some shortcomings of the cultural perspective. For instance, this approach does not provide researchers with a specific theoretic background as cognitive processes of groups are also yet to be theorized (just like individual cognition theories). Apart from this, the researchers claim that this approach can be inapplicable to big organizations.

However, Cook and Yanow (2005) suggest specific measures to address the shortcomings of the two approaches. In the first place, the researchers claim that cultural perspective is more complete though cognitive perspective should not be left aside.

Thus, the authors see the best way to analyse organizational learning in a combination of the two approaches (though the basis is still cultural approach). Thus, the researchers suggest that analysis should first be implemented within small organizations. This will help researchers define major principles which, in their turn, could be tested when analysing larger companies.

Cook and Yanow (2005) also stress that it is important to focus on interactions between individuals. It is especially effective to take into account the ways newcomers learn the culture of the organization which is new for them.

The newcomers also share their knowledge and also create organizational culture in some way. Finally, the researchers claim that it is essential to take into account what is wrong as well as what is good in the organizational change. In other words, it is necessary to analyse positive and negative experiences of organizations to understand peculiarities of organizational change.

On balance, it is possible to state that Cook and Yanow (2005) reveal peculiarities of cultural and cognitive approaches. Notably, the authors claim that the cultural approach contains fewer limitations than the cognitive perspective.

The researchers also provide specific ways to theorize organizational learning. Some of the most important points to take into account are the size of the organization, positive as well as negative changes and interactions between the individuals within the organization.

Reference List

Alas, R & Vadi, M 2006, ‘ The impact of organizational culture on organizational learning and attitudes concerning change from an institutional perspective’, International Journal of Strategic Change Management 1.1/2, pp. 155-170.

Busco, C, Riccaboni, A & Scapens, RW 2002, ‘When culture matters: Processes of organizational learning and transformation’, Reflections 4.1, pp. 43-54.

Cook, SDN & Yanow, D 2005, ‘Cultural and organizational learning’, in JM Shafritz, JS Ott & YS Jang (ed.), Classics of organization theory, Thomson Wadsworth, Belmont, CA.

Moynihan, DP & Landuyt, N 2009, ‘How do public organizations learn? Bridging structural and cultural divides’, Public Administration Review 69.6, pp. 1097-1105.

Schein, EH 2009, ‘On dialogue, culture, and organizational learning’, Reflections 4.4, pp. 27-38.

Skerlavaj, M, Song JH & Lee, Y 2010, ‘Organizational learning culture, innovative culture and innovations in South Korean firms’, Expert Systems with Applications 37, pp. 6390-6403.

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Culture and Organizational Learning

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