Learning Organization

Learning Organization



Organizationsthat maintain a cultural identity reap various benefits. Some of theadvantages include efficiency gains, increased productivity andreturns to the owners and general stakeholders of the company(Stacey, 2001). Learning organizations encompasses variouscharacteristics. First, the organizations adopts a wide range systemsthinking methodology. The technique aims to identify and display thelong-term goals behind an assortment of decisions the business makes(Stacey, 2001). Organizations that adapt to system thinking requireobserving beyond the immediate concerns. Instead, they concentrate onthe effects that the whole system faces (Kotler, 2000).

Second,the organizations are characterized by personal mastery. They haveidentified a long-term goal- vision. The vision clearly stipulateswhere the organization needs to be in the future. Consequently, theystruggle to ensure that they make the reality to reach their vision.Learning organizations avoid self-deceit, however, self-convenientand comfortable it may appear. The organizations ensures that theyface the reality with great enthusiasm to face the benefits and thechallenges posed by the environment within which they operate (Laudon&amp Laudon, 2004).

Third,the learning organizations challenges the mental models. They viewmodels such as “poor production employees are lazy” as simplifiedframeworks created to provide understanding of the world. Instead,the organizations challenges the models by testing them andunderstanding the underlying validity for example by motivating suchemployees (Schermerhorn, 2005).

Learningorganizations need to utilize intellectual capital however, theintellectual capital requires competent management. The organizationshas to ensure that there is a perfect alignment between theemployee’s goals and the corporate goals. First, the organizationhas to ensure that every employee is well equipped with the toolsthey require to carry out their activities. Well-equipped employeeseasily achieve their full potentials. Second, the process involvesdesigning strategies for an inward reward. The strategies ensure thatthey identify the most proficient individuals at disseminatinginformation. Consequently, the strategies are adequate to identify,acquire, manage and maintain intellectuals throughout theorganizational roles, operations, and personnel fields (Laudon &ampLaudon, 2004).

Thehuman relation is a very important part affecting the culture of alearning organization. It aids the human capital to become proactiveand creative to the unknown nature of the learning organization.First, the human relations call upon individuals to express theirfeelings about the various activities freely as conducted by thelearning organization. Consequently, it is the responsibility of thehuman relation to foster intelligence and the imagination of itshuman capital as opposed to overlying on the skills and power toensure the management of work and competition. The human relationshas to come to terms with the fact that to create a learningorganization, it has to impact and change the way people conceive ofsuch an organization. Human relations are used to ensure thedevelopment of knowledge by encouraging the human capital to relateto one another (Katz, 2002).

Second,the human relation develops the appropriate corporate structures.Appropriate corporate structures are effective enough to ensure thatthe human capital can create their desired outcome. Consequently, thehuman relations create an environment where people learn how to buildup information together through expansive thinking and collectiveaspirations. Third, the human relations develop and design thevarious ways and methods of thinking. They design the way peopleshould think while in the organization. Consequently, the humanrelation creates the path that fellow human capital should trail(Laudon &amp Laudon, 2004).

Thelearning organization can use relationship capital to foster thedevelopment of human capital. First, the organization needs to createquality relationships among the human capital. Quality relationshipsare necessary to ensure the transfer of information across theorganization. Also, quality relationships facilitate a responsiveculture. The culture consequently creates and ensures there is atransfer of information throughout the organization (Laudon &ampLaudon, 2004).

Second,relation capital can be used to create and enhance a shared visionamong the human capital. Once the shared vision is created, itbecomes easier to achieve it. The reason for easy achievement is dueto the combined effort of each employee that results from bothdevotion and effort (Robbins &amp Coulter, 2005).

Relationshipcapital is effective to determine the quality of decision making andperformance. Relationship management should be used to ensureknowledge management that is used to transfer information across theorganization. To ensure consistent learning, the various relationsformed in the organization should aim at ensuring perfect informationflow from high concentrated areas towards deficient and lowinformation concentrated areas (Laudon &amp Laudon, 2004).

Relationshipcapital is used to develop information. Whenever the learningorganization fosters open relationships among the human capital, itenhances freethinking. Human capital is most effective and creativewhenever it is allowed to think freely without coercion or pressure(Schermerhorn, 2005).

Organizationalcapital is the efficiency with which the learning organizationutilizes its resources. Organization capital is an effective way ofimproving the human capital of the learning organization. First, thehuman capital should be made to feel responsible for the organizationcapital. The human capital should be involved in making decisionsrelated to the organization capital of the learning organization. Thefeeling of responsibility creates the driving force as a result ofthe feeling that human capital handles the organization capital. Thehuman capital require to be informed and involved in decisions thatinvolve identifying ways through which the organizations capital canbe used in a new way. Responsibility further extends to when thehuman capital is involved in allocating the various organizationalresources to projects and evaluating the appropriateness of thedecisions. The process is effective and enables the learningorganization to thrive (Kotler, 2000).

Learningorganizations face the challenge to maintain the learning culture inan institute. It is, however, important to maintain the learningculture to ensure continued growth and development of an enterprise(Robbins &amp Coulter, 2005).

Forlearning organizations to maintain the learning culture, the learningorganization has to understand that they are the owners of theculture and that they determine how the rest of the world perceivestheir behaviors. The organization has to maintain its communicationstyle, actions and every aspect of behavior (Robbins &amp Coulter,2005).

Second,the organization has to take into consideration its organizationculture during stringent organizational procedures such as the hiringprocess. For example, it would ruin the culture of an organizationused to maintain official wear by hiring a freelancer. Theorganization needs to evaluate whether the employees are a perfectfit before they engage them for employment to maintain the culture(Kotler, 2000).

Third,the organization must be committed to continuous learning for it tomaintain continuous improvement. Continuous learning includes thevarious fields of engagement for the organization such as providingsolutions to problems, the introduction of new products and businessprocess re-engineering. Without learning, the company will keep onrepeating the old practices. Consequently, the ability to changeremains cosmetic as the improvements become short-lived. Continuouslearning is a further step to expand the organizations` capacity tocreate the results that they truly desire (Katz, 2002).


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Kotler,P. (2000).&nbspMarketingmanagement&nbsp(Millenniumed.). Upper Saddle River, N.J.: Prentice Hall.

Laudon,K., &amp Laudon, J. (2004).&nbspManagementinformation systems: Managing the digital firm&nbsp(8thed.). Upper Saddle River, N.J.: Prentice Hall.

Robbins,S., &amp Coulter, M. (2005).&nbspManagement&nbsp(8thed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Schermerhorn,J. (2005).&nbspManagement&nbsp(8thed.). New York, NY: J. Wiley.

Stacey,R. (2001).&nbspComplexresponsive processes in organizations: Learning and knowledgecreation.London, UK: Routledge.