The Learning Organization

The Learning Organization

Kristie Mayberry

Liberty University Online

Organizational Design and Structure

BUSI 610

Dr. Frank Nolan

June 23, 2013

Abstract

The purpose of this paper is to explore the literature on the learning organization (LO) in order to establish a foundational understanding of what organizations must do in order to achieve a learning organizational structure. An exploration of several organizational elements include: Peter Senge's five disciplines (personal mastery, mental models, team learning, shared vision, and systems thinking); an expansion of Argyris and Schon's theory to include single loop, double loop and triple loop (deutero) learning principles, contributed by Morgan, Flood and Romm; as well as the utilization of organizational learning mechanisms (OLMs). The chaos and complexity theory is discussed from a managerial standpoint to provide an understanding of how to cope with the dynamic and unpredictable business environment. In addition, a multi-faceted model integrating principles of culture, psychology, policy, and context is presented. This paper further explores the perspectives and disciplines of learning, transferring knowledge, culture, leadership, and communication, with a large focus on organizational learning, a main facet in a LO.

The Learning Organization

Introduction

The concept of a learning organization has acquired significant attention with practitioners and scholars due to the ever-changing business climate and the world. Continuous improvement has become a necessity in business due to growing competition and the fast paced environment. In order to achieve continuous improvement, individuals and organizations must continue to learn. Without an organizational commitment to learning, old practices will repeat and any attempt at change will not last (Garvin, 1993).

The concept of organizational learning by itself is only part of what transpires an organization into a LO. Torlak (2004), suggests following five norms to ensure a proper LO structure: (1 )the organization must warrant organizational learning, (2) the organizational must be conscious of the possible barriers of decision makers regarding perception and interpretation and have strategies in place for coping with them, (3) the organization must acquire competence in single-loop, double-loop, and triple-loop learning, (4) the organization must understand the five principles laid forth by Peter Senge that regulate behavior at varying organizational levels, and (5) the organization must have the know-how to survive in disorder and chaos.

Although several perspectives of the learning organization exist, depending on the business function, most practitioners unite in terms of a basic set of ideals (Antonoaie & Antonoaie, 2010). No matter which perspective is employed, the goal is continuous improvement and the proper response to the organization's environment.

Individual Learning

There are three levels of learning; organizational, group, and individual learning. Each of these levels has distinct characteristics, but all three forms of learning play a part in a successful learning organization (Berg & Chyung, 2008). Individual learning is how a person obtains knowledge and particular skills through dialogue and inquisition, thus, creating a continuous learning situation (Berg & Chyung, 2008). In a learning organization, individuals understand the importance of continued learning in order to create a state of competence that provides the capabilities needed for increased workplace changes and risks. Additionally, individual learning serves as an essential resource to assist organizations in obtaining their goals (Tremaine & Seligman, 2013). Different forms of individual learning allow for the acquisition of organizational norms and values through socialization, orientation and coaching, and training programs (Maden, 2012). Peter Senge to whom credit is given for disseminating the learning organization (Berg & Chyung, 2008), recognizes the influence of individual learning to organizational learning. Even so, little research connects it to the characteristics of a learning organization. The literature observes the learning organization theory based on organizational learning (Berg & Chyung, 2008).It is noted that cumulative individual learning does not constitute organizational learning based on the idea that membership and leadership change, but an organization's memories uphold norms, mental maps and certain behaviors (Maden, 2012).

Organizational Learning

A foundational part of the learning organization is organizational learning (Antonoaie & Antonoaie, 2010) and the concept is accepted across the board as an important tool for staying competitive in the increasingly unpredictable environment. There are many complex ideas to express what organizational learning really entails (Lipshitz, Popper, & Friedman, 2002). Argyris and Schon introduced the organizational learning theory concept in 1978 that involved detecting and correcting errors discovered in the internal and external environments and was further enhanced by several researchers to include behavioral changes to improve expected outcomes (Wong, Cheung, & Fan, 2009).

Most will agree that organizational learning is a process involving knowledge sharing and performance improvement (Garvin, 1993) created by shared experiences and the needed response to the changing influences of the environment (Berg & Chyung, 2008; Maden, 2012;Wong et al., 2009). Organizational learning and knowledge management are integrated entities in the learning organization. Knowledge is acquired through external and internal sources and distributed through various databases to members of the organization, vertically and horizontally (Hosni, 2012), which promotes and supplements the continued learning process. Knowledge transpires when it can be converted from tacit knowledge to explicit knowledge. Explicit knowledge can be described as knowledge that is systemic and easily transmittable (Maden, 2012).Tacit knowledge is based on personal experience, intuition and judgment (Daft, 2013). Organizations can use metaphors and other tactics to center thinking and promote dialogue to help tacit concepts become explicit concepts (Garvin, 1993). An organization's style of learning determines the effectiveness and process for acquiring and transforming knowledge (Wong

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