Organizational Learning
Denise L. Smith
5/1/2013
Organizational Learning
Learning organizations can be understood as institutions which allow for expansion of capacity among its employees or people. In such organizations, people have the opportunity to develop and give the desired results. Learning also allows for the nurturance of new ideas and thought patterns. According to Senge, learning organizations involve collective aspirations that are not restricted and enables individuals to be in a continuous learning process (170). The rationality for any learning organizations, according to Senge, is to remain flexible and productive even when they are subjected to drastic changes. Further, learning organizations are expected to remain adaptive and excel in a coerced environment. However, Senge is clear that such adaptive and productive mechanisms cannot just occur, but organizations and the leadership must see and trap the commitment of the partners or workers, and develop their capacity to learn at various levels (Senge 170). This is because individuals have the innate ability to learn, however, structures that these same individuals’ functions are not supportive and sometimes fail their full engagement. Senge also argues that individuals may be willing to learn, but circumstances do not provide guiding ideas in order for them to interpret the environment on which they operate. In this case, organization that learns continuously is a wakeup call for most people. This is because such people can develop their capacity for future necessity. However, according to Bartel (354), there are some organizations that are not ready to help people learn to become part of the “moving” team. For instance, most workers in a particular organization may not have a clue of being part of a team. However, to some individuals, a single association with the organization is enough to become part of the great team (Bartel 354).
One issue that ought to be noted, in most learning organizations, is
5/1/2013
Organizational Learning
Learning organizations can be understood as institutions which allow for expansion of capacity among its employees or people. In such organizations, people have the opportunity to develop and give the desired results. Learning also allows for the nurturance of new ideas and thought patterns. According to Senge, learning organizations involve collective aspirations that are not restricted and enables individuals to be in a continuous learning process (170). The rationality for any learning organizations, according to Senge, is to remain flexible and productive even when they are subjected to drastic changes. Further, learning organizations are expected to remain adaptive and excel in a coerced environment. However, Senge is clear that such adaptive and productive mechanisms cannot just occur, but organizations and the leadership must see and trap the commitment of the partners or workers, and develop their capacity to learn at various levels (Senge 170). This is because individuals have the innate ability to learn, however, structures that these same individuals’ functions are not supportive and sometimes fail their full engagement. Senge also argues that individuals may be willing to learn, but circumstances do not provide guiding ideas in order for them to interpret the environment on which they operate. In this case, organization that learns continuously is a wakeup call for most people. This is because such people can develop their capacity for future necessity. However, according to Bartel (354), there are some organizations that are not ready to help people learn to become part of the “moving” team. For instance, most workers in a particular organization may not have a clue of being part of a team. However, to some individuals, a single association with the organization is enough to become part of the great team (Bartel 354).
One issue that ought to be noted, in most learning organizations, is