The Learning Organisation (HRM) Essay Example | Topics and Well Written Essays - 1250 words

The Learning Organisation (HRM) - Essay ExampleFilling this association gap is, however, not an easy job. The reasons are twofold. First, it has been shown that due not only to change resistance, but withal to feelings of stress and insecurity, people do not learn late behaviors when they are forced to, which is the case in many a(prenominal) change processes (e.g. Argyris, 2002 Lahteenmaki, Toivonen and Mattila, 2005 McHugh, 2005 Miner and Mezias, 2004). Second, even if they did learn, organization flux in times of change makes it of the utmost impediment for researchers to distinguish the acquisition effect from all the other change effect.There has been keen discussion on organizational learning (OL) and learning organizations in recent years. At the moment, as various typologies of extant OL theories or models demonstrate (e.g. Easterby-Smith, 2005 Fiol and Lyles, 1985 Miner and Mezias, 2004 Shrivastava, 1983), these models are not as yet synergistic, but instead OL resear ch is broken across different scientific fields.There are many different, partially overlapping, approaches to both organizational learning and learning organizations. The processual approach is taken by some, whilst others concentrate on finding out who are the of import actors of organizational learning. ... adaptive learning, assumption sharing, the development of the knowledge base and also institutionalized experience effects (for more details see Shrivastava, 1983). By giving different weightings to either cognitive or to behavioral developments, even more definitions, such as the evolutionary development of learning systems, habit formation, the discovery of new cognitive modes and the diversification of outcomes have been introduced (for more details see Fiol and Lyles, 1985). So far, the most prominent modellings seem, however, to be the division among single-loop and double-loop learning as presented by Argyris and Schon (1978) as well as the division between adaptive and generative learning presented by Senge (2002). Because of the different ways of perceiving and defining OL, it appears to be extremely uncontrollable to find synthesis, much less compare these models with one another. One of the most crucial, but almost in all neglected questions is, whether all learning is valuable (Miner and Mezias, 2004). In OL literature there seems to be an underlying conceit that learning always means attaining the desired developments. However, one has to keep in mind that organizations, just comparable people, learn bad habits as well and this may be even more probable than the opposite word (e.g. Argyris and Schon, 1978). Therefore the question needs to be reformulated do the cognitive and behavioural changes of the organizations members have to improve the firms execution of instrument before they are considered to be reflections of organizational learning, or are all the changes in attitudes and behaviors, no division how good or bad, gathered under the concept of organizational learning Despite the fact that in