Organization Learning and Development Essay

Organizational performance depends upon human resources, knowledge and skills of employees. Organization learning and development determine overall success of organizational performance and market position of a company or firm. Changes occurred in technology, marketing, and numerous management techniques, some of which are concerned with human problems. Most of the changes are made in a rather disjointed or piecemeal manner. Following Revans (1980) learning in an organization must be greater than or equal to the rate of change in the environment. The approach emerging today is to use the growing body of ideas and systematic thought to consider innovatory ideas on organization and to adopt a more systematic comprehen ¬sive look at problems, so that we look at the whole instead of looking at separate parts. In modern environment, individuals have a lot of freedom, apart from certain laws of society, but when they join an organization their freedom is restricted and their effort must be joined with those of others to achieve organizational goals through learning and development practices. Change cannot occur if employees do not have sufficient knowledge and skills necessary for new organizational environment. Following Argyris (1977) â€Å"organizational learning as the process of detection and correction of errors† In his view organizations learn through individuals acting as agents for them† (cited Malhotra 1996). In this case, organizational learning becomes a change agent for the organization. Following Polanyi, Nonaka and Takeuchi (1995) identify two types of knowledge, â€Å"tacit knowledge† and â€Å"explicit knowledge†, which influence organizational learning and development. Employees need to acquire tacit knowledge and explicit knowledge in order to meet individual and business goals. Some administra ¬tive apparatus is needed through which managerial authority is exercised. Therefore a hierarchy is formed which issues policy statements to ensure any discretion that individuals may have in their work is exercised in the spirit or attitude of the organization. Without tacit and explicit knowledge, an organization is not able to meet rapidly changing environment. This requirement is somewhat, although not exclusively, dependent upon the first. The level of involvement of employees in the learning process will be necessarily substantial. For the innovation of new ideas to be successful a high degree of integration is needed between all concerned (e. g. engineering, production management and marketing). Organizations that are too rigidly structured may find integration of all necessary activities very difficult (Armstrong 2001). Nick Bontis et al (2002) states that stock and flow of knowledge affect three level in organizations: personal, team and organizational. Direct business needs, which have been identified from the study of the organizational situation might best be met in part by some form of training which cascades down the organization. Selection in such cases is likely to be on a broad basis, because the judgment has already been made that most people need this training. Although there might be discussion with line managers, particularly on who should attend first, selection ul ¬timately should be a central decision, and should be compulsory (Senior, 2001). Following Flood (1999) knowledge and learning allow employees to be better positioned in organization and give them a chance to survive and prosper in different environments. Revans (1980) is right stating that learning in an organization must be greater than the rate of change because learning and development open new opportunities for organizations and allow the staff to meet the criteria set down: persistence and great personal desire to master this knowledge. On the other hand, knowledge develops such important skills as the ability to analyze and synthesize information about the clanging environment. In this situation, employees take into account universal concepts and experience of other people trying to solve his/her life problems or trying to find solution to these troubles (Schuler 1998). Without new knowledge, employees depend upon their own life experience and are limited by prejudices and life scope. Learning cultivates human creativity and helps it to flourish. Organizational learning and development help to create new practical knowledge on the basis of the existing one making employees free from old technologies and views of their peers. Following Weick (1991): â€Å"organizations are not built to learn. Instead, they are patterns of means-ends relations deliberately designed to make the same routine response to different stimuli, a pattern which is antithetical to learning in the traditional sense† (cited Malhotra 1996). Without organizational learning and development, organizations could not benefit from outside worlds depending on their limited world perception. Freedom of choice is the main priority given by education and knowledge. They can choose without knowledge but their choice would be accidental and cannot guarantee the best solution to the problem you are faced with. Organizational learning and development help organizations to get in touch with the society and others which also a key to freedom (Mayo 1998). In the book â€Å"The Fifth Discipline†, Senge (1995) explains organizational development and performance through system theory. Organizations are affected by environment and have a structure which has both formal and informal elements. The analysis of structure will cover how activities are grouped together, the number of levels in the hierarchy, the extent to which authority is decentralized to divisions and units, and the relationships that exist between different units and functions. Senge states that systems thinking method helps organizations to transform their activities and become a learning organization (Organizational Learning and Information Systems 2007). Five disciplines include â€Å"building shared vision, mental models, team learning, personal mastery, systems thinking† (Senge 1995, p. 56). These principles are crucial because these factors allow organizations adapt to changing environments. So, without active learning and development organizations will not be able to compete on the market and adapt changes. Learning process should be prier to change. Bearing in mind the need to take an empirical and contingent approach to organizing, as suggested above, the aim of learning could be defined as being to optimize the arrangements for conducting the affairs. â€Å"A systems orientation is evidenced through common language producing thinking that encourages greater interdependency thus allowing for cross-functional thinking and abilities to be drawn into a productive whole† (Barker, Camarata, 1998, p. 4). To do this, it is necessary, as far as circumstances allow, to: clarify the overall purposes of learning – the strategic thrusts that govern what it does and how it functions; define as precisely as possible the key activities required to achieve that purpose; group these activities logically together to avoid unnecessary overlap or duplica ¬tion. Following Goh (1998) â€Å"Learning organizations not only encourage these practices but also have mechanisms or systems that allow them to happen. Part of this knowledge transfer involves learning successful practices from other organizations and competitors as well† (p. 5). As Katz and Kahn (1964) wrote: ‘Systems theory is basically concerned with prob ¬lems of relationship, of structure and of interdependence. As a result, there is a considerable emphasis on the concept of transactions across boundaries – between the system and its environment and between the different parts of the system† (Katz and K ahn, 1964, p. 48). According to this theory, all organizations have some learning and development which influence market position and innovative approach to performance. Structures incorporate a network of roles and relationships and are there to help in the process of ensuring that collective effort is explicitly organized to achieve specified ends (Mayo 1998). Most employees require much practice to create professional skills and knowledge. Organizations are continually dependent upon and influenced by their environments. The basic characteristic of organizational learning is that it transforms inputs into outputs within its environment. The components of organizational learning include the importation of energy, the throughput, and the systems as cycle aspects of organizations (McNamara 2007). Organizational learning and development include key organizational processes – an organization’s ‘task’ environment includes suppliers, markets and competitors; the wider environment includes factors such as public attitudes, economic and political systems, laws etc; employees and other tangible assets – people, plant, and equipment; formal organizational requirements – systems designed to regulate the actions of employees (and machines); the social system – culture (values and norms) and relationships between employees in terms of power, affiliation and trust; technology – the major techniques people use while engaged in organizational processes and that are programmed into machines; the dominant coalition – the objectives, strategies, personal characteristics and internal relationships of those who oversee the organization as a whole and control its basic policy making (Reed 2001). If organizations are unable to prepare their staff to a coming change, they will be inevitably left behind. Revans is right stating that learning in an ‘organization must be greater than or equal to the rate of change in the environment’ because organizations depend upon the learning and development as a part of change. Following â€Å"as the relationship changes and becomes more complex, the need increases for a relation-based learning organization using communication at all levels and through its various forms† (Barker, Camarata 1998, p. 4). The overall purpose of organizational learning and development is to ensure that the staff is able to achieve success in changing environments. In this case, organizational learning and development can be the source of the organizational capabilities that allow it to learn and capitalize on new opportunities. Ensure that the staff obtains and retains the skilled, committed and well-motivated workforce it needs. This means taking steps to assess and satisfy future people needs and to enhance and develop the inherent capacities of people – their contributions, potential and employability – by providing learning and continuous development opportunities (Nonaka, Takeuchi 1995). It can also involve the development of high performance work systems which enhance flexibility and include â€Å"rigorous recruitment and selec ¬tion procedures, performance-contingent incentive compensation systems, and management development and training activities linked to the needs of the organization† (Mayo 1998, p. 49). An understanding of organiza ¬tional processes and skills in the analysis and diagnosis of patterns of organizational behavior are therefore important. Organizations need to be able to understand the patterns of behavior that are observed to predict in what direction behavior will move (particularly in the light of managerial action), and to use this knowledge to control behavior over the course of time. Effective managerial action requires that the manager be able to diagnose the system he or she is working in. According to Goh (1998): Skill and knowledge acquisition are obviously useless unless they can be transferred to the immediate job by the employee. It is even better if this knowledge can also be transferred to other parts of the organization to solve problems and energize creative new ideas. Part of this knowledge transfer involves learning successful practices from other organizations and competitors as well† (15). Barker and Camarata (1998): underlines that: â€Å"personal mastery is the continual process of growth and development needed for creative work for both the individual and organization. Learning in organizations occurs only through the learning that individuals acquire â€Å"(4). The organization must do all it can to explain why change is essential and how it will affect everyone. Moreover, every effort must be made to protect the interests of those affected by change. Resistance to change is inevitable if the individuals concerned feel that they are going to be worse off – implicitly or explicitly. Management of change will produce that reaction. In an age of global competition, technological innovation, turbulence, disconti-nuity, even chaos, change is inevitable and necessary (Senior, 2001). In sum, learning in an organization must be greater than the rate of change in the environment, because only in this case organizations able to compete on the market and create skilled workforce. Organizational learning and development can be seen as a part of change process which allows organizations to foreshadow coming changes and possible problems. Learning should be greater than the rate of change, because organizations welcome the challenges and opportunities if they have strong human resources and skilled workforce. They are the ones to be chosen as change agents. Reference http://www.brint.com/papers/orglrng.htm

Americas Involvement in World War II - 1192 Words

America’s involvement in World War II created significant opportunities for American women on the home front. At the same time, it stirred conflict in the gender roles of Women during wartime. One of the main issues that dominated women’s lives during the war was balancing the role at home, with the new pressures placed on them due to the war economy. In most cases, the strides made regarding women’s rights during World War II were misleading, as policy makers used the female workforce for short-term assistance only. American Women faced varying experiences of life during World War II due to factors such as ethnicity and class largely affected the social implications of war. Nevertheless, the advances made by women during this time frame began a movement that would soon give empowerment to women throughout the country, inspiring independence and personal growth through the ways of unions, employment, and a change in traditional gender roles. Due to the increasing demand in labor, employers began to disseminate traditional gender roles with the hiring of women to generally male occupations. Industry, media and the government increasingly encouraged women to fulfill their patriotic duty by seeking employment. Although pushes were made to include women in the workforce, business associations mostly worked independently from the majority, resulting in high tension when various women’s organizations pointed out the drastic discriminatory policies of employers. InterestinglyShow MoreRelatedThe End Of The Great War1518 Words   |  7 PagesIt is the Second World War, which had the greater impact on America’s place in the world and elevated the country to have a status of Superpower. However this would not have been the case without the consequences of the First World War and America’s reluctance to drop its policy of isolationism as a result of this. 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A Beginners Guide to ASP.NET Programming for Delphi developers

Qualitative Research On The Human Aspect Of A Hypothesis

Qualitative vs. Quantitative Research Qualitative research focuses on understanding the human aspect of a hypothesis; it researches the human behavior and the perspectives of the subjects being observed. Quantitative research focuses on facts of a study through numbers and relies on fixed, measurable ideas. Qualitative research collects data through interviews, observations, and analyzed by theme or frame. Quantitative research collects data though measurable data collection and are analyzed in numerical and statistical comparisons (Criswell, 2015). Ethnography Design In research, ethnographic design is a qualitative research procedure for describing, analyzing, and interpreting a culture (Criswell, 2015). It focuses on the language, rules, language of life of a group of people to understand the cultural norms and ideas of the studied group. It can be a micro observation done for multiple cultures that can help clarify a macro problem. Through ethnographic research, a researcher can â€Å"frame the group as narrowly or as broadly as necessary. It provides a detailed idea of events through long-term access to build a detailed record and the research can be either an observer or a participant† (Criswell, 2015, p.466). The advantage of using ethnographic design to study the understanding of sexual safety among Texas college students is the ability to frame the students. It can be by class designations: freshmen, sophomore, juniors, seniors, graduate students, and doctoralShow MoreRelatedquantitative and qualitative research approach1200 Words   |  5 Pages The issue of quantitative and qualitative research approach has been discussed widely nowadays. Some people believe quantitative research approach is trustworthy than qualitative research approach. 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Studying Then and Now Free Essays

Studying: Then and Now One June day, I staggered into a high school classroom to take my final exam in United States History IV. I had made my usual desperate effort to cram the night before, with the usual dismal results—I had gotten only to page 75 of a 400-page textbook. My study habits in high school, obviously, were a mess, but in college, I’ve made an attempt to reform my note-taking, studying, and test-taking skills. We will write a custom essay sample on Studying: Then and Now or any similar topic only for you Order Now The first thing I tried to improve in college was note-taking. I took notes in high school classes but I often lost interest as compared to my note- taking at college. Note taking in high school classes often began with doodling, drawing Martians, or seeing what my signature would look like if I married the guy in the second row. Now, however, I try not to let my mind wander, and I pull my thoughts back into focus when they begin to go fuzzy. In high school, my notes often looked like something written in Arabic. In college, I’ve learned to use a semi-print writing style that makes my notes understandable. When I would look over my high school notes, I couldn’t understand them. There would be a word like â€Å"Reconstruction,† then a big blank, then the word â€Å"important. † Weeks later, I had no idea what reconstruction was or why it was important. I’ve since learned to write down connecting ideas, even if I have to take the time to do it after class. Taking notes is one thing I’ve really learned to do better since high school days. Another area that I needed to concentrate on was my method of studying. Ordinary studying during the term is another area in which I’ve made changes. In high school, I let reading assignments go. I told myself that I’d have no trouble catching up on 200 pages during a 15-minute ride to school. College courses have taught me to keep pace with the work. Otherwise, I feel as though I’m sinking into a quicksand of unread material. When I finally read the high school assignment, my eyes would run over the words, but my brain would be plotting how to get the car for Saturday night. Now, I use several techniques that force me to really concentrate on my reading. I also changed the way of study for taking tests In addition to learning how to cope with daily work, I’ve also learned to handle study sessions for big tests. My all-night study sessions in high school were experiments in self-torture. Around 2:00 A. M. , my mind, like a soaked sponge, simply stopped absorbing things. Now, I space out exam study sessions over several days. That way, the night before can be devoted to an overall review rather than raw memorizing. Most important, though, I’ve changed my attitude toward tests. In high school, I thought tests were mysterious things with completely unpredictable questions. Now, I ask instructors about the kinds of questions that will be on the exam, and I try to â€Å"psych out† the areas or facts instructors are likely to ask about. These practices really work, and for me they’ve taken much of the fear and mystery out of tests. Since I’ve reformed, note-taking and studying are not as tough as they once were, and I am beginning to reap the benefits. As time goes on, my college test sheets are going to look much different from the red-marked tests of my high school days. Outline Introduction: Thesis Statement: My study habits in high-school, obviously were a mess, but in college, I’ve made an attempt to reform my note-taking, studying and test-taking skills. Topic sentence 1: I took notes in high school classes but I often lost interest as compared to my note- taking at college 1. Interest 2. Note writing 3. Connection Topic Sentence 2: Ordinary studying during the term is another area in which I’ve made changes. 1. Pace 2. Concentration Topic Sentence 3: In addition to learning how to cope with daily work, I’ve also learned to handle study sessions for big tests. 1. Spacing 2. Attitude Conclusion How to cite Studying: Then and Now, Essay examples

The Sistine Chapel

Question: Describe about the Sistine Chapel? Answer: Upon viewing the Sistine Chapel through the Vatican Website, it is evident that Sistine Chapel is possibly the most amazing work of art produced by Michelangelo; even today, his remarkable and diverse masterpieces continue to inspire several artists all over the world. While viewing the art work, I noticed that Michelangelo had managed to paint all walls, including the ceiling that is said to be at a height of 60 feet. His use of bright and vibrant colours is clearly evident along with his choice of painting the lower ceiling with Christs ancestors. Michelangelo seems to have painted alternated female and male prophets along with Jonah over the altar. In addition to this, nine stories were painted onto the highest section, from the book of Genesis. On a closer look, it seems that Michelangelo has used male models for the purpose of representing females. Throughout the work piece, he has managed to maintain equal symmetry among and within the paintings, clearly emphasizing the importa nce of size scale and its impact on viewers which obviously is invincible. It is incredible how Michelangelo managed to paint, while suspended in the air, and making sure that the perspective (as one looks up) was maintained throughout the painting on the ceiling. Usually viewers view paintings at eye level, however, he has painted his piece by taking into account that viewers will be looking up rather than front; to me, this is a rather extraordinary accomplishment for Michelangelo. Research states that in order to paint the ceiling, Michelangelo had to create his own new techniques and styles so that the ceiling would look flawless when looked at. A technique known as fresco was used which included plastering pieces of limestone and affixing them to the wall. Initially, the theme was planned to consist of 12 Apostles since the ceilings simply showcased individual figures rather than dramatic scenes (King, 2003). Michelangelo has distinctively added twelve of such large figures i.e. five sibyls or female prophets and seven prophets to the edges of the ceiling; his inclusion of female prophets was considered rather unusual however had not been completely unprecedented. While, the centre was painted with a total of nine scenes from the Genesis; three stories depicted the Worlds creation, three had been stories of Noah and the rest three were of stories of Adam Eve. To add to the painting, Michelangelo painted 40 generations of ancestors of the Christ, where he st arted with Abraham (Vatican Museums Management, 2007). The nine stories are known to communicate or represent a timeline for the development of Church; his use of stories from the Genesis simply reflect and demonstrate the effect of Church politics that lead to corruption of faith by embezzling the Old Testament as the basis for Christs life. It can be said that he painted the ceiling so as to remind everyone of the roots of Christianity (Blech, 2008). Additionally, this project was completed over a time period of approximately four years; some of written works (poems) describe the painting process as being stressful and how it had given him back and neck problems for the rest of his life. When considering the findings made during the research, Michelangelos use of male models for representing females seemed more logical due to their rareness and expense. We know that he painted biblical scenes of his own choice and by the end of his work; there were 300 figures rather than just 12. Despite the fact that he was a sculptor, Michelangelo managed to gain himself an identity that was more than just a sculptor; his internal drive of being an artist simply fuelled him. This is essential because it encourages modern day artists to take up more challenges and leverage their skills with new applications and in new ways. Similarly, Michelangelos emphasis on maintaining viewer perspective while painting the ceiling also encourages modern day artists to work and operate in complex environments that not only is essential for their professional growth but also allows them to contribute to their role of creating a vibrant and healthy organization (Catherine, 1999). It is important to understand that several modern day artists are not given the freedom or the license to create art freely as Michelangelo was since they environments they operate may differ depending on their art style and intention. Similar to Michelangelo, their challenge lies in maximizing their time and leveraging all the resources available to them as a means of becoming efficient at their work. Bibliography 1. Blech, Benjamin, Doliner, R., 2008, The Sistine Secrets: Michelangelos Forbidden Messages in the Heart of the Vatican. New York: Harper One, Print.2. Camesasc, Ettore, 1965, "Apprendix: The Sistine Chapel, Vol. 1. New York: Harry N Abrams, Print.3. Berlin, A., Brettler, M, Z., 2004, The Jewish Study Bible,New York: Oxford U P, Print.4. Catherine, Mariam, 1999, Biography on related architectural contexts. New York: Harper one, Print5. King, Ross, 2003, Michelangelo and the Popes Ceiling, New York: Penguin, Print.6. Miles, Jack, 1995, God A Biography, New York: Vintage, Print.7. Murray, Linda, 1980, Michelangelo. London, Thames Hudson, Print.8. Salvini, Roberto, 1965, The Sistine Chapel. Vol. 1. New York: Harry N Abrams, Print.9. Vatican Museums Management, 2007, "Sistine Chapel, Vatican Museums. Web. 16 December 2009.

How Does Social Deviation Affect Culture Essay Example

How Does Social Deviation Affect Culture? Essay Every human culture has members who exhibit deviant behavior. Deviant behavior is any action that is criminal, unacceptable, confusing or just strange to the majority of the cultures members. Each culture differs in its response and handling of deviant behavior. For example, behavior that would land someone in a mental institution in the United States might cause placement as the village shaman in other cultures. Although deviance might be harmful to a culture, it is also essential to cultural flexibility and change. Crime oUnited States culture classifies some deviant behavior as criminal. This sort of behavior has written laws and sanctions against it. Persons who act in such ways are liable to be arrested and punished in the judicial system. Most crime has victims who are hurt or otherwise negatively affected by the behavior. Criminal behavior influences others in a culture by inducing fear and anger at the criminals and sadness for the victims. Crime rates can drastically alter cities and neighborhoods in appearance and demographics. Vagrancy oVagrancy deviates from cultural norms requiring that all persons hold taxable employment and reside in a structure zoned for residence paid for by rent or mortgage. We will write a custom essay sample on How Does Social Deviation Affect Culture? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How Does Social Deviation Affect Culture? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How Does Social Deviation Affect Culture? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Vagrancy is an example of a crime gray zone. Anti-vagrancy laws do exist to discourage the behavior, but most people do not consider the behavior criminal. Rather, people consider the behavior unacceptable or repulsive. The presence of vagrant behavior can reduce the success of a city or town business economy, cause others discomfort when confronted with the behavior in the public sphere and reduce the number of persons available for employment. Weakening of Norms oOne of the biggest threats deviation holds to a cultures status quo is the weakening of norms. If too many people are allowed to operate with deviant behavior, the behavioral norm becomes violated. This might occur in a cycle. Professor Lisa Barnett of Coe College states that a weakening of cultural norms might actually cause deviant behavior. Creation of New Norms oThe ability of deviant behavior to weaken norms might also provide a positive construction of new norms. For example, 40 years ago in the United States, most people considered body piercing to be deviant behavior. It was not illegal, but the culture deemed the act repulsive. As more people began expressing this deviant behavior, norms against body piercing weakened. Today, body piercing is more culturally acceptable than ever in the United States. Revolution oWhen deviants seek not only to go against cultural norms, but also to change them significantly, cultural revolution can occur. Deviants may present a completely alternative lifestyle to what is predominantly held as acceptable. If enough people adopt the deviant lifestyle, the behavior is no longer deviant and itself becomes the norm. The cycle then continues when persons deviate from the newly established norms.