BA70036E Leading People and Teams Assignment Sample
Introduction
According to the authors Agolla, (2018), organisational learning is a vital component of a company’s competitive advantage and flexibility to adapt to changing conditions.
Firms and academics must move their focus away from conventional manufacturing practises in order to achieve a competitive advantage, as shown by the rising acknowledgment of this trend The value of a company’s intellectual and organisational assets, according to Handy, might be many times more than the value of the company’s physical assets.
The purpose of this research is to determine if and how organisations could benefit from putting a greater emphasis on the process and consequences of organisational learning and development.
Discussion
This is done via a review of the relevant literature (learning organisation). It is probable that increased levels of knowledge and education among employees may result in changes in their work habits in the future. During the learning process of an organisation, new information is constantly being gathered, old understandings of previous efforts and their repercussions are being re-examined, and new connections are being drawn between these past activities and expected future actions.
The following is the definition of this process: This definition of “organisational learning” refers to a process that is designed to aid them in extending their knowledge so that they may adapt and enhance their performance through time, and it is as follows:
Several academics have suggested that the notion of a learning organisation is associated with organisational innovation and success. Studies have shown that there is a correlation between an organization’s capacity to learn and adapt, and its ability to transform and change through time (Slivar,2018).
It is generally agreed that a person’s learning experience is comprised of all of these components throughout the course of his or her whole life. As a consequence, studying exclusively on the basis of logic may prove to be a tough effort for certain students. The ability to perceive reality on the ground, as well as the participation in specific actions, are both required for bringing this vision to life. (Khilji,2020)
According to Khilji (2020)description, the process of gathering information may be split into five stages that can be separated from one another (p. 88). Another option is the development of knowledge that is reliant on previously learned information. This is known as knowledge construction.
An additional kind of learning is referred to as “role modelling,” and it entails studying the operations of other organisations in order to get insight into one’s own operations. It will be necessary to include more components that are well-versed in areas in which the organisation does not already have expertise after the initial stages of development.
It will also be necessary to monitor and collect information on the physical environments in which the organisation operates after the initial stages of development, as well as in later stages of development.
The ability of an organisation to harness and integrate information from a range of sources is assessed in accordance with Grant’s definition of productive activity, which is based on the concept of information integration. In addition, the capacity of an organisation to harness and integrate information from a range of sources is considered.
Chandler, (2022)discovery that organisational procedures and processes for integrating information are more significant than individual and group expertise may lead to the possibility of improving an organization’s learning potential by taking Morgan’s observation into account, as previously mentioned (p. 23).
Student’s must be able to reflect on their prior actions and outcomes if they are to learn effectively in an environment that encourages reflection. This is crucial for their future actions and results because it allows individuals to make more informed decisions about their future actions and consequences.
The ability to learn from one’s own experiences is feasible when people in an organisation are willing to confront and accept the harsh realities about themselves and their own personalities and circumstances.
Because errors are unavoidable and crucial to the exploration and discovery process, a setting characterised by blame, on the other hand, would prevent it from progressing. When working in this environment, it is vital to be able to distinguish between “mistakes” that are the product of carelessness or a lack of vision and “mistakes” that are the result of really innovative ideas.
Because of this, we must encourage people and organisations to think outside the box. The only way to do this is via the implementation of risk-taking regulations, which are presently unavailable. It is required to conduct a significant number of tests in order to guarantee that all experiments are successful at the conclusion of the experimentation period.
Avoiding the conclusion that our efforts have fallen short of our expectations and instead seeing failure as a chance to discover new means of achieving our goals and goal-related objectives is better.
The events that take place within and outside the organisation, as well as those that take place inside the organisation, may all have an impact on organisational learning. In business, the phrase “internal environment” refers to the components of a company’s environment that are within the company’s power to control and govern.
Each factor, including people, organisational structures, and business processes, is taken into account throughout the evaluation process. Customers, rivals, political, economic, and legal institutions are just a few of the elements that might influence the working environment, which also includes a variety of other aspects. This is due to the fact that the workplace is always changing, which explains why this is the case.
These outcomes are the consequence of a company’s capacity to learn and adapt during the course of its life, and they are all positive. Building a culture of lifelong learning, in the opinion of many, is critical to a company’s long-term success and expansion.
The necessity of organisational learning is becoming increasingly important as the external environment changes. In some studies, it has been demonstrated that organisational learning has a positive relationship with the degree of organisational instability, whereas in others, it has been demonstrated that the opposite is true.
A company’s inability to engage in organisational learning will make it difficult for the organisation to make the required modifications in response to changes in the outside environment. “Organizational learning and knowledge growth may result in a new approach to continuous improvement and an enhancement in the performance of an organisation,” says van Wyk, B.,(2021).
Conclusion
The lack of organisational learning in organisations that are experiencing technological improvements may cause them to become unable to keep up with their environment in the long term. Consequently, we may assume that the company’s capacity to compete and grow in the long run will be constrained in some way as a result of this development.
As a crucial strategic tool for every corporation engaged in the business of doing business, “learning organisations” are becoming more popular as a critical strategic tool. A learning environment at their place of business is promoted by the corporate structure of the organisations in this category.
References
Agolla, J.E., 2018. Modelling the relationship between innovation, strategy, strategic human resource management and organisation competitiveness. African Journal of Business Management, 12(14), pp.428-438.
Caputo, F., Garcia-Perez, A., Cillo, V. and Giacosa, E., 2019. A knowledge-based view of people and technology: directions for a value co-creation-based learning organisation. Journal of Knowledge Management.
Chandler, N., 2021. Knowledge Transfer: An Emerging Element of a Learning Organisation in Family Businesses. In Knowledge Management and Learning Organizations (pp. 69-84). Springer, Cham.
Khilji, N., Duan, Y. and Tehrani, J., 2020, December. A conceptual framework of knowledge sharing for enhanced performance in the HEIs. In ECKM 2020 21st European Conference on Knowledge Management (p. 414). Academic Conferences International Limited.
Ranta, T., 2018. Measuring learning organisations: a case study.
Slivar, I., Golja, T. and Plavšić, M., 2018. Collaborative learning in a business setting: An evolutionary perspective towards a learning organisation. TEM Journal, 7(2), p.456.
van Wyk, B., 2021, September. How a Higher Education Institute Manages Intellectual Capital and Digital Scholarship Towards Being a Learning Organisation: A Case Study. In European Conference on Knowledge Management (pp. 794-802). Academic Conferences International Limited.
