THE LEARNING ORGANIZATION

Running head: LEARNING ORGANIZATION
LEARNING ORGANIZATION
Name of the student
Name of the university
Author note

LEARNING ORGANIZATION1
Introduction
The organization in the contemporary period, their application and learning have become
the fundamental constituents as well as pillars of development, success, and survival. The
dynamic development of structural learning has become an urgent necessity and not the choice
for recent organizations of various sizes and types (Hoover & Harder, 2015). The association in
between the organizational learning and performance concentrate priory on subsisting argument
that the performance of the organization is the product of the organizational learning that initiates
to adopt the novel trend that necessitates awareness of the method to attain a high range of
collaboration and integration in between present and past in view of upcoming vision (Guerci et
al., 2015). The paper discusses the learning organization of The West East Institute and its
initiatives to become a learning organization.
Discussion
The variable and complicated environment of the contemporary period, the conception of
earning organization, is considered a new idea from the perspective of human resource and
organizational development. Therefore the learning organization is designated as an organization
that capable of developing upcoming vision, strategies, regulatory context as well as work
activities that are reinforcing and advancing organizational learning (Varadarajan, 2017). The
same can be attained through the procedure of creation, knowledge, transfer, acquisition in a
participatory, and collective manner. Furthermore, enhance the abilities of the self-development
in the context of deliberate transfer to speedy progress in the environment along with those
encounters that ate associated with it. Therefore learning perspective of an organization
comprises of system perspective, strategic perspective, integrative perspective, and learning
perspective (Di Fabio, 2017). The system perspective rests on the conception of the holistic
opinion of the organization as well as its response and interaction with the external and internal

LEARNING ORGANIZATION2
environment. According to Thinker and researcher Peter Senge, the organization should hold
sufficient capability with the environment as well as formulate series of substitutes for upcoming
for the purpose of growth and survival in addition to that establishment of shared perceptions and
views in between the members of the organization for the purpose of attaining the high grade of
efforts coordination, and harmony are primary requirements. In pursuance to learning
perspective, the learning organization may be considered as an organization that contributes the
procedure of learning for members and also attempt to attain strategic aims through the
establishment of the intended procedure of transformation and change (Budeanu et al., 2016).
Peddler noted that there are eleven keystones that should be obtainable in the learning
organizations and the keystones comprising of learning by means of building strategies,
participatory processes of decision making, control structure, exchange structure of internal
information, flexible reward structure, and transparent accountability. The structure of the
organization that environmental aid scans, learning by organizational learning, specialized
groups, the organizational climate which assist learning in addition to that entrench the norm of
self-development. The strategic perspective highlights the significance of the strategic
constituents in constructing the learning capacity of the organization. Garvin (1993) emphasize
the significance of acquisition, knowledge creation as well as transfer that is acquired
organizationally in addition to that procedure of modification of behavior in pursuance with the
knowledge. On the contrary, Gho (1998) considers that the capabilities and skills of a leader
functioned significant character in constructing an effective and efficient learning organization.
The integrative perspective is formulated by the operation of Marsick and Watkins. They
indicate seven corners for a learning organization; the dimension establishes ongoing
opportunities of learning, advance dialogue, and inquiry, motivates collaboration as well as team
learning, creates structures to occupy and also share learning (Moschitz et al., 2015). In addition
to that empowering the individuals towards the mutual vision that relates the organization to the