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ISE5600: Organisational Learning: Methods and Practices

   

Added on  2020-04-15

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Running Head: ORGANIZATIONAL LEARNING METHODS AND PRACTICES 1Reflective Journal 1Student’s Name Institutional AffiliationDate of Submission

ORGANIZATIONAL LEARNING METHODS AND PRACTICES 2The most effective and efficient way of learning in which DIKW is acquired is by asking qualityquestions. Questioning is done by using the 5W1Hs (what, why, where, when, how, and who).Shifting to Organizational Learning from the foundational KM study is a journey that ismesmerizing. It is full of excitements. In the process, my curiosity has been stimulated thus; Ihave gotten deep into areas that are unknown.1st LessonFor external changes to manifest, learning process must influence the behavior of humans, livingsystems, and organizations. The concept of self-organization and self-adaptation twined with thescience of complexity (as distinguished from the industrial Taylor model and Newtonianworldview of the machine metaphor) has enhanced our comprehension; by exerting its effects,on organizational evolutions and processes of learning (Boundless, 2017). In simple terms, it isproper to say that learning is vital in the evolution of living systems. From this case, it is evidentthat an organization is not an exception since it is the most complex of all social units.The most suitable competitive advantage of an organization is its ability to learn by correcting itsmistakes, acquiring new knowledge, modifying its environment, and anticipating changes.However, learning takes the form of either practical or academic interests, or both. Studyingorganizational learning covers approaches, portfolio of theories, practices, and processes. Suchconcepts ensure that an organization has the ability to innovate (CMOE, 2017). An organizationthat goes for this approach may become adaptive, intelligent, excellent or just a learning firm.Such are what this subject focuses on (McArthur, 2010). From the perspectives diversity of professionals, learning in organizations is multi-disciplinary innature. Such can be seen in the perspectives of educational psychologists, business professionals,public policy makers, HRM consultants, economists, among others. The same can be traced in

ORGANIZATIONAL LEARNING METHODS AND PRACTICES 3academics like behavioral psychologists, sociologists, organization strategists, anthropologists,communication scientists, systems thinkers, among others. Since the process of learning iscontinuous, organizational learning is no exemption. This kind of learning also evolves with time(Hill, 2017).2nd LessonThe definition and comprehension of learning processes differ from one person to another. Themore we try to discuss and understand how learning takes place, the more complex it becomes.The same goes for the governing factors of learning and also why and how we should learn. Withmany learning theories unfolding from the works of cognitivists, behaviorists, andconstructivists, it is clear that the way humans interpret “learning” is based on a number ofconflicting factors (Management, 2017). Such factors include belief, prior knowledge, values,culture, and the interpreter’s intentions. For instance, one’s interest in going through every pageof this lesson is guided by a number of motives. However, such motives depend on the manner inwhich one makes sense of the presented knowledge (Kaplan, 2017). As a matter of fact, the discussed theoretical backgrounds are required to ensure that the gap ofcomprehending the difference between organizational and individual is breached. On thecontrary, there is no organizational learning theory that is universally accepted in the currentsociety. Such is because of the multi-disciplinary nature of this form of learning. One shouldunderstand that learning within an organization also entails error detection and correction makingwhich occurs in two main levels. Such levels are exploitative and reflective learning.Exploitative learning entails the process of learning that is used to restore a business’ status quoas well as to implement improvements that are continuous. On the contrary, reflective or

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