1

4

Human Resource Management Assignment – Organizational Learning

Jeremy Taylor

Dr. Jama Rand

HRM 562

22 October 2023

Human Resource Management Assignment – Organizational Learning

Introduction

The transition from an individualistic approach to learning towards a communal organizational paradigm is a significant challenge in the current dynamic business environment. The concept of organizational learning has become a subject of extensive discourse within the domain of contemporary business management (Johnson, & Kruse, 2019). Numerous theoretical frameworks have surfaced, attempting to shed light upon the complexities inherent in organizational dynamics and the processes by which learning occurs. This change calls for the development of a culture that values experiential learning, teamwork, and information exchange. In this regard, this paper explores the current culture of our company, assesses its prevalence, pinpoints important obstacles, examines the gap between culture and learning, and suggests focused interventions to help a smooth shift to a more flexible and adaptable learning environment.

Assessment of Organizational Culture and Identified Issues

The organizational culture with regards to the sharing of knowledge demonstrates significant strengths, while also exposes significant deficiencies. There exists a praiseworthy emphasis on the cultivation of individual skills and specialized expertise, thereby fostering a culture that encourages the perpetual pursuit of personal growth and advancement. The organization fosters a culture that promotes and incentivizes employees to actively pursue educational endeavours and assume responsibility for their own professional development. Nevertheless, the prevailing focus on individualistic acquisition of knowledge has unintentionally resulted in a fragmented methodology, wherein the dissemination of valuable information across various departments is severely constrained. The advent of silos has precipitated a deleterious effect on the dissemination of knowledge, thereby impeding the organization's capacity to effectively harness the collective intellect (Brunsson & Olsen, 2018). Furthermore, there is a noticeable reluctance to embrace more recent, technologically advanced learning strategies, favouring more conventional training methodologies. The prevailing resistance towards embracing change presents a formidable impediment to the organization's attempts in modernizing its learning modalities. Hence, it is evident that although the organization places great importance on the acquisition of knowledge by individuals, there is an urgent requirement to foster a culture that embraces inclusivity and collaboration. This culture should prioritize the dissemination of knowledge among all members and the incorporation of cutting-edge learning technologies.

Disconnect between Culture and Organizational Learning

The apparent disparity between the company's cultural fabric and its approach to fostering organizational learning can be explained by means of three discernible mystifications.

Mystification of Learning as Training

The organization's strong emphasis on formal educational initiatives highlights the perception of learning as a type of training. Although these programs certainly have their merits, they often overshadow the significance of informal, practical education (Friedman et al., 2018). For example, employees often participate in collaborative projects that result in significant learning opportunities. Nevertheless, the significance placed on formal training frequently overtakes the acknowledgment of these invaluable learning prospects.

Mystification of Learning as Performance

Furthermore, the presence of the mystification of learning as a mere performance is evident in the corporation's unwavering fixation on attaining short-term performance indicators. This tendency to focus on short-term outcomes may unintentionally undermine long-term learning programs (Friedman et al., 2018). For example, the pressure to reach quarterly goals might occasionally result in the abandonment of initiatives meant to share knowledge and develop skills. This short-sightedness prevents the development of a long-lasting culture of ongoing education.

Mystification of Learning as Individual Activity

Ultimately, the company's encouraging of staff members to assume personal responsibility for their learning initiatives demonstrates the mystique around learning as a personal activity (Friedman et al., 2018). Although the cultivation of individual initiative undoubtedly holds significant value, it is not uncommon for this emphasis to overshadow the inherent significance of collaborative learning and the dissemination of knowledge. For example, workers are granted access to comprehensive e-learning platforms; however, there appears to be a dearth of emphasis on fostering collaborative dialogues or facilitating the dissemination of knowledge acquired through these resources. The proclivity towards individualism hinders collaborative advancement and dissemination of knowledge within the company. The resolution of these perplexities shall prove pivotal in harmonizing the culture of the company with efficacious methods of learning.

Current Organizational Learning Mechanisms

The prevailing Organizational Learning Mechanisms (OLMs) employed by the organization primarily hinge upon formal training initiatives, which, although commendable, have unintentionally impeded the cultivation of a comprehensive organizational learning ethos. An extensive technical training program, for instance, was put into place with the goal of improving each person's skill set. Although it effectively enhanced the skill sets of individuals in particular domains, it exhibited constraints in facilitating the dissemination and assimilation of shared information. The result of this endeavour yielded enhanced technical proficiencies among the participants, albeit without significantly fostering cross-functional collaboration or the expansion of collective knowledge.

Propose OLMs

In order to effectively mitigate the obstacles that impede organizational learning, it is imperative to consider the adoption of the Online/Internal mechanism as the most appropriate alternative to the existing Organizational Learning Management Systems (OLMs). The selection of this option is justified by the requirement of a dynamic and easily navigable platform that facilitates the smooth exchange of knowledge and promotes teamwork within the company. The Online/Internal method harnesses the power of digital tools and platforms to cultivate an interactive and all-encompassing learning atmosphere (Sharma et al., 2022). It facilitates the dissemination of knowledge amongst employees, fostering an environment conducive for perpetual growth, in which they can engage in collaborative initiatives, harnessing collective intelligence, and conveniently avail themselves of valuable resources (Sharma et al., 2022).

In contrast to the conventional offline/internal approach, which can be hindered by limitations in physical closeness or scheduling issues, the online/internal mechanism surpasses geographical boundaries and time zones, affording employees the opportunity to partake in educational endeavours at their own preferred speed and comfort (Sharma et al., 2022). This contemporary methodology is in accordance with the progressive nature of labour and education, guaranteeing that the knowledge possessed by an organization is not restricted to isolated entities, but rather actively shared and incorporated throughout various departments. Consequently, this facilitates a more efficient shift from individual to collective learning within the company.

Evaluation of Norms Hindering Productive Learning

The organization is significantly impacted by norms of inquiry and accountability, which play a pivotal role in molding the culture of knowledge acquisition. Though prevalent, the norm of inquiry is partially inhibited by a general reluctance to pose meaningful questions (Cameron & Green, 2019). For example, employees are less likely to challenge assumptions or ask for explanation during team meetings, which could impede the development of deeper comprehension of complicated issues. This reserved demeanour may stem from a sense of social pressure to fit in or a concern about coming across as ignorant. Moreover, the paradigm of accountability holds considerable significance with regards to individual obligations; however, there exists a proclivity to evade assuming responsibility for errors (Johnson, & Kruse, 2019). Rather than openly admitting and accepting from errors, there exists a proclivity to shift responsibility or learning their importance. This prevailing hesitancy poses a major obstacle to the effective acquisition of knowledge, as it curtails the potential for meaningful reflection and advancement.

Conclusion

Ultimately, the cultivation of organizational learning through the utilization of individual knowledge mandates a fundamental transformation in the prevailing culture, mechanisms, and norms. The organizational culture, while placing a strong emphasis on individual growth and advancement, regrettably falls short in fostering a collective mindset and collaborative spirit. There exist three perplexing phenomena that highlight the disconnection in the realm of knowledge acquisition: an undue emphasis on training, an unwavering fixation on immediate performance, and an excessive inclination towards individualism. The prevailing dependence on conventional training programs fails to acknowledge the untapped potential of online and internal mechanisms. The presence of cultural norms that promote limited exploration and the avoidance of responsibility serve as additional barriers to effective knowledge acquisition. By strategically realigning Operational Learning Mechanisms (OLMs), solving mystifications, and fostering a climate of intellectual curiosity and accountability, the company can embark on a profound and revolutionary journey towards a heightened state of agility and adaptability within its learning environment.

References

Brunsson, N., & Olsen, J. P. (2018). The Reforming Organization: Making Sense of Administrative Change. Routledge.

Cameron, E., & Green, M. (2019). Making Sense of Change Management: A Complete Guide to the Models, Tools And Techniques of Organizational Change. Kogan Page Publishers.

Friedman, V. J., Lipshitz, R., & Popper, M. (2018). The mystification of organizational learning.  Journal of management inquiry,  14(1), 19-30. https://www.researchgate.net/publication/247737818_The_Mystification_of_Organizational_Learning

Johnson Jr, B. L., & Kruse, S. D. (Eds.). (2019). Educational Leadership, Organizational Learning, and the Ideas of Karl Weick: Perspectives on Theory and Practice. Routledge.

Sharma, D., Sood, A. K., Darius, P. S., Gundabattini, E., Darius Gnanaraj, S., & Joseph Jeyapaul, A. (2022). A Study on the Online-Offline and Blended Learning Methods.  Journal of The Institution of Engineers (India): Series B,  103(4), 1373-1382.

interoffice memorandum

to:	[Recipient Name]
from:	[Your Name]
subject:	[Subject]
date:	[Click to Select Date]
cc:	[Name]

[Type your memo text here]

5

2