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From Organizational Learning to Theory U

During my master degree studies I had the opportunity to work in an Audit firm. In such environment I unfortunately shared my days with people which were bored of their daily job, without any enthusiasm nor passion. At the end of my internship I wondered: “ Does exist a way of working that could make people eager with a better communication and in which risk taking and new ideas together with continual learning and innovation are key elements of the company?” William O’Brien, CEO of the Hanover Insurance companies says: “People enter business as bright, well-educated, high-energy people, full of energy and desire to make a difference; but with the time they lose the commitment, the sense of mission and the excitement with which they started their careers”.

This dissertation will be based basically on the description and analysis of the Learning Organization: It’s pretty complex to easily describe what a learning organization is. Please find here a couple of definitions: It’s when organizational leaders stimulate new ways of thinking and acting amongst individuals, groups, and communities (Bontis, Crossan, & Hulland, 2002; Nonaka, 1994). When an organization’s capacity to learn, so to acquire, apply, and spread new insights, has been touted as the fundamental strategic capability (Fiol & Lyles, 1985). When leading source of competitive advantage (de Geus, 1988, 1997; Stata, 1989). Place where people continually expand their capacity to create the results they truly want, where new and expansive patterns of thinking are supported, where collective aspiration is set free, and where people are continually learning how to learn together (Senge, 1990).

Always O’Brien says as well: “I talk with people all over the country about learning organizations, and the response is always very positive. If this type of organization is so widely preferred, why don’t people create such organizations? I think the answer is leadership. People have no real comprehension of the type of commitment it requires to build such an organization.” Although individual members are the mechanisms through which organizational learning generally occurs, the knowledge that individuals acquire would have to be embedded in a supra-individual repository for organizational learning to occur.

That is, the individual’s knowledge would have to be embedded in the organization so that other members could access it, even if the individual left the organization.

Mostra/Nascondi contenuto.
15 1.1 Literature Review In this chapter I will consider eight authors that provide a definition of the Learning Organization. The core of most definitions is that organizational learning is a change within the organization that occurs as the organization acquires experience. The question then becomes: changes in what? Knowledge is the outcome of learning. The core definition of Argote (2011) is that Organizational Learning can be analyzed through a framework which is formed by a context: as a start of an operation for an organization; the organizational context: it affects the experience that the organization acquires and interacts with experience to create knowledge; and finally by the knowledge: the results from organizational learning, embedded in the context and concerns future experience (Argote, 2011). Argyris and Schon’s (1974) Organizational Learning theory is based on the understanding of two mode of activities: “Espoused theories” that represent what someone says they would do in a certain situation and comprised their beliefs, attitudes, and values and a “Theories-in-use” that represent what they actually do. Another important consideration that Argyris (1993) writes is that while in building learning organization we have to be vigilant about detecting and correcting errors, dedicated to producing innovations, and ready to change to meet the demands of the environment, which itself is often changing (Argyris, 1993). David Garvin (1993), professor at the Harvard Business School, writes about three critical question that are still unresolved and must be considered before a company start creating a learning organization; each of these are necessary for an effective enhancement. The first one regards the meaning: we need a plausible, well-grounded, easy-to-apply definition of a learning organization which can be easy to apply. Second one is management: we need better operational guidelines for practice, filled with operational advice rather than high aspirations. Finally, better tools for measurement can assess an organization's rate and level of learning to ensure that gains have in fact been made. You can't manage something if you can't measure it (Garvin, 1993). “An entity learns if, through its processing of information, the range of its potential behaviors is changed” (Huber, 1991, p.89). This author, reflect on four concept-processes: Knowledge acquisition is the process by which knowledge is obtained; Information distribution is the process by which information from different sources is shared and leads to new information; Information

Laurea liv.II (specialistica)

Facoltà: Economia

Autore: Desirèe Rezzi Contatta »

Composta da 167 pagine.

 

Questa tesi ha raggiunto 93 click dal 22/03/2013.

Disponibile in PDF, la consultazione è esclusivamente in formato digitale.