Critical Analysis - Perspectives on Organizational Learning and Learning Organizations



Critical Analysis - Perspectives on Organizational Learning & Learning Organizations

Introduction

The purpose of this paper is to present a critical amalysis on the perspectives on organisational learning and learning organisations. In order to do so adequatly, the discussion will constitute an exploration of the strengths and weaknesses of the theories to support the argument and be reflect on the organisation. In the process of critical review and evaluation the discussion will highlight contradictions and similarities(Daft & Weick, 1984, pp. 284-295).

Individual and social, because the whole process of learning and creating new knowledge begins in individual psychological level, the tension and conflict that occur in the behavior of interaction between the individual and the environment, involving experience-reflection-thinking-and-acting and creating a permanent concept review and modification of mental models to restructure its activities in accordance with expectations then understood.

Critical Commentary and Analysis

Organisational Learning as Product and Process (Argyris & Schön, 1996, pp. 3-29)

Interpretive and supportive because organizations face conditions of uncertainty, dynamic environments, and need to be able to change themselves, and so, as an interpretive system, organizations learn and manage their experiences when people cooperate to achieve common goals, and learn to get feedback and anticipate environmental changes, ie to adapt a continuous mutual adjustment and coping with the new change in an organizational context (Senge, et. al. 1994). And why is understanding the learning organization, to adopt as part of their culture a holistic approach to problems with multiple dimensions interconnected and complex causal mechanisms, define a culture of team collaboration as a way of making sense of shared experience and the data of the environment tends to make comprehensive interpretation because it prevents hasty conclusions from a biased interpretation of the data environment on the basis of rooted prejudices (Argyris & Schön, 1996, 3-29). Through the process of identification, tracking, retention and communication of knowledge, organizations internalize their cultural system of shared meanings and can develop key skills essential to their strategic positioning, and thus act to fit better to the environment.

And how learning depends crucially on the necessary conditions in terms of organizational culture, as a social construction, and knowledge shall be inserted organizational structures, roles and procedures of the working groups as it is created through various levels social interaction in the organization (Sugarman, 2000). The process has a dynamic character and integrator as part of a shared vision of the conditions of the organization by its participants, since the process involves the sharing of information between these people, and also often requires a dynamic trading for group decision making changes aimed at improving, either with respect to working methods.

The essence of a learning organization is based on the finding that the knowledge and skills contribute to business competitiveness. The ability to share knowledge and resources directly related to education. In studying user behavior using models and methods of cognitive science. User behavior can be analyzed at different levels (information retrieval, man-machine interaction, the use of information) (Levitt ...