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Organizational Learning:
Implications for Human
Resource Development
Introduction
Learning in an organization is a complex set of different forms of
learning: individual, group, organizational, adaptive, generative, etc. An-
dragogical interventions in the process of HRD enhancing activities of
learning at an individual level by fostering capabilities for changes and
adaptation, and capabilities for team and organizational learning. From
a traditional HRD perspective andragogical interventions are pointed
toward: increasing and expansion of individual knowledge, memorizing
facts, gain mastery in required skills, solving problems, application of
theoretical knowledge, accepting rules, norms, social and communica-
tional skills. Besides, from the latest HRD perspectives, i.e. from perspec-
tives of knowledge management and learning organization, andragogical
interventions are pointed toward: solving problems by using synergy of
individual experiences and knowledge, development and maintenance of
various forms of action researches, encouragement of experimentation,
critical thinking, fostering abilities for transfer of knowledge across team,
group or organizational boundaries, generate new knowledge by reflection
of theory in practice, broadening and clearing communication channels
and toward adoption of different standpoints.
In the broader sense, OL is development of the new knowledge, ac-
quisition of the new insights which have potential to influence behav-
ioral changes and thus to improve organizational performance. Organi-
zational learning have characteristics of collective phenomena, and two
basic forms of outcomes: a form of explicit knowledge (included in norms,
rules, contracts, documents, handbooks, databases, etc.) and a form of
tacit knowledge (the largest database of any organization situated in hu-
man resources). By utilization, exchange, transfer and application of these
two forms of knowledge (implicit and tacit), organizations influences be-
havior and performance at individual, group, and at the system levels.
Presentday organizations have tendency to be characterized by lat-
eral communication and constant circling of knowledge through individ-
ual, group, and organizational levels. They are characterized by a structure
consisting of three layers:
the operating system, which relies on the usual hierarchical form
of performing,
the operative teams within the organization (teams of variable
composition with timelimited period of assembly, which ends
with the finalization of duty or problem solving), and
structure of incorporation of knowledge (knowledge that is devel-
oped in the organization is classified and recontextualize into
Organizational Learning: Implications for Human Resource Development | 157
Organizational Learning
The traditional learning model in organizations which operates in a
hierarchical way, as Argyris and Schn (1978: 18 et passim) explained, fol-
lows a scheme of singleloop learning. All functional systems (organiza-
tions) require different kind of information. In organizations which oper-
ates in a hierarchical way, executive management (first line management,
supervisors) usually generates specific, subjective, implicit logical, for spe-
cific group characteristically information, that are difficult to generalize.
In the organizational hierarchy high positioned managers are responsible
for the functioning of the department or for the functioning of the whole
organization. Therefore, they generate an abstract, objective, explicitly
logical, comparable information that could be generalized.
Differences in perception between first line managers and senior ex-
ecutives and top managers, as Argyris (1998: 344) described, are caused
by the difference in distances from local level. These differences are in
the core of: tensions, distorted information, and creation of conditions
for downsizing performance. Argyris points that the main source of errors
in the organizational functioning are in inaccurate, untimely, invalid,
and userunfriendly information. He wrote that Error is a condition
of mismatch. The first condition for learning is the detection and correc-
tion of error. The second condition for learning is match; that is, the abil-
ity to create conditions that match plans and expectations with effective
action (Ibid: 345). In situation of appearance of error (which imply work
inefficacy and performance downsizing), necessity for andragogical inter-
ventions in the field of human resource development (HRD) strengthens.
Argyris and Schn (1978: 20 et passim) considers that organizational
activities could be provoked or inhibited by ecological system of factors,
i.e. by system of OL. When the learning system is only adequate enough
to allow the implementation of organizational policies for achieving basic
organizational goals, and when learning system is focused exclusively on
improvement of efficacy of realization job tasks, the processes of learn-
ing could fit Model Ilearning (singleloop learning). Argyris described
Model Ilearning by using analogy with the thermostat that receives in-
formation about the temperature of the room and can turn the heat on or
off if it too hot or too cold (Argyris, 1998: 346).
Participation in educational and/or learning process in traditional or-
ganizations which operates in a hierarchical way, that only permits the ap-
158 | Contemporary Issues of Education Quality
Organizational knowledge
The levels at which changes occur are associated with the appropriate
learning processes. Behaviors of the members of organization are either
implicitly or explicitly described by rules. Usually, rules can be found in
the job description. Wierdsma states that norms can be regarded as im-
plicit rules and that rules partly derive from operationalized insights on
organizing, managing, and changing. The rules (related to the activity)
answer to the how questions (How to act in an organization?). Com-
mon insights or views about organizing, managing, and changing are in
the very essence of the rules. The insights (explain relationships in the
organization) answer to the why question (Why to act in a certain way
in the organization?) (Wierdsma, 2004, In: Boonstra, 2004: 236). The role
of insight is to explain and/or to help understanding of existing rules or to
help in creation of new rules. The scope into the organizational processes
of insights is wider and deeper than of the rules. Besides, consequences
and changes initiated by insights are farreaching than of the rules. The
Organizational Learning: Implications for Human Resource Development | 161
principles are insights which are not open to question because they speak
for themselves; they define the identity of an organization (Ibidem).
The principles explain the meanings in the organization.
The process of OL focused on the rules differs from the learning fo-
cused on the insights, and from the learning focused on the principles.
Wierdsma offered an explanation that the learning and relinquishing of
principles have a bigger impact than the learning and relinquishing of
rules: when a rule is changed, the underlying insights and principles re-
main unchanged (Ibidem). The singleloop learning is focused on the
rules, and its positive outcome is directed to improve these rules and/or
to improve the performance of activities. The doubleloop learning is fo-
cused on the insights, and its positive outcome is directed to development
these insights and/or to improve relations in the organization. The triple
loop learning is focused on the principles, and its positive outcome is di-
rected to development of these principles. Learning in the presentday
organization is a dynamic mix of activities, relationships and meanings,
and OL focused on the rules, principles and insights (Ibidem).
Changes in the level of the rules may have an impact on the balance
of the system of insight and principles, because they could cause poten-
tial consequences on the positions of the holders of certain roles, i.e., on
the relations between individuals or groups in the organization. Changes
in the relationships between groups and individuals in the organization
(changes in the level of insights) can change the meanings in the organiza-
tion, or to affect changes in the level of principles.
Wierdsma stated that the capacity of the organization for changes
is included in the capacity of employees to deconstruct and reconstruct
meanings together and to reorder relationships and activities to take ac-
count of the external variety ... what means that people in addition to
their individual competence, are also capable of linking these individual
competences and converting them into action in a particular context: col-
lective competence or collective learning (Ibid.: 240). He indicates that
the process of organizational change does not start in stable elements
such as structures and systems, but primarily in the field of management.
In the event of inconsistency between words and deeds, the organiza-
tions employees will focus on what their managers do (theory in use), not
what they say (espoused theory) (Ibid: 243). Therefore for organizational
change, the developments of the following insights are required:
activate actorship (active role of management in the creation of
organizational context),
focus on connection (of management, management and their
needs, employees, internal elements of organization with the ex-
ternal context),
162 | Contemporary Issues of Education Quality
way, while they are committed to the achievement of vision and mission
of their organization.
The only factor that really shapes the structure of modern organiza-
tions is knowledge. Nonaka and Takeuchi (1995) graphically represented
this process of creating and flowing knowledge in presentday organiza-
tions in the form of a spiral (Figure 1) that oscillates between explicit
and implicit (tacit) knowledge, and moves forward and backward through
the different levels of knowledge individual, group, organizational and
interorganizational (or knowledge about organizational context). Or-
ganizational knowledge, which is acquired in different ways, has episte-
mological and ontological dimensions. Knowledge is originally created
by individuals in organization by processes of individual or group (col-
laborative) learning. Thus developed knowledge, created by individuals,
through process of conversion becomes organizational knowledge. Proc-
esses of creation of organizational knowledge have two dimensions epis-
temological and ontological. In epistemological dimensions of knowledge
one could distinguish two types of knowledge tacit and explicit. Explicit
knowledge can be documented and relatively easily transferred from one
to the next person. Tacit knowledge, oppositely, is difficult for articulation
because it originates from experience. The ontological dimension encom-
passes different levels for obtaining knowledge individual, team, group,
organization, and interorganizational level.
Conclusion
Andragogical activities (which prepares employees for change and
at the same time taking into account their individual needs) contributes
to organizational performance, based on an understanding of the com-
plex phenomena of OL, to organizational knowledge creation, focused on
contemporary concepts of the LO and knowledge management has the
full potential to be the basis for practice in the field of HRD. However,
although the existing theoretical models of OL and organizational knowl-
edge offers rich repertoire of principles and concepts and appreciate the
contemporary andragogical knowledge, it is necessary to carry out further
theoretical and empirical research in this field for more profound insight
in the theoretical and practical approaches that will create opportunities
for solid theoretical foundations of andragogical practice in the area of
human resources development.
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