his essay, first of all, will discuss the definitions of a learning organization. Secondly, it will demonstrate why becoming a learning organization is important followed by the description of the different theoretical perspectives on the characteristics of a learning organization…
“A learning company is an organization that facilitates the learning of all its members and consciously transforms itself and its context”. (Pedler et al., 1991, cited in Pedler, 1995: 21) One of the implications of his statement is that a learning organization should focus on the “continuous learning and the development of potential” (Pedler, 1995: 21) not limited in just senior management but also in all employees within the company, and in the business partners of the company such to satisfy stakeholders’ needs. Senge (1990: 3) has the similar viewpoints on the continuous process of organizational transformation, which he defines learning organization as:
“where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together.”
Braham (1995) also has a similar view which organizations are responsible for ensuring that learning is not hindered and to promote lifelong learning to everyone in the organizations. Such standpoints are also supported by Dixon (1994), cited in Pedler and Aspinwall (1998: 16), that she comments a learning organization makes “Intentional use of learning processes at the individual, group and system level to continuously transform the organization in a direction that is increasingly satisfying to stakeholders.” ...
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This report describes the dynamics of the workplace that both hinder and support training in HRD, mitigating issues of organisational culture, and the potential conflict that can arise between theory and tangible HR practice when attempting to build human capital.
If a climate of learning is fostered in the organizational matrix then it is possible to eradicate the employees’ mindset issue (Smith, 1999, p.217). Management in 20th century has come up with various developments and practices from which learning organizations is one.
Instead, such a development is facilitated by certain factors. With the growth of organization and structuring of the company, individuals tend to assume more strength and power and their rigidity subdues the organization’s capacity to learn as it grows.
TABLE OF CONTENTS
Executive Summary 2
Selection Of Logo 3
Communication Campaign 6
Logo Of Marks And Spencer 7
Logo Of Channel 8
Logo Of Gucci 8
Logo Of Nike 9
Logo Of Hugo Boss 10
Logo Of Ralph Lauren 10
Logo Of Adidas 10
Logo Of Levis 11
Consequently, the concept of knowledge management has recently emerged as one of the most essential organisational paradigms in contemporary organisational studies.
Knowledge is nowadays increasingly becoming an ultimate competitive advantage either replacing or complementing such traditional sources of success as technologies, marketing mix, and often even financial resources (Malhotra (1998).
"Rover Learning Business" is a business within a business accountable for learning within the Rover group. Rover has had (extensive and high quality) open learning centres for many years but these were only partly successful as deliverers of training. In 1990, Rover took the decision to form the new RLB division as part of its commitment to quality.
The past decade went through a lot of discussions on the subject Knowledge Management (KM). Fear has gripped many organisations as they know that they will not be able to survive in the present Knowledge Era unless and until they follow a scheme through which they can manage and leverage value from their intellectual assets.
This is because organisations continuously need to change internally, as well as adapt to changes they meet in their operational environment.
The learning organisation (LO) has been defined as an organisation that facilitates the learning of all its members and continuously transforms itself' (Pedler, Bourgoyne and Boydell, 1991).
This is because organizations continuously need to change internally, as well as adapt to changes they meet in their operational environment. So it is quite understandable that there is a growing need to know more about the most favorable conditions for learning, as well as to understand the processes of both organizational learning and change, in order to improve learning effects.