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ijcrb.webs.com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS Sociology Organization • External, internal, historical context of management development • Constraints of organizational politics, plural interests, and • personalities Organizational processual In-depth (longitudinal) JUNE 2011 VOL 3, NO 2 Management learning Psychology Individual • Constraints of unstructured development opportunities and individual learning styles • Process of natural learning in the workplace Interviews, work diaries, observation (Source: Thomson et al., 2001) 7. LEARNING ORGANIZATION As previous discussion shows and a number of research contributions (such as Harvey & Denton, 1999) agree on the need for organization to be learning instead of merely individuals, there are wide disagreements on the definitions and rationales of “learning organization”. Garvin (1993) defines learning organization as one that can create, acquire and transfer knowledge and such intellectual acquisitions should be evident in its behavior. According to Marsick & Watkins (1994) the learning organization is one that can learn continuously or where acquisition of new knowledge and skills are adopted as continuous processes and serves as measure of organizational performance. They regard the transformation of organizations as another aspect of learning. Further clues of learning organization are people empowerment, encouraging collaborations and team performance, promotion of open dialogue and a consideration for interdependent nature of employees, organizations and community. Senge’s (1990) landmark work The Fifth Discipline proposed five disciplines that a learning organization must adopt to show performance and successful movement along its learning curve. These five disciplines or fields are; systemic thinking, personal competence, mental models, knowledge sharing and team/shared learning. These disciplines attempt to encourage the ability of seeing big picture behind small events i.e. a shift from seeing parts to envision wholes. A shift from thinking of workforce to be helpless actors to a view of empowered human capital that must be active participants. Watkins & Marsick (1993) have an expanded view of learning organizations. They incorporate individual, team, organization and society as four levels of logical learning. Senge (1990) emphasizes organizational self analysis, identification of biases and keeping a private eye on cultural aspects. Schein (1996) augmented Senge’s (1990) work by giving two new insights; adaptive learning and generative learning. The former has an approach to identify the gap problems and hurdles between where the organization stands and where it wants to reach. The efforts are proposed and put and gap is filled. On other hand generative learning emphasizes learning innovation or experimenting to aid learners in learning processes. 8. SUMMARY The chapter discussed briefly the elements that are likely to serve as building blocks for suggesting a policy adoptable at institutional level for better design of management development programs in National Institute of Management training in Pakistan. The focus COPY RIGHT © 2011 Institute of Interdisciplinary Business Research 768
ijcrb.webs.com JUNE 2011 INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 3, NO 2 remained on 1. Assessment method designed by Owen and Rogers (1999, 2006) in their work titled “Proactive Evaluation”; 2. Policy formulation model and its phases as described by Dror (1978, 1983); 3. A Meta review of management training and development literature of recent past; 4. Learning organizations, as changes are accepted at organizational level. This is expected to provide to position the problem in appropriate framework and justifies the research approach. COPY RIGHT © 2011 Institute of Interdisciplinary Business Research 769
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