Organisational Learning and Development Essay Example | Topics and Well Written Essays - 2000 words

Organisational Learning and Development - Essay ExampleThese new practices intrust upon the idea that procedure depends not only on hard and attenuating work of the personnel, but also on such essential characteristics as competence and ability to learn and develop. Despite seeming simplicity, the problem of efficient learning and ontogenesis of employees is exceptionally complex, and if a company fails to properly, effectively and continuously train and educate its world resources in the right areas of the business, at the right time and at the right cost, serious inefficiencies are liable(predicate) to arise. This will inevitably result in considerable operational difficulties and sometimes may even maven to failure of the organisation (Buckle & Caple, 2004). Information, knowledge, and skills have already become the key aspects of new economic environment (Guest, 1987). As a result, modern organizational studies place increasingly distinct emphasis on issues associated wit h learning and learning of personnel.An effective HRD programme should be built around three basic theoretical concepts organizational development change, leadership development, and individual, group and organizational learning (Reid, Barrington & Brown, 2004). ... In the past, learning focused primarily on individuals raft worked in large bureaucracies or assembly lines and, consequently, the goal of learning under such circumstances was cultivation of the skills required for their functioning. However, since approximately three decades ago the focus of learning in organisations started to shift from individuals to groups and, what was even more(prenominal) important, the meaning underlying the concepts of learning, training and development transformed dramatically. Scholars began to perceive these constructs as continuous rather than occasional while the place and the process of learning were also reformulated and recognised as vital for effective organizational performance (Harrison, 2005). The real research in organizational learning available up to date demonstrates that there are at least three major things adult learners postulate to know -What will be learned-How the learning will be conducted-Why the new knowledge will be of any value (Knowles, 1984).The need to know about these three aspects strongly affects employees motivation to learn, outcomes of learning, and motivation to use new knowledge. Normally, five phases of organizational learning are identified in the literature1. AnalysisThe first phase involves full abridgment of the organizational needs, identification of the goals which, when reached, will equip employees with knowledge and skills to meet the organizations needs (Buckley & Caple, 2004). The first questions to be asked in the analysis phase are Is there a need for training and If something is wrong, is it caused by a performance problem that training will fix In the analysis phase the responsibilities/duties required at a c ertain position are identified and