Overview: Suppose That Your Organization Or Another Organiza

Overviewsuppose That Your Organization Or An Organization That You Ar

Suppose that your organization, or an organization that you are familiar with, is dealing with a major issue in transitioning individual learning (such as sharing knowledge, training programs, working as a team, experiences, procedures, and processes) into organizational learning. The chief executive officer (CEO) has asked you, as the vice president of human resources, to assist with the issue and to help the organization transition its culture to this new way of learning. Before you provide any recommendations to address the issue, you must first research the root of the problem and the resistance to this transition. You may make all necessary assumptions needed for the completion of this assignment.

In your original work, you may use aspects of existing processes from either your current or former place of employment. However, you must remove any and all identifying information that would enable someone to discern the organization(s) that you have used. Instructions : Assess the organization's culture as it relates to shared knowledge, and then specify the significant issue (or issues) that you discovered with the culture. Determine the disconnect you observed between culture and organizational learning using three of the five mystifications. Support your response with at least one example of each selected mystification within the organization.

Present your opinion on the current Organizational Learning Mechanisms (OLMs) that hinder organizational learning. Support your response with one example of a training or learning initiative (for example, sharing knowledge, training programs, working as a team, experiences, procedures, processes) and the outcome when it was applied to the organization. Determine which one of the following OLMs is suitable for replacing the identified OLMs that hinder organizational learning as a corrective action to facilitate the transition from individual to organizational learning: Off-line/Internal, Online/Internal, Off-line/External, or Online/External. Justify your selection. Evaluate the norms of the organization's learning culture to determine the source or sources that currently prevent productive learning by applying two of the following norms: inquiry, issue orientation, transparency, integrity, or accountability. Provide at least one example of each of the selected norms' manifestations within the organization in your evaluation. Use at least five quality academic references in this assignment. Note: Wikipedia does not qualify as an academic resource. Complete in three pages.

Paper For Above instruction

The challenge of transitioning from individual to organizational learning is a critical concern for many organizations seeking to enhance their competitive advantage and internal efficiency. A comprehensive understanding of organizational culture, especially as it relates to sharing knowledge, is essential in identifying barriers and devising strategies for effective transformation. This paper assesses the organizational culture regarding shared knowledge, explores the key issues impeding this transition, examines existing Organizational Learning Mechanisms (OLMs), and evaluates cultural norms that may inhibit learning, culminating in strategic recommendations supported by scholarly literature.

Assessing the Organization’s Culture Concerning Shared Knowledge

Organizational culture fundamentally influences how knowledge is created, shared, and utilized. In many organizations, a culture of siloed departments, hierarchical barriers, or lack of trust hinders open communication and collective learning (Schein, 2010). Effective organizational learning requires a culture that promotes collaboration, transparency, and continuous improvement. A significant issue identified in the examined organization is the presence of knowledge hoarding, where employees are reluctant to share insights due to fear of losing job security or competitive advantage (Brown & Duguid, 2000). This issue is compounded by a lack of formal mechanisms encouraging knowledge sharing, which results in fragmented knowledge pools that inhibit the organization’s ability to learn as a system.

Disconnect Between Culture and Organizational Learning Using Mystifications

Three of the five mystifications—illusion of control, myth of efficiency, and myth of rationality—highlight disconnects that obstruct organizational learning. The illusion of control manifests when leadership assumes that knowledge residing solely within certain individuals suffices, disregarding the collective capacity for learning (Argyris & Schön, 1996). An example is managers making decisions based on limited information, believing they understand all variables, which stifles open dialogue and innovation.

The myth of efficiency stems from a belief that formalized processes and rigid hierarchies maximize productivity, thereby discouraging knowledge-sharing practices that deviate from standard procedures. For instance, employees may withhold suggestions that challenge established protocols, fearing that such inputs disrupt efficiency (Weick & Sutcliffe, 2001).

The myth of rationality assumes logical decision-making dominates; however, emotional and social factors often influence knowledge exchange. An example within the organization is the suppression of issues or mistakes due to fear of blame, impeding learning from errors (Argyris & Schön, 1996).

Current Organizational Learning Mechanisms and Their Limitations

The organization’s current OLMs include formal training programs and knowledge management systems. While these initiatives aim to facilitate learning, their effectiveness is limited by a focus on individual competence rather than collective knowledge dissemination. For example, a knowledge-sharing platform was implemented, but participation remained low because employees perceived it as supplemental rather than integral to their roles, leading to superficial engagement (Easterby-Smith et al., 2018).

Such mechanisms tend to promote offline and internal approaches, which restrict real-time collaboration and broader organizational integration. As a consequence, organizational learning remains fragmented, and the potential for leveraging collective intelligence diminishes.

Recommending an Alternative Organizational Learning Mechanism

To overcome these limitations, adopting an Online/Internal OLM is recommended. This approach leverages digital platforms within the organization to facilitate continuous, real-time knowledge sharing and collaboration. Online mechanisms enable broader participation across locations and departments, promoting transparency and collective problem-solving (Frost et al., 2010). Implementing such a system aligns with the need for dynamic, accessible learning environments and encourages a shift toward a learning culture rooted in openness and shared purpose.

Evaluating Norms That Prevent Productive Learning

Two norms that hinder effective learning are issue orientation and transparency. An organizational norm of issue avoidance manifests when employees fear discussing problems openly, leading to superficial compliance rather than genuine problem-solving. For instance, staff members tend to hide mistakes or challenges during team meetings, obstructing mutual understanding and corrective action (Argyris & Schön, 1996).

Similarly, a norm of low transparency hampers trust and information flow. Employees might withhold critical insights or feedback to protect themselves from blame or reprisal, thereby creating a culture of secrecy that prohibits open dialogue. An example is managers withholding negative performance data from leadership, which impairs strategic decision-making and fosters a culture of distrust (Schein, 2010).

Addressing these norms by fostering an environment of inquiry and accountability can significantly improve learning outcomes. Encouraging open discussions and transparent communication ensures that errors are addressed constructively and collectively, promoting a resilient learning culture (Nonaka & Takeuchi, 1995).

Conclusion

Transitioning to an organizational learning culture demands an understanding of existing beliefs, norms, and practices that restrict knowledge sharing and collective learning. By assessing organizational culture, analyzing mystifications, evaluating current mechanisms, and addressing normative barriers, organizations can develop strategic interventions. An online/internal learning mechanism complemented by norms of inquiry and accountability offers a promising pathway toward sustainable organizational learning and adaptation.

References

• Argyris, C., & Schön, D. A. (1996). Organizational Learning II: Theory, Method, and Practice. Addison-Wesley.
• Brown, J. S., & Duguid, P. (2000). The Social Life of Information. Harvard Business School Press.
• Easterby-Smith, M., Crossan, M., & Nicolini, D. (2018). Organizational Learning: Advances in Theory and Practice. Routledge.
• Frost, J. W., et al. (2010). Digital Knowledge Management: Strategies, Techniques, and Tools. IGI Global.
• Nonaka, I., & Takeuchi, H. (1995). The Knowledge-Creating Company. Oxford University Press.
• Schein, E. H. (2010). Organizational Culture and Leadership. Jossey-Bass.
• Weick, K. E., & Sutcliffe, K. M. (2001). Managing the Unexpected: Assuring High Performance in an Adaptive Environment. Jossey-Bass.