Training And Organizational Learning Please Respond T 640054

Training And Organizational Learning Please Respond To The Followin

Training and Organizational Learning Please respond to the following: Give your opinion on the major difference(s) between training and organizational learning. Next, outline a plan to transition an organization with which you are familiar from learning “in” the organization to learning “by” the organization. Defend the core reasons why you believe the plan would be effective. Create a model to transition an organization through the following four (4) phases of learning: individual, group, intergroup, and finally, ongoing learning. Provide at least one (1) example of the type(s) of learning activities that would occur in each phase of your model.

Paper For Above instruction

The distinction between training and organizational learning is fundamental in understanding how organizations evolve and adapt to changes in their environment. Training typically refers to structured, instructor-led activities aimed at enhancing individual skills and knowledge for specific tasks or competencies. It is often short-term, targeted, and focuses on immediate operational needs. Conversely, organizational learning encompasses a broader, strategic process whereby an organization as a whole develops the capacity to acquire, interpret, and respond to internal and external information over time. It involves creating a culture of continuous improvement, knowledge sharing, and adaptation at multiple levels of the organization (Argyris & Schön, 1996).

The primary difference between training and organizational learning lies in scope and purpose. Training is about developing individual capabilities for current roles, often within a fixed set of procedures. Organizational learning, however, is about fostering a collective intelligence that enables an organization to innovate, anticipate future challenges, and sustain competitive advantage through systematic learning processes (Senge, 1990). While training tends to focus on discrete skill acquisition, organizational learning emphasizes cultural change, knowledge integration, and capacity building that support ongoing innovation and resilience.

To transition an organization from learning “in” the organization to learning “by” the organization, a comprehensive change management plan must be developed. For instance, in a manufacturing firm I am familiar with, the current learning approach is primarily based on formal training sessions conducted by external consultants, with knowledge residing in individual employees. The goal is to shift toward a culture where learning occurs through active participation, shared knowledge, and collective problem-solving. The plan involves several key steps: fostering leadership commitment to learning as a strategic priority, implementing systems that facilitate knowledge sharing (such as internal communities of practice), and encouraging experiential learning opportunities that embed learning into everyday work processes.

This transition is effective because it aligns with the theories of continuous improvement and knowledge management. By promoting a culture where employees are encouraged to share insights and collaborate across departments, the organization can develop dynamic capabilities that enhance adaptability and innovation (Nonaka & Takeuchi, 1995). Leadership plays a critical role in modelling learning behaviors, reinforcing the value of shared learning, and allocating resources to sustain these initiatives.

To facilitate the evolution of learning through the four phases—individual, group, intergroup, and ongoing—an integrated model should be applied:

1. Individual Learning Phase: Employees acquire new skills and knowledge through reflective practices and self-directed learning activities such as online courses or mentorship programs. For example, an employee might complete a training module on new technology and then apply it in their daily tasks.

2. Group Learning Phase: Small teams engage in collaborative activities like debrief sessions and project post-mortems to share insights and deepen understanding. A team might hold weekly meetings to discuss ongoing challenges and collectively ideate solutions.

3. Intergroup Learning Phase: Different departments or units collaborate to solve cross-functional problems through joint workshops and knowledge-sharing platforms. For example, the R&D and production departments might co-develop new procedures based on shared lessons learned.

4. Ongoing Learning Phase: The organization integrates continuous learning into its strategic processes, fostering a culture of innovation and agility. This can include establishing communities of practice, encouraging participation in industry forums, and setting up feedback loops for ongoing improvement.

This phased approach ensures that learning is cascading from individual capabilities to sustained organizational adaptation. It aligns with the concept of a learning organization as described by Senge (1990), emphasizing systems thinking and shared vision as core enablers. The activities at each phase reinforce one another, ensuring that knowledge is embedded into organizational routines and culture, thereby maximizing long-term resilience and competitiveness.

In conclusion, understanding the differences between training and organizational learning is crucial for effective development strategies. Transitioning from “in” to “by” the organization involves cultural change, strategic leadership, and the promotion of continuous, collective learning activities. The phased model offers a practical pathway to embed learning into organizational fabric, ensuring that the organization not only adapts but thrives amid changing environments.

References

• Argyris, C., & Schön, D. A. (1996). Organizational learning II: Theory, method, and practice. Addison-Wesley.
• Senge, P. M. (1990). The fifth discipline: The art & practice of the learning organization. Doubleday.
• Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. Oxford University Press.
• Garvin, D. A. (1993). Building a learning organization. Harvard Business Review, 71(4), 78-91.
• Crossan, M., Lane, H. W., & White, R. E. (1999). An organizational learning framework: From intuition to institution. Academy of Management Review, 24(3), 522-537.
• Easterby-Smith, M., & Lyles, M. A. (2011). Theorizing organizational learning. In M. Easterby-Smith & M. A. Lyles (Eds.), Handbook of organizational learning and knowledge management (pp. 1-16). Wiley.
• Kim, D. H. (1993). The link between individual and organizational learning. Sloan Management Review, 35(1), 37-50.
• Marsick, V. J., & Watkins, K. E. (1999). Facilitating informal learning through work-based learning. Studies in Continuing Education, 21(2), 173-187.
• Malhotra, Y. (2000). Knowledge management and intangible assets—Organizing for strategic renewal. Long Range Planning, 33(6), 731-742.
• Baumard, P. (1999). Tacit knowledge in organizations. Routledge.