Section 1: Project Summary
The Global Talk Electronics Company limited culture of Knowledge
Organizational learning primarily refers to the process of creating, retaining and implementing knowledge. In this process, the organization creates room for education and correction of staff aimed at introducing new information and views (Anderson, 2016). Admittedly, learning can be identified as the knowledge presented and also as a process of acquiring it (Saleem, Saqib, & Zahra, 2015) . They analyzed organizational learning as the methods in which an organization obtains various information, methods used, ideas and news through any available and viable ways in a more significant way. The Global Talk Electronics Company Limited ensure there is sharing of information on a daily basis to capture new experiences and ideas.
The sharing of expertise in the company takes various forms such as individual knowledge and explicit knowledge. The organization does consultative understanding of an idea and objectified knowledge. The most significant factor as far as the sharing of knowledge concerned is that all individuals irrespective of the position in the company have a right to present their ideas. The institution uses the knowledge that it gathers from its respective members to come up with tough decisions that help the company to move forward with steady progress. The ideas raised are used to come up with reliable and viable choices that foster the faster economic growth of the company. Besides, the firm hold crisis meetings to solve upcoming market challenges and align itself with new trends in the market. Significantly, the company holds developmental meetings where individuals share information and ideas on different aspects of the company. The ones that receive a majority vote are adopted and implemented (Allameh, Zare, & Davoodi, 2011).
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Section 2: Project Background
It is significant to note that mystification is based on various features in the corporate world such as the complexity of understanding organizational learning, social drama, terminology reification and the gap between skeptics and visionaries as well as socio-cultural practices (Altaher, 2010). To start with, there is a disconnection between culture and the complexity of understanding organizational learning. Despite the increased growth in popularity of organizational learning and other literature materials about work, the concept of corporate learning and its development has remained elusive to both managers and researchers. There are mystifications on how to handle and implement the whole idea of organizational learning within the company. There are uncertainties about what exactly entails organizational learning, the results of it and as such reflects mystification.
Second is the mystification of social drama. It deals with the examination of training in communication both by the management and support staff. It gives an insight into training and management of communication. Sometimes, individuals may exhibit dramatic social behaviors towards their colleagues. The institution needs to develop good communication skills amongst members of the company to enable mature and respectable arguments. Organizational management is therefore vital in laying down clear communication procedures which are essential in business (Garcia-Perez, & Ayres, 2009). It is tailored to mentor people into being competent practitioners good of communication skills.
Besides, there is the mystification of culture. There exist a disconnection between culture and organizational learning in that in the Global Talk Electronics Company Limited. There is a common practice of culturally profiling workers. The company being a multinational, it has to outdo the cultural profiling because it silently advocates for racism. In extreme cases, when carrying out research and analysis, cultural mystification is underpinned as a starting point instead of addressing the historical, rational and social justice that led to the evolution of this cultural mystification.
Current Organizational Mechanisms That Hinder Organizational Learning
The structural and cultural tools are the two central factors hindering organizational learning. Structural mechanisms involve the systematic procedural arrangements within the organization which allows for the collection of information, analyze and manipulate it to be meaningful to the performance of institutions. The cultural aspect focuses on the shared values of the organization. It involves the hiring of staff, code of conduct of employees and mode of communication. If these values are not observed keenly, they may hinder the organization from detecting errors and correcting them.
The current organizational problem lies in the hiring of new staff. New members are assigned senior leadership roles, and they are not familiar with the company's culture of operation. They depend on paper procedures, orientation programs and mere observation of how activities are carried out in the organization. In such cases, there are minimal chances of equipping oneself with the relevant skills and knowledge required for the job. For instance, most training programs in the company are not practical oriented instead trainees are given long written procedures without explicitly stating their job descriptions.
Outcomes
When the following organizational mechanisms were incorporated in Global Talk Electronics Company Limited, some effects in the system were felt. There was an emergence of incompetent workers. Most new hires had theoretical knowledge of what is expected of their job description with no practical skills. Most employees were insufficiently trained hence unable to efficiently and sufficiently execute their duties. The Company experienced recession during such periods; the sales were low and consequently low shares of the company in the market. The company struggled to sustain its financial demands.
Section 3: Project Goals and Methodology
Suitable Organizational Learning Mechanism
The suitable OLMs for replacing the discussed above OLMs can be found in the external environment. The company should give employees an opportunity to learn from other organizations and handle practical skills (otherwise called benchmarking). The management can as well liaise with other companies dealing with the same line of production to offer training to its employees to enhance efficiency and sufficiency in job delivery.
Norms of Organization’s Learning Culture
There are several norms in the organizations learning structure. Some of these include transparency. Transparency limits organizations are learning due to the need to be accountable for the actions one takes. The need for transparency and accountability increases stiff unnecessary competition in the market space. Non-profitable organizations are forced to devise dubious means and strategies for improvement to cope up with the need to be transparent and accountable. The use of statistics for accountability and reporting instead of using the same statistical data for learning is in itself a drawback.
Second is the norm of program focus. New projects and services in the organization are independently analyzed and evaluated. Program focus is a bad practice because working on it in isolation limits the interdependence of the various programs within the organizational structure. For instance, a new program will be evaluated by the external workforce and few participants from the organization respectively, this may be done after a while and proves challenging to integrate the same program into the organization's culture of operation.
Section 4: Project Risk Management
Project Risk Management
This section focuses on the high resistant risks involved in the transitional implementation of organizational learning. The risks include:
The conservative ideologies by the management: Global Talk Electronic Company Limited management is unwilling to embrace change and work in line with the emerging trends in the markets. The overdue rules and code of conduct of the organization do not allow for innovation and inventions. The code of conduct has to be revised to meet the current market trends (Anantatmula, & Kanungo, 2007). The organization needs to establish a competent management that is conversant with the emerging issues in the current business to adjust comfortably and smartly.
Financial constraints on making technological advancements: Introducing learning in the company will need the introduction of new technology. This may turn out to be unsustainable if done at ago (Anantatmula, & Kanungo, 2007). Modern technological equipment should be developed in phases, and the company will not feel the enormous financial demands of such a development.
After-Action Review
An After-Action Review that might monitor and assess the effectiveness of this transition is by coming up with a non-biased task force that will come up with logistics on how to implement it. The task force will make the budget, come up with phases of the implementation of the program and lastly make recommendations that the management will adhere to sustain learning.
The Training Technique
The training technique that can be employed to introduce learning is by training new hires. Employees with theoretical knowledge of the job description can be integrated into the training programs. Training will be made a culture of the company hence efficient workforce. The current structure of Global Talk Electronic Company Limited can as well support transition learning because it has sufficient human resources and equipment to support education.
Conclusion
Organizational learning is a vital factor in an organization because they are instrumental in the development of the company. It is one of the most efficient, flexible, and effective ways to conduct training in a company. Therefore, it will mean well for every firm to hold organizational learning quite often since it will provide employees and the corporate managers with refresher courses which are fundamental to improving one's performance at work.
References
Allameh, S. M., Zare, S. M., & Davoodi, S. M. R. (2011). 'Examining the impact of KM enablers on knowledge management processes. Procedia Computer Science , 3 , 121-1223.
Altaher, A. M. (2010). Knowledge management process implementation 2011. International Journal of Digital Society (IJDS), 1 (4), 265-271.
Anantatmula, V. S. & Kanungo, S. (2007). Modeling enablers for successful KM implementation. Proceedings of the 40th Hawaii International Conference on System Sciences .
Anderson, D. L. (2016). Organization development: The process of leading organizational change . Thousand Oaks, CA: Sage Publications.
Garcia-Perez, A. & Ayres, R. (2009). Wikifailure: The limitations of technology for knowledge sharing. In D. Gurteen (ed. 2012), Leading issues in social knowledge management (pp. 88 – 105). Cambridge, MA: Academic Publishing International Limited.
Saleem, M. A., Saqib, U. N., & Zahra, S. (2015). Impact of job engagement and team processes on organizational learning: examining moderating role of leadership style. Studies , 4 (1).
