Human Resource Development (HRD) - Organisational Learning - Rewards (original) (raw)
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Organizational Learning: Implications for Human Resource Development
The primary purpose of this paper is to consider implications of organizational learning (OL) on human resource evelopment (HRD) from the andragogical perspective. In the paper models of single—loop (Model I—learning), double—loop (Model II—learning), and “model of conversion of individual, team and group (collaborative) learning into the organizational knowledge“ have been discussed. Changes in organization as a result of OL at the levels of rules, insights and principles were described. Importance of OL (especially at the level of insights) for designing and implementation andragogically positioned concept of learning organization has been pointed out. Differences between OL and concept of learning organization were delineated. Special attention have been payed to: classification of different definitions of relations between OL and concept of learning organization; to importance of different forms of learning (individual, collaborative – team and group, organizational); to importance of different forms of knowledge (tacit, implicit); and to forms of their conversion into the organizational knowledge (socialization, externalization, combination, and internalization) for creation of andragogical interventions in flexiblization of organization, and for effective and efficient andragogical activities in the field of HRD.
Nowadays, creating and developing learning organization culture is becoming a main subject in the strategic plans of various organizations. In this regards, the purpose of the study is to develop a conceptual model to show how human resource development can be lead to creating and developing learning organization dimensions especially in educational settings. Based on existing theoretical and empirical evidence, the study develops and presents a conceptual model of the relationship between human resource development practices and learning organization dimensions. Based on the proposed model, human resource development practices such as delivering new knowledge, creating shared vision, reward and recognition, training, create learning atmosphere, mentoring and coaching program, evaluation and promoting employees' technical, human and cognitive skills can be linked to learning organization dimensions. It is recommended that the model may help human resource development practitioners to better understand the link between human resource development and learning organization dimensions.
Role of Training & Development in an Organizational Development
Leon, 2018
Training and development is the field which is concerned with organizational activity aimed at bettering the performance of Individuals and groups in organizational setting. It is a combined role often called human resources development (HRD) meaning the development of "Human" resources to remain competitive in the marketplace. Training focuses on doing activities today to develop employees for their current jobs and development is preparing employees for future roles and responsibilities. It carry out an analysis that the objective of training and development is to creative learning organizations which ensure that employees through value addition can effectively perform their jobs, gains competitive advantage and seek self growth: this measurable performance resulting from good training and development, shall enhance organization development. It is a process transferring information and knowledge to employers. It is equipping employers to translate that information and knowledge into practice with a view to enhancing organization effectiveness and productivity, and the quality of a management of people. It should be considered along with education policies and systems which are crucial to the development of human resources.
What does “learning organization” mean?
The Learning Organization, 2018
Purpose The paper aims to offer an overview of the definition of the concept of learning organization to be used, related to and taken as a starting point for further conceptual developments by others writing about and using the learning organization concept. An additional purpose is to suggest how the concept of learning organization could be demarcated to define what would be demanded from any particular organization to be counted as a learning organization. Design/methodology/approach This is a conceptual paper. To define the learning organization, a label-focused approach and a content-focused approach are used. A contextual approach is suggested as the most appropriate tool for demarcating the concept of learning organization. Findings It is suggested that there are four versions of learning organization, which can all be related to three different forms of organizational aspects. Furthermore, a contextual approach is suggested to demarcate how to define learning organization t...
Current status and promising directions for research on the learning organization
This article examines the state of research on the learning organization in the field of HRD and future directions that hold promise for enriching our understanding of organizational learning and the learning organization. The article differentiates these two streams of research and explores areas where one body of research may be useful to the other. The article draws heavily on studies using the Dimensions of a Learning Organization Questionnaire (DLOQ©). Emerging work testing cross-cultural validity and levels of analysis, as well as social network analyses, shows promise in deepening our understanding of the construct. Finally, a case is made for the need for studies of learning organization interventions in order to continue to test the usefulness of the construct of a learning organization for HRD practitioners. K E Y W O R D S DLOQ, learning organization, organizational learning 1 | INTRODUCTION Once deemed a distant vision of an ideal state, the learning organization has been a stable construct in studies in HRD for over 20 years (Lundberg, 1989; Senge, 1990). In order to understand what is intrinsically inherent in conceptions of a learning organization, it is important to first define learning at the organizational level. This is particularly imperative if one seeks to measure learning at the organizational level-or in the case of the related learning organization construct, what facilitates or enables learning by organizations. Anchored in organizational behavior journals, scholars seldom discuss the learning organization literature and often dismiss it as little more than consultant speak, primarily prescriptive rather than descriptive research (Tsang, 1997). Furthermore, learning organization scholars often ignore studies of organizational learning, focusing instead on comparing the validity of different conceptions of the learning organization or on different measures (Song, Chermack, & Kim, 2013; Swanson & Chermack, 2013). But we cannot prescribe without first describing-or asking ourselves-what change we are trying to effect. And how do we know it would be valid? To address this conundrum, we begin by looking at differing theories of how organizations learn and the implications of these different conceptions for understanding the learning organization construct and ultimately how a learning organization might be most meaningfully assessed.