This blog will show you The Organizational Learning applied in Russia.
ORGANIZATIONAL LEARNING RUSSIA
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RUSSIA AS A DEVELOPED ECONOMY
- Collapse of communism in the Soviet Unio.
- The slow transformation of the economy and political conflic.
- Russian economic reform is still not effective at the institutional and individual levels.
- Russian managers need to be familiarized with a selected set of management skills and techniques.
Organizational Learning
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THEORY 1: According to Hubber (1991) organizational learning is about the effective processing, interpretation of, and response to information both inside and outside the organization.
THEORY 2: dynamic process that does not happens only through time, but also through different levels or dimensions of the organization. through different levels or dimensions of the organization.
Retrieved from May 2011: http://www.jstor.org/stable/258048?seq=8
Retrieved from May 2011: http://www.jstor.org/stable/258048?seq=8
THEORY: The process phases of organizational learning
Pawlowsky (2003), presents us an organizational learning simple but very clear modelBasically, the process phases of organizational learning are described in terms of four steps, which continuously repeat themselves and are not necessarily sequential
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ORGANIZATIONAL CULTURE
Organizational culture is a complex phenomenon that is manifested in behavioral norms, hidden assumptions and human nature.(Kilman, 1985).
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- Russian decision making has been very centralized, with little empowerment, well-educated, low-cost labor force and is rich in natural resources.
- Russian managers have traditionally been punished for negative results, even those beyond their control, they tend to exhibit learned helplessness (Kets de Vries 2000) and a strong desire to want someone else to make decisions.
OCTAPACE
- Eight (octal), steps (pace) to generate an organization with strong culture and effective work group.
- Eight values existed according to Pareek, which influence the culture of an organization in a weak or strong way.
OPENNESS: Free sharing of thought, ideas and feelings.
CONFRONTATION:face it expected or unexpected situations.
TRUST: sure to share their confidential information.
AUTHENTICITY: set of things that a person does, feels and says.
PROACTIVITY:ready to face eventualities and adversities.
AUTHONOMY : individual owns space.
COLLABORATION: individuals work together
EXPERIMENTATION: how to handle and work with the resources.
You can find an exellent example for this theories in the following link:
What is the relationship between organizational learning and individual satisfaction?
Although organizational learning theory and practice have been clarified by practitioners and scholars over the past several years, there is much to be explored regarding interactions between organizational learning culture and employee learning and performance outcomes.
The learning organizational culture is associated with IT employee job satisfaction and motivation to transfer learning. Turnover intention was found to be negatively influenced by organizational learning culture and job satisfaction.
With the current expansion of the global economy and the fast-changing evolution of technology and innovation, organizations are facing an ongoing need for employee learning and development. As knowledge increasingly becomes a key factor for productivity, it has also become a currency for competitive success. Understanding factors that contribute to organizational learning and the transfer of knowledge to the workplace environment are essential to human resource development (HRD)(Swanson & Holton, 2001). The culture and environment of an organization can influence the types and numbers of learning-related events and employee job satisfaction as well as employee motivation to transmit newly acquired knowledge to the workplace context.
In the context of organizational environment, the interaction among organizational
learning culture, job satisfaction, motivation to transfer learning, and turnover intention has not been explored extensively. Of particular interest to HRD is the potential impact on motivation and satisfaction emerging from workplace environments that have characteristics strongly associated with an organizational learning culture construct. A better understanding regarding organizational learning culture, job satisfaction, motivation to transfer learning, and turnover intention would provide HRD scholars and practitioners with additional information regarding perceived factors that contribute to learning, job satisfaction, and important outcomes with demonstrated links to performance. Although motivation to transfer learning has been emphasized by scholars as important to the success of organizational learning, performance, and investment, the current research on motivation to transfer is limited (Salas & Cannon-Bowers, 2001).
learning culture, job satisfaction, motivation to transfer learning, and turnover intention has not been explored extensively. Of particular interest to HRD is the potential impact on motivation and satisfaction emerging from workplace environments that have characteristics strongly associated with an organizational learning culture construct. A better understanding regarding organizational learning culture, job satisfaction, motivation to transfer learning, and turnover intention would provide HRD scholars and practitioners with additional information regarding perceived factors that contribute to learning, job satisfaction, and important outcomes with demonstrated links to performance. Although motivation to transfer learning has been emphasized by scholars as important to the success of organizational learning, performance, and investment, the current research on motivation to transfer is limited (Salas & Cannon-Bowers, 2001).
HRD has extended beyond a narrow concentration on training to include organizational and systems-level issues that influence the development of broad skill sets, abilities, and knowledge associated with learning in technical, social, and interpersonal areas (Kuchinke, 1996). This broadening perspective regarding HRD has led, in part, to a focus on learning organization culture. Researchers are in the relatively early stages of exploring learning organization constructs and developing measurement approaches (Watkins & Marsick, 2003). These early studies and adoption of learning organization principles in practice have led to growing interest regarding interactions between organizational learning culture and organizational outcomes. Yet the extent to which an organizational learning culture and employee job satisfaction influence motivation to transfer learning and turnover intention has not been explored despite its potential importance to business performance.
SOURCES:
The Global Economy, Reform and Crisis in Russia
Neil Robinson
Review of International Political Economy Vol. 6, No. 4 (Winter, 1999), pp. 531-564
Published by: Taylor & Francis, Ltd.
Article Stable URL: http://www.jstor.org/stable/4177325
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Organizational learning and the learning organization
(source: Curado, C. (2006). Organizational learning and organizational design. The Learning Organization, 13(1), 25. Retrieved from http://search.proquest.com/docview/215656843?accountid=45662). http://search.proquest.com.ezproxy.eafit.edu.co/docview/215656843/12E409843FC450CC40E/2?accountid=45662
Organizational culture, carol de witte and Jaap J van muijen
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C. Marlene Fiol; Marjorie A. Lyles. Organizational Learning. The Academy of Management Review, Vol. 10, No. 4. (Oct., 1985), pp. 803-813.[on line] http://www.jstor.org/pss/258048
Argyris, C., & Schon, D. A. (1978) Organizational learning. Reading, MA: Addison-Wesley.
Singh, Kavita. 1963. Organizational Behavior: Text and cases. Organizational culture (15): 405.
Kubr, Milan (ed.). Management consulting: A guide to the profession (fourth edition) Geneva, International Labour Office, 2002. P. 108.
Reference for Business. Encyclopedia of Business, 2nd ed.
Documents for Small Business & Professionals. The Role of Collaboration in Organizations.
Singh, Kavita. 2010. “An analysis of relationship between the learning organization and organization culture in Indian business organization”. Organizations and markets in emerging economies. Vol 1 (1): 142-165.
Federal State Unitary Enterprise Russian Science And Research Institute Of Space Device Engineering. Russian experience In Satellite Navigation, Distant Learning: International Cooperation
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