Examination of Learning Organizations Research Assignment
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Examination of Learning Organizations Research Assignment
Examination, Learning, Organizations, Research, Assignment
Instructions:
You must use at least 1 peer-reviewed reference published within the past 4 years (and not used in the original posting) in your response.
Do not simply revisit what was discussed in the thread, but add information from the unique article you researched on the concept and compare the findings. Did the findings of the article you found and the articles used in the original thread agree, disagree, address different aspects of the concept?
Use APA format and write in 3rd person.
Text:
Learning Organizations
Definition
A Learning Organization is an organization that is skilled at creating, acquiring and transferring knowledge and modifying its behavior to reflect new knowledge and insights. (Bateman p. 170)
Summary
This article was written by Russ Vince of the School of Management at the University of Bath in the UK. He attempts to explain an ongoing paradox of a Learning Organization. He hypothesizes that the environment that needs to exist in a Learning Organization can simultaneously create an environment that could actually prevent or hinder the objective of learning.
He cites three tensions, “Inhibited freedom arises from the tension between habitual behavior that restricts their ability to learn, and the freedom to enact their authority in the service of learning. Detached engagement arises from defensiveness.
On the one hand, defenses reduce the risk that emotions will overwhelm the task of learning, but in doing so, they remove the creative potential of those emotions to inform and support learning.
Ambivalent enthusiasm arises from an active lack of interest in experimenting with the possibilities and pitfalls of leadership and followership roles, while seeming to be enthusiastic about it.” (Vince p. 278-279) It appears that our own personality, emotions fears can somehow play a role in how efficiently a learning organization can be.
Discussion
When you first consider the idea of a Learning Organization, it makes complete sense and should be the goal of all organizations. The Learning component seems to be an obvious advantage that all organizations would benefit from.
As with most things, the Devil is in the details. We must first consider or more accurately realize that companies are made of people. Those people must be able to agree on what it is to be a Learning Organization and equally important; how to foster discussions in a way that maintains the spirit and goals of becoming a Learning Organization.
Both articles discussed the potential drawbacks that may occur in a Learning Organization and attempt to improve on the design by further understanding the nuance the people bring to idea communication.
It is clear in both articles that tension can come from offering input to the group in an effort to create value that allows the company as a whole to learn how to make better decisions. This where both articles agree that these underlying tensions must be effective dealt with in order to improve the overall efficiency of the organization’s ability to learn.
Russ Vince’s article focusses more on the acknowledgement of the existence of these such tensions, whereas Antonacopoulou spends more time discussing how to overcome these tensions. He states, “Sensuous Organizational Learning exposes what lies in the space-in-between loops of learning.
We have accounted for the attentiveness, alertness, awareness, appreciation, anticipation, alignment, activation and agility as dimensions of the 8As framework, presenting sensuousness and sensorially as integral to the New Learning Organization.
By drawing attention to the paradigm of emplacement we sought to extend the focus on how learning is enacted and embodied by individuals, groups and the organization at large through a greater focus on tensions.” (Antonacopoulou p. 315)
He provides three principles that would facilitate this by using “– Institutional Reflexivity, High Agility Organizing, Learning Leadership – that express the commitment of the Learning Organization to serve the common good.” (Antonacopoulou p. 315) He feels that these three principles will help overcome the tensions that make Learning Organizations less efficient.
Biblical Integration
As I write this, I am asking myself how to incorporate a Learning Organization into the Bible. The articles both discussed barriers that come from inside the people who are supposed to be in charge of the learning process, with one article discussing how to overcome some of these tensions.
The Bible speaks a lot about those who believe and those who do not believe in God as well as what may be the underlying reasons for both groups of people. The articles and the Bible understand that working together and sharing ideas may not always be easy, but it is always worth it. Finding and understanding personal barriers to learning and therefore teaching are what need to be broken down so that the whole organization can function more efficiently.
References
Bateman, Thomas S., Snell, Scott A. & Konopaske, Rob (2020) M: Management Sixth Edition McGraw Hill
Vince, R. (2018), “The learning organization as paradox: Being for the learning organization also means being against it”, The Learning Organization, Vol. 25 No. 4, pp. 273-280.
Antonacopoulou, E., Moldjord, C., Steiro, T. and Stokkeland, C. (2019), “The New Learning Organisation: PART I – Institutional Reflexivity, High Agility Organising and Learning Leadership”, The Learning Organization, Vol. 26 No. 3, pp. 304-318
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
|
|
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
|
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!! |
|
|
PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!