The Learning Organisations thtutor 769 mgt 202

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University of Notre Dame *

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Management

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Nov 24, 2024

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ASSESSING HOW THE MINDSET OF “THE LEARNING ORGANIZATION” CAN RESULT IN THE CREATION OF SIMPLE PRODUCTS OR SERVICES THAT MEANINGFULLY SUPPORT EVERYDAY LIVING. NAME OF THE STUDENT: STUDENT’S ID: NAME OF THE UNIVERSITY:

INTRODUCTION • THE ABILITY TO ADAPT TO CHANGE AND GAIN A COMPETITIVE ADVANTAGE IS BECOMING INCREASINGLY DEPENDENT ON LEARNING AND KNOWLEDGE MANAGEMENT. • ACCORDING TO REBELO AND GOMES (2008), LEARNING IS A NECESSARY CONSTITUENT OF ORGANIZATIONAL ACTIVITY AND IS PRESENT IN EVERY ORGANIZATION DUE TO THE INNATE QUALITIES OF ITS MEMBERS. • HOWEVER, THE EFFECTIVENESS OF ANY ORGANIZATION WILL DEPEND ON WHETHER IT IS ACKNOWLEDGED AND USED. • SINCE THE ORGANIZATION HAS A SHARED VISION, DIA AND VIGGIANI (2006) CONTEND THAT LEARNING ORGANIZATIONS CAN CHANGE LESS SEVERELY THAN

STUDY OF ORGANIZATIONAL CULTURE, ETHICS, AND CORPORATE SOCIAL RESPONSIBILITY AND ORGANIZATIONAL LEARNING THEORIES • ORGANIZATIONAL CULTURE WHEN CO-FOUNDER AND FORMER CEO TRAVIS KALANICK LED THE COMPANY, THE UBER ORGANIZATIONAL CULTURE HAS BEEN LINKED TO DISCRIMINATION AND HARASSMENT OF WOMEN. A BUSINESS INQUIRY INTO ALLEGATIONS OF SEXUAL HARASSMENT AND WORKPLACE CULTURE LED TO THE FIRING OF MORE THAN 20 WORKERS BY THE INTERNATIONAL TRANSPORTATION TECHNOLOGY COMPANY IN JUNE 2017. DARA KHOSROWSHAHI, THE NEW CEO OF UBER, HAS EFFECTIVELY CONDUCTED EXPEDIA, AN ONLINE TRAVEL AGENCY, FOR 12 YEARS (RESEARCH- METHODOLOGY. 2022). FOR THE RIDE- HAILING BEHEMOTH TO IMPROVE ITS REPUTATION AND ULTIMATELY RESULT IN REVENUE, MR. KHOSROWSHAHI HAD THE VITAL CHORE OF ALTERING THE

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STUDY OF ORGANIZATIONAL CULTURE, ETHICS, AND CORPORATE SOCIAL RESPONSIBILITY AND ORGANIZATIONAL LEARNING THEORIES CONT. CORPORATE SOCIAL RESPONSIBILITY • UBER'S CSR HAS RECENTLY CAUGHT THE ATTENTION OF MANY ACADEMICS AND PRACTITIONERS IN THE BUSINESS WORLD. UNDER FORMER CEO AND CO-FOUNDER TRAVIS KALANICK, ONE OF UBER'S LONG- STANDING FLAWS WAS NOT GIVING THE CSR COMPONENT OF THE BUSINESS ENOUGH ATTENTION. DUE TO A LACK OF CORPORATE SOCIAL RESPONSIBILITY, THE RIDE-HAILING INDUSTRY TITAN EVEN LOST ITS AUTHORIZATION TO FUNCTION IN LONDON IN 2017 (RESEARCH- METHODOLOGY. 2022). • ORGANIZATIONAL LEARNING THEORIES • TO EVALUATE AND CONTRAST ORGANISATIONAL LEARNING MODELS AND TECHNIQUES, THREE TRADITIONAL THEORIES ARE PRESENTED: I) EXPERIENTIAL LEARNING THEORY; II)

APPLICATION OF RELEVANT OL FRAMEWORK/MODELS • A KEY TENET OF THE NEW THEORY AND MODEL IS ITS DEDICATION TO ORGANIZATIONAL LEARNING METRICS AT THE INDIVIDUAL, GROUP, AND ORGANIZATIONAL HEIGHTS. THIS COMMITMENT SERVES TO HIGHLIGHT THE SIGNIFICANCE OF THIS BODY OF WORK AND LEND "TEETH" TO ITS APPLICATION AND STRENGTHENING. • FOR INSTANCE, COGNITION, A DELIBERATE AND INTENTIONAL PROCESS, REMAINS AN ESSENTIAL COMPONENT OF INDIVIDUAL LEARNING, AND THE BEHAVIOR ALTERATION IT PRODUCES IS A RELIABLE YARDSTICK FOR PERFORMANCE ASSESSMENT (OYATERU, 2011). • ESTABLISHING ORGANIZATION LEARNING TOOLS AND PROCESSES THAT FACILITATE THE GATHERING, ARCHIVING, AND SHARING OF INFORMATION IS ANOTHER CRUCIAL ELEMENT.

APPLICATION OF RELEVANT OL FRAMEWORK/MODELS CONT. • EACH OF THE LEARNING THEORIES ESTABLISHED BY KOLB (1984), SENGE (1990), AND NEVIS ET AL. (1995) AND DISCUSSED HERE OFFERS A DISTINCTIVE VIEWPOINT ON HOW LEARNING OCCURS IN THE SETTING OF A COMPANY LIKE UBER. • GIVEN ITS CAPACITY TO PRODUCE A COMPETITIVE BENEFIT IN TODAY'S COMPOSITE, VIBRANT, AMBIGUOUS, AND COMPETITIVE ENVIRONMENT, ORGANIZATIONAL LEARNING HAS UNDENIABLE IMPORTANCE. • IT ACTS AS A MEANS OF RENEWAL AND REINVENTION FOR BOTH INDIVIDUALS AND INSTITUTIONS. HOWEVER, THE TASK OF PUTTING ORGANIZATIONAL LEARNING INTO PRACTICE AND KEEPING IT THERE IS ONE THAT REQUIRES A LOT OF CULTURE CHANGE, ATTITUDE CHANGE, BEHAVIORAL CHANGE, SYSTEM CHANGE, BUSINESS TRANSFORMATION, AND

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• CONCERNING THE LEVELS OF THE ORGANIZATIONAL LEARNING PROCESS, THE FOUR SOCIAL EMOTIONAL PROCEDURES OF PERCEIVING, UNDERSTANDING, ASSIMILATING, AND INSTITUTIONALIZING CAN BE UTILIZED TO CLASSIFY THE OBSTACLES TO ORGANIZATIONAL LEARNING. • THIS WAY, THE DYNAMIC NATURE OF ORGANIZATIONAL LEARNING IS CONSIDERED. IT LOOKS INTRIGUING TO INTEGRATE THIS PROCEDURE VIEW WITH A CATEGORIZATION THAT IS BASED ON THE SHAPE OF THE OBSTRUCTIONS IN ORDER TO BETTER COMPREHEND THE BARRIERS TO ORGANIZATIONAL LEARNING (TJAKRAATMADJA, AND HANDAYANI, 2019). • FOLLOWING THE DISCUSSION OF VARIOUS FORMS OF POWER, THE NEGATIVE FACTORS COULD EITHER BE ACTIONAL-PERSONAL, DEFINED AS AN INDIVIDUAL, SELF-INTERESTED ACTION AS ARTICULATED IN THE PROCEDURES OF EFFECT AND FORCE, OR STRUCTURAL- ORGANIZATIONAL, DEFINED AS THE ORGANIZATION'S PRE-EXISTING ROUTINES, STRUCTURES, AND PRACTICES AS EXPRESSED IN THE PROCEDURES OF CORRECTION AND SUPREMACY (ÖZONUR ET AL., 2020).

ANALYSIS OF EXISTING BARRIERS TO ORGANIZATIONAL LEARNING CONT. • ORGANIZATIONS CONSEQUENTLY ADOPT A MORE EXPANSIVE CONCEPT OF ACTIONAL- PERSONAL AND STRUCTURAL- ORGANIZATIONAL ORGANIZATIONAL LEARNING OBSTACLES. INDIVIDUAL BELIEFS, ATTITUDES, AND BEHAVIORS DEFINE ACTIONAL-PERSONAL BARRIERS. • ORGANIZATIONAL STRATEGY, TECHNOLOGY, CULTURE, AND FORMAL RULES ALL PLAY A ROLE IN STRUCTURAL-ORGANIZATIONAL BARRIERS. WHILE BOTH OF THESE VERSIONS ARE SIGNIFICANT FROM THE PERSPECTIVE, A THIRD ONE IS REQUIRED TO ANALYSE THE RESTRICTIONS ON ORGANIZATIONAL LEARNING (RAVICHANDRAN, AND MISHRA, 2018). • THE ORGANIZATIONAL SETTING IS NOT THE CENTRAL EMPHASIS OF LAWRENCE AND HIS COLLEAGUES' INVESTIGATION BECAUSE THEY ARE PRIMARILY FOCUSED ON ORGANIZATIONAL POLITICS IN THE

RECOMMENDATION • ALTHOUGH THE STAFF AT UBER IS QUITE DIVERSE AND SPREAD OUT THROUGHOUT THE GLOBE, THEY ALL VALUE THEIR TIME GREATLY. EIGHTY-SIX PERCENT OF THE PLATFORM'S DRIVERS CLAIM THEY COULD NOT OPERATE THEIR VEHICLES WITHOUT THE FLEXIBILITY AND CAPACITY TO ACCOMMODATE DIFFERENT SCHEDULES. RECOGNIZING THE PEOPLE WHO GENUINELY REQUIRE THE KNOWLEDGE, ENABLING THEM TO SELF-SERVE AND CHOOSE WHETHER OR NOT THEY WANT TO LEARN MORE BY INDEPENDENTLY EXAMINING THE CONTENT RATHER THAN BEING INUNDATED WITH INFORMATION, IS AN EXCELLENT ILLUSTRATION OF THIS.

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RECOMMENDATION CONT. • THE TYPICAL DRIVER OR DELIVERY ASSOCIATE ON THE UBER NETWORK HAS LESS TIME THAN TRADITIONAL DESK-BASED PROFESSIONALS, WHO ARE MORE USED TO DIGESTING LONGER-FORM TRAINING MATERIALS. ENGAGING AND HUMOROUS LEARNING MATERIALS ARE ESSENTIAL, PARTICULARLY FOR INDIVIDUALS WHO RELY ON UBER AS A ADDITIONAL SOURCE OF INCOME. IN THIS SITUATION, MICROLEARNING IS USEFUL. UBER HAS EXPERIENCED SIGNIFICANT SUCCESS USING THIS LEARNING MECHANISM, TRANSITIONING FROM LENGTHY EMAILS TO SHORT, INTERESTING FORMATS (LIKE VIDEOS) THAT MIMIC HOW THEY ARE PROGRESSIVELY CONSUMING CONTENT. IN ORDER TO INCREASE INVOLVEMENT AND LONG- TERM COMPREHENSION, MORE GRAPHIC, INTERACTIVE INFORMATION THAT DRIVERS AND DELIVERY PARTNERS CAN FINISH IN ONLY A FEW MINUTES HAS SHOWN TO BE QUITE BENEFICIAL.

CONCLUSION • IN CONCLUSION, THE IDEAS DISCUSSED AND INVESTIGATED IN THIS STUDY HAVE AIDED IN IDENTIFYING AND COMPREHENDING THE PRESENT MANAGEMENT DIFFICULTIES THAT UBER IS DEALING WITH BOTH INSIDE AND OUTSIDE OF THE COMPANY. • IT HAS AIDED IN IDENTIFYING ORGANIZATIONAL LEARNING AND HOW LACKING ETHICAL AND SOCIALLY CONSCIOUS PRACTICES IT IS. • A SIGNIFICANT PRINCIPLE THAT CAN BE DRAWN FROM THE UBER CASE IS THAT THE LEADERSHIP STYLE THAT MANAGERS OR THE CEO IMPOSE HAS A NEGATIVE IMPACT ON HOW EMPLOYEES BEHAVE AND HOW STAKEHOLDERS VIEW THE COMPANY.

REFERENCES • DYSON, T., 2019. ORGANISATIONAL LEARNING AND THE MODERN ARMY: A NEW MODEL FOR LESSONS-LEARNED PROCESSES . ROUTLEDGE. • EDMONDSON, A.C., 2018. THE FEARLESS ORGANIZATION: CREATING PSYCHOLOGICAL SAFETY IN THE WORKPLACE FOR LEARNING, INNOVATION, AND GROWTH . JOHN WILEY & SONS. • GARVIN, D.A., EDMONDSON, A.C. AND GINO, F., 2008. IS YOURS A LEARNING ORGANIZATION?. HARVARD BUSINESS REVIEW , 86 (3), P.109. • HAMZAH, M.I.M. AND RANI, N.S.A., 2020. STRENGTHENING MALAYSIAN DISTRICT EDUCATION OFFICES AS LEARNING ORGANIZATIONS THROUGH CHANGE INDICATORS. MALAYSIAN JOURNAL OF EDUCATION (0126-6020) , 45 . • HUTASUHUT, I., ADRUCE, S.A.Z. AND JONATHAN, V., 2021. HOW A LEARNING ORGANIZATION CULTIVATES SELF-DIRECTED LEARNING. JOURNAL OF WORKPLACE LEARNING . • ILLERIS, K. AND RYAN, C., 2020. CONTEMPORARY THEORIES OF LEARNING: LEARNING THEORISTS... IN THEIR OWN WORDS. AUSTRALIAN JOURNAL OF ADULT LEARNING , 60 (1), PP.138- 143. • KOOLS, M., STOLL, L., GEORGE, B., STEIJN, B., BEKKERS, V. AND GOUËDARD, P., 2020. THE SCHOOL AS A LEARNING ORGANISATION: THE CONCEPT AND ITS MEASUREMENT. EUROPEAN JOURNAL OF EDUCATION , 55 (1), PP.24-42.

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