The Ability to Learn and to Attain Knowledge

If an organization is already established and wants to become an “effective learning organization” they have to take into account their relationship with their employees at the time they make this decision. If the employees who currently work for management are not “self-energized, committed, responsible and creative beings” (Kinicki, 2012) (or any combination thereof) like McGregor assumes, they will not be able to jump in to some of the activities that leading organizations are doing. Managers will need to understand that if they developed an environment where management is superior and the employees are workers, any part of the human relations theory will not benefit them quickly. Managers will need to gain the trust of their employees and actually listen to their emotions.

Management differs today than it did in the past. In the past, managers were considered “bosses” and their job mostly consisted of giving employees orders, monitoring performance and reprimanding unproductive behavior and misconduct. Many managers still manage employees in such fashion; however, some managers now tend to be more proactive and have changed managerial functions for the betterment of company operations and performance to accomplish organizational goals. Effective management for company success now entails guiding, training, supporting, motivating and coaching employees verses just demanding what

The critically acclaimed novel written by Mary Shelley and published in 1818, delves into a multitude of universal themes throughout the text. One value that drives the plot forward, and leads to character development is the theme, human fulfillment of the pursuit of knowledge. It is Dr. Frankenstein 's unquenchable thirst for knowledge that leads to the future predicaments that ensue after the Creature is conceived and future moral dilemma. An example of Dr. Frankenstein 's disposition that lends itself to the validity of the stated theme, is as follows; “It was the secrets of heaven and earth that I desired to learn; and whether it was the outward substance of things, or the inner spirit of nature and the mysterious soul of man that occupied me, still my inquiries were directed to the metaphysical, or, in its highest sense, the physical secrets of the world” (Shelley 30). The doctor 's preoccupation with his studies, that results in controversy over the suitable nature of such an unobtainable desire, is clearly exemplified in the quote, “If the study to which you apply yourself has a tendency to weaken your affections and to destroy your taste for those simple pleasures in which no alloy can possibly mix, then that study is certainly unlawful, that is to say, not befitting the human mind” (45).

Encouraging and empowering staff to look outside the box and challenge practices to find better quality decisions starts by offering formal but also informal education and learning. Transformational leaders are able to “encourage the proposal of new ideas by empowering staff to approach problems in new ways using evidence-based practice” (Gheith, 2010, p). To develop this skill, I must further step outside the box and look to gain knowledge. Researching, attending educational workshops and questioning certain practices will allow myself to feel confident in my ability to look outside the lines and question the effectiveness of current practices. The ability of a transformational leader to empower followers to question their beliefs and look outside the box stems from their own skill to do the same. To enhance my skills of innovation, I will further research and educate myself to be able to increase the effectiveness of my ability as a leader to empower my followers to do the

Within todays ever-changing working society, training and development is a key part within any organisation. Employees are the main capital within organisations which suggests

Monaghan, C. H. (2011). Communities of practice: A learning strategy for management education. Journal of Management Education, 35(3), 428-453. doi:10.1177/1052562910387536

Primarily, the research attempted to approach the subject of differentiating the position and stages of the organizational learning based on the discourse and the current paradigm shift in discourse: pre-modern, modern, and postmodern. The authors associated learning organization with economic growth and evolution while explaining how the learning activity was implemented based on obligated behaviors. These artificially imposed values inhibited personal growth and identity as they related to workplace learning and identity. The purpose of this study was to understand the relationship between organizational frame and workplace learning. The issue identified was the presence of conflict that enveloped the two different yet equally important areas of an organization: human resource and management. In essence, the problem was based on the theory that change to the type of work required in forward moving organizational environments necessitated professional development and engaged learning from a mirrored styled discourse or training activities.

This paper is my analytic theorem to my Blueprint of Professional and Personal Growth from the course “Managing People & Promoting Collaboration”. It gives a brief breakdown of my path to become a manager I aspire to be, how my relationship with my family, partner and work can be a root of my happiness and how sure I maintain my personal integrity of ethics and morales within my work environment. An executive summary is presented to show how the course educated me in a more systematic way and how it helped me identify my strengths and weakness as

Throughout our final semester of study at Maryville, our cohort has studied Peter Senge’s, The Fifth Discipline: The Art and Practice of the Learning Organization. Rather than set of management practices, the book describes how organizations, especially those that are sustainably competitive, know how to learn. These “learning organizations” are continuously learning how to work together, where the norm is producing their best. In the book, Senge identifies five essential elements, that when practiced together, create perfect conditions for an effective learning organization. These five practices are Personal Mastery, Mental Models, Shared Vision,

Organizations use individual members as instruments of adaptation in learning. However, different parts of organizations (subunits or individuals) may have different learning experiences from the same historical events in the organizations. This creates a need for synergy to convert individual or subunit experiences into an organizational learning in order to harness the benefits. Given that humans have only bounded rational abilities** to perform actions, creating such a synergy is a major management challenge for practitioners, and a topic of scholarly pursuit for researchers. I wish to study how intra-organizational learning may drive innovations, and identify moderators that may influence the relation between intra-organizational learning and

Leadership has been described as “a process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task”. In the case study Josh Martin uses much different leadership techniques than Tom Saunders which, in summary, can be seen as a quite different style. In the book ‘Management’ leadership is discussed in relation to management. ”Management and

As Daniel J. Boorstin said, “Education is learning what you didn 't even know you didn 't know.”

Peter Senge argues that not only we humans learn, but organizations also. However, learning itself may not be enough for the organization to survive in this ever-challenging era. In his book, The Fifth Discipline, Senge introduced five ‘disciplines’, namely systems thinking, personal mastery, mental models, building shared vision, and team learning, that characterizes an organization as a learning organization.

Rapid changes in the global economic market entail transformations affecting not only the external environment of organizations, but also its internal operations and processes (Hall, 2008; Hodgetts, 2002). One important change that has altered the nature of contemporary organization is the “acknowledgement, development and systematic use of the skills and knowledge of employees” (Ramirez et al 2007, p 496). The central role of employees’ participation in the success of the organization involves not only “high performance work systems… [but] they also involve the decentralization of decisions and work enrichment that is providing employees with opportunities for involvement in decision-making and innovation.” (Wood & de

Peter Spurgeon and Robert Cragg (2007) contend the current attention paid to the importance of leadership has diminished the value and contribution of management. The discussion concerning leadership and management, at the most extreme, is inclined to portray leadership as 'good' and management as 'bad'. These constraints are rooted in the proposition that people do not want to be managed, with its connotations of bureaucracy and control, but are happy to follow a leader toward a vision. At the core of this perception is the belief that leaders are concerned with the future and with the people in the system, while managers are focused upon greater efficiency and immediate results.