Model for Organizational Development

Summary: A Collective Organizational Learning Model for Organizational Development (Lau, Kung & Lee, 2018)

Organizational Learning Culture:

Facilitating knowledge transfer is crucial for an organizational learning culture.
Research and enhancement of organizational learning practices are key.
Developing employees' tacit knowledge sharing is more effective than skill training.
Proactive and flexible learning should include risk-taking, goal-sharing, and knowledge matching.
Learning through practice or experiential learning is emphasized.
Virtual technologies have shifted from traditional in-house training to online modules.

Learning Models:

The Lewinian experiential learning model is cyclical and enhances individual and collective learning.
Senge's team learning model emphasizes effective dialogue and discussion for collective intelligence.
Traditional organizational learning focuses on practical skills, while contemporary goals emphasize unstructured learning.
Organizational learning theories shift from informative (content-driven) to transformative (learner-driven).
Single, double, and triple loop learning models cater to different levels of transformative learning.

Scaffolding and Intrinsic Interest:

Scaffolding involves forming procedural knowledge and conceptualizing organizational information.
Promotes deeper learning than skill-based knowledge, triggering intrinsic interest.
Based on Vygotsky's zone of proximal development, avoiding defensive routines.

Mental Reactions in Daily Operations:

Mental reactions among employees affect organizational knowledge transfer intentionally or subconsciously.
Studies show motivating employees to implement new ideas is more challenging than generating them.
Establishing an exploratory learning organization with an open atmosphere can inspire new ideas.

Systematic Review of Organizational Learning Models:

Single and double loop learning, unlearning model, team learning model, and triple loop learning models prefer individual and/or collective learning.
The Learning Styles Questionnaire measures changes in learning attitudes toward knowing why, independent learning, and problem-solving.
The current organizational learning cycle includes knowledge acquisition, application, dissemination, management, creation, internalization, transformation, and unlearning.

The 3 Ps of Organizational Learning:

Principles, purposes, and processes are crucial in organizational learning.
Operational learning differs from individual learning and involves various orientations and levels within an organization.

Operational Learning Models:

Operational learning models can be linear, interrelated components, or complex matrices.
The new model of operational learning has a developmental and cyclical perspective, driven by transformational needs.

Learning Organization and Levels:

Learning organizations act as carriers of operational learning.
Learning levels include institutional, group, and individual (internal) and society, community, and global (external).
Stages of knowledge learning are categorized as basic (acquisition, sharing, use, storage) and advanced (creation, transformation, internalization, unlearning).

Nature of Learning and Focus of Knowledge:

The relationship between internal and external environments of learning organizations varies.
Focus and nature of learning are likely to be interactive and collaborative at the community learning level, more transformative at the global level.

Conclusion:

Traditional models like apprenticeships are not flexible and proactive enough.
Companies need effective learning strategies and organizational learning cultures to respond to changing needs.
Various models, including linear cycles, interrelated components, and complex matrices, cater to different aspects of organizational learning.