Organizational learning, New competitive advantage

Nowadays, being (physical) is not an advantage; agility and flexibility are the means of passing through bitter tests and achieving sweet prosperity. For this reason, organizations must use mechanisms such as organizational learning to achieve collective knowledge that is one of the factors Agility is considered to be an extraordinary effort, because otherwise they will not be on the list of future organizations.A future in which issues and problems will be global and great.

As Peter Senge believes, the only source of sustainable competitive advantage for organizations in the long run is learning faster than competitors, and if organizations do this, they will be more effective and more efficient than other rival organizations, as Peter Drucker believes. From now on, the key to organizational success is knowledge.Lucilius first pointed out in the first century AD in ancient Rome, in the form of a philosophical statement of knowledge, that its most important feature, the universality of knowledge, states: "Knowledge is not knowledge until it knows a few." This look It means that knowledge must be available to everyone and not limited to one or a few people, knowledge that is not comprehensive, so that others can use it, is not knowledge.

Occupations and organizations in today's modern economy are closely linked to the broader concept of knowledge and are linked with issues such as knowledge-based work, knowledge workers, and knowledge-based companies (so-called "knowledge"); therefore, its knowledge and significance are revealed to everybody, and therefore organizations or production Knowledge or knowledge is sought after, therefore, the concepts of learning and organizational learning are considered more than before, and its implementation and development in the eyes of the employees is one of the main priorities of successful organizations.

The concept of organizational learning is looking to create ways to design an organization in order to achieve a more functional performance in which, with encouragement, employees fully apply their full potential and at the same time help to make the world a better place.For this reason, this concept has grown exponentially among those organizations that are interested in increasing the competitive edge, iovation, and effectiveness.Two psychologists, Hildar and Marquards, believe in a comprehensive definition that learning the process of relatively stable change in the individual's potential behavior is due to experience.The most popular classification of learning for management scholars is:

1One-to-One Learning: It's time to discover and correct mistakes in the organization's current goals and policies.This kind of learning makes the organization use a gradual approach when formulating strategy and managing change.

2Two-loop learning: When an organization detects and corrects errors, it overcomes norms, practices, policies and goals, and modifies them.

3Learning Three-Way Learning: Triangulation is a time when organizations learn how to learn single-ring learning and two-way learning.(Ability to learn about another)

Learning theories include three categories of behavioral, social and cognitive learning that are divided into three levels:

1Individual level: Indicates the change of skills, insights, beliefs, transformation and transformation in individual knowledge.

2Group level: Team learning means that today's complex organizations can be able to think, create, and learn as a single identity.

3Organizational level: Organizational learning is achieved through sharing insights, knowledge, experience, and mental models of the organization.But the main stages of the organizational learning process are as described in Table (1):

Measuring Learning

Managers always remember this lesson: "If you can not measure, you can not manage."Typically, we use the two concepts of "learning curves" and "production improvement functions" to measure learning in an organization; two concepts that date back to the 1920s.In this period, manufacturers realized that with the increase in total production, per capita production dropped dramatically.This principle was also found to be different: with the increase in production know-how at fixed costs, the volume of production increased.The major work done at this time was to study the relationship between production costs and labor experience in different industries, and the results were presented in the form of learning curves.Despite the fact that today curricula of experience and learning are widely used, according to Garvin, these curves are not sufficient to measure organizational learning.He believes that these curves focus only on an output benchmark (such as cost or price) and ignore learning that affects other competitive variables, such as quality, services, or new product introductions.Learning and learning curves are just one factor in learning, that is, the total volume of production, and the likelihood of learning in the adult industry (with a lifecycle of life), which has a monotonous output, and the likelihood that learning is due to other stimuli such as technology or competition in Remove the industry environment.The Garvin introduces a new benchmark developed by Analog Devyses.This criterion, called the half-life curve, is designed to compare the domestic recovery rates.The half-life curve measures the time it takes to observe a performance criterion, especially 50% improvement.In the graphic display of the half-life curve, the performance criterion (the rate of defective products, timely delivery, delivery time to the market, etc.) on the vertical axis and on a logarithmic scale, and on the other hand, is displayed on the horizontal axis.The higher the slope of the curve, the faster the learning is.The rationale behind this curve is straightforward and straightforward.Companies, departments, and units that progress in less time learn faster than their competitors.The main advantage of their half-life curves is their flexibility.Unlike the learning and experience curves, half-life curves can be adapted based on any output metric, in addition, they can be easily operated and converted into a tool for comparing the performance of the groups.

Organisational Learning

The organizational learning word was first used by citta and marc in their initial study on the organizational behavioral aspects of organizational decision-making in 1963, but it can be said that the confession of all the scholars is the main theorist of the learning organization, Peter M. Sange of the University of MIT.To learn organizational definitions, various features and models are proposed, which, although appearing to be different, are ultimately related to a single source.Organizational learning involves raising the collective capacity of the organization's members to provide a more effective performance.The quality of organizational learning (collectivism) is important because it affects both the formulation of strategy and its implementation, and the nature of this learning in complex environments where managers alone can not identify opportunities and threats are also important.Nerroum and Starbucks (1984) argue that before organizations and individuals can choose new behaviors, they must first "overlook" the past behaviors that they are familiar with, in order to change the patterns already made.

Learning barriers

According to Peter Senge, the creation of a learning organization is not only a problem, but it is fully accepted by all those who have at least familiarity with it, but the main obstacle in the creation of learning organization is the issue of leadership.People do not have the real understanding of the kind of partnership that is needed to build such an organization, and it is the responsibility of the organizational leaders to introduce the learner into real, practical, and inclusive.Designers, teachers and service leaders.In short, leaders in learning organizations are responsible for building organizations where people there constantly develop their capabilities for shaping the future, ie, leaders responsible for learning, but some other barriers are described in Table 2. And also the learning barriers of John Heez include the following:

1- Lack of systematic quality of organizations; 2. Lack of chaels for dialogue and exchange; 3- Ideologies

Effective factors in creating a learning organization and organizational learning

1) Enablers: Enablers include the following elements that help organizations become a learning organization: a) strategies and policies: management by making informed decisions, their enthusiasm for the use and learning of learning Show offB. Leadership (Leadership): Leaders of culture are learning organizations within organizations.If they are not in the forefront of this move, one can not expect the learning organization to take shape and survive.C) Manage People (HR Processes): The process and operations that people deal with each day should be encouraged.D) Use of Information Technology: Information technology is one of the most important means of learning empowerment in organizations, which is based on the speed of knowledge acquisition, transfer and even the use of knowledge.

2) Environment: If all the enablers are available, but there is no environment necessary for the growth of the learning organization, all efforts will be fruitless or at least ineffective.

Result

In a learning organization, everyone wants to enhance the spirit of learning; leaders identify the path and provide a good understanding of the learner organization, and then facilitate the process by facilitating the process and adopting the appropriate encouragement, and the staff who are interested in Overcoming problems, sharing information, risk taking, being creative, and other things are permanent.In this situation, the organization and the individual gain a common interest in achieving a collective satisfaction, bringing the organization one step ahead of all competitors and, as a result, is a step closer to organizational profit-that is, the factors behind which competitors are backward and you are the pioneer You will.

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* Deputy Head of Samen Insurance Credit Institute and member of Iranian Management Board