International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue VIII, August 2021 | ISSN 2454–6186

Organisational Learning and Learning Organization: A Review of Theories

Akwaowo, Raphael Reuben and Kalio, Tamuno-Iduabia Sobie
Department of Management, University of Port Harcourt, Nigeria

Abstract: The paper critically examined organisational learning and learning organization as well as the review of theories underpinning the study. In essence this conceptual paper reviewed some extant literatures and related theories on organisational learning and learning organisations. The paper indicated that the survival of any organisation, particularly, a profit oriented organisation depends to a large extent, on how well it can adapt to environmental changes, accept changes and do better in terms of its operations. The study highlighted the ways to identify a learning organization. It also, revealed the conceptual differences between organisational learning and learning organization. The study revealed that organizational learning and learning organization are two constructs based on conceptual metaphors. Organizational learning is a process that occurs across individual, group, and organizational levels through intuiting, interpreting, integrating, and institutionalizing. It may be an adaptive process based on the single-loop learning, or a generative process based on the double-loop learning. Organizational learning implies organizational unlearning and a dynamic organizational memory. The organization that is capable of transforming organizational learning into the engine of knowledge creation aiming at building up a competitive advantage may become a learning organization. The paper discovered that the theory of organizational learning is defined in four premises namely: Premise 1: Organizational learning assumes a tension between knowledge exploitation and knowledge exploration. Premise 2: Organizational learning is a multilevel process (i.e. individual, group, organization). Premise 3: The three levels of organizational learning are linked through psychological and social processes: intuiting, interpreting, integrating, and institutionalizing (4Is) and Premise 4: Cognition influences action, and action influences cognition. The paper x-rayed cognitive learning theories, behavioural learning theories and social learning theories as the key philosophies underpinning the study. The paper revealed that learning should be engrained as part of the organization’s philosophy and core organisational value and culture. It is only by so doing that organisation will be able to face tomorrow when it actually comes. The study also, revealed that for effective double loop learning to occur at the organisational level, there is a need for organisational leaders to appreciate the value of learning as a panacea for organizational sustainability. The paper therefore, supports the proposition that organisation learning culture has direct influence on organisational innovativeness, which is directly tied to long-term organizational success. It is recommended, therefore, that all organisations that want to remain competitive should focus on becoming a learning organisation.

Keywords: Organisational Learning, Learning Organisation, Double-loop Learning, Cognitive Learning Theories, Behavioural Learning Theories, Social Learning Theories

I.INTRODUCTION

An organisation’s capability to learn has been linked to a fundamental source of competitive advantage (Albrecht, 2003), which is why Alrefaai and Khalil (2019), insisted that organisational learning helps to improve an organisations competitive advantage as well as responsiveness to change. Interestingly, “business executives and intellectuals have come to realize that knowledge assets and intellectual capital can best serve as a source of competitive advantage in comparison with the total dependence of traditional factors of production” Maier, Prange & Von Rosenstiel, 2003, p.14. This lends a support to the fact raised by Argyris (1999,). over three decades ago, that the value of a firm’s organisational learning capabilities and knowledge assets is frequently several times that of its material assets.