Section A

Register number 1927041

Topic of CIA Learning

S Full APA reference Citation Article Title Journal Findings

No Name
Morgan, R., & (Morgan Market-Based SMB Background and
Turnell, C (2000 ).
& Organizational Research Purpose
MARKET-BASED
1 ORGANIZATIONAL Turnell, Learning: Papers Despite various
LEARNING. SMB
2000 ) Business empirical
Research Papers.
Performance investigations
Gains in aimed at
Financial substantiating the
Services intuitive benefits
Organizations accruing to the
market-oriented
firm in terms of
gains in business
performance,
contemporary
views postulate
that successfully
implementing a
market
orientation within
the firm is, in
itself, insufficient
and constitutes
only the first step
toward
engendering the
conditions
necessary for
optimal long-term
business
performance
The aim of this
investigation is to
assess the extent
to which market
orientation
processes and
practices and
organizational
learning
mechanisms
(market-based
organizational
learning)
distinguish
between financial
services firms
exhibiting high
levels of business
performance and
those exhibiting
low levels of
business
performance
Subjects and
method
Survey
Administration
Data were
generated from a
mail survey, the
 population
encompassing all
firms marketing
financial services
in the UK.
Results
Overall, it can be
concluded that
high business
performers are
those
organizations that
maintain the
characteristics of
advanced higher
order learning
skills and
capabilities and
organization-wide
commitment to
intensive
knowledge
enhancement,
directed toward
achieving
sustainable
positions of
competitive
advantage.
Saadat V, S. Z. (Saadat Organizational Procedia - Background and
(2016).
V, Learning as a Social and Purpose
Organizational
2 learning as a key role 2016) Key Role of Behavioral The study
of organisational
Sciences presented a new
success. 3rd
International Organizational perspective to
Conference on New
Success today’s
Challenges in
Management: organizational
Organization and
managers to
Leadership. Social
and Behavioral enhance their
Sciences , 219-225.
organizations
‘efficiency.
Subjects and
method
Literature Review
Results
Experts of
management and
organization
prescribe
organizational
learning as a
medicine to all
organizational
problems, there
are managers,
who are unable to
understand the
topic, in which
organizational
improvement
requires
commitment to
permanent
learning, and this
inability has
made the
broadcast and
 implementation
of organizational
learning and the
factors of this
important
organizational
variable a
problem
Fiol, C. M., & Lyles, (FIOL Organizational The Background and
M. A. ( 1985 ).
& Learning Academy of Purpose
Organizational
3 Learning. Academy of LYLES, Management There appears to
Management Review,
1985 ) Review be some
803-813.
agreement or
consensus
regarding a
theory for
organizational
learning in
several areas.
Four contextual
factors affect the
probability that
learning will
occur: corporate
culture conducive
to learning,
strategy that
allows flexibility,
an organizational
structure that
allows both
innovativeness
and new insights,
 and the
environment
Subjects and
method
Literature survey
Results
The survey does
indicate,
however, that
there is
considerable
inconsistency in
what is being
observed and how
it is being
measured
Odor, H. O. (n.d.). A (Odor) A Literature International Background and
Literature Review on
Review on Journal of Purpose
Organizational
4 Learning and Organizational Economics There are two
Learning
Learning and & major approaches
Organizations. .
Learning Management to the study of
Organization Sciences organizational
learning are:
Cognitive and
behavioral
approach. One of
the cognitive
theorists,
Subjects and
method
Literature Survey
Results
 Organizational
learning and
Learning
organization are
two different
concepts.
Organizational
learning is a
process that leads
to an ideal state
of a learning
organization. In
fact, all learning
organizations
have
organizational
learning as part
and parcel of their
organizational
culture.
G, G., & RM, W. ( 2017). (G & Organisational Background and
Organisational learning learning
capability, innovation RM, capability, Purpose
5 and performance: study 2017) innovation and The study aims at
in small and medium- performance:
sized enterprises study in small identifying the
(SMES). . and medium- relation between
sized
enterprises the organization
(SMES). learning,
innovation and
performance
Subjects and
method
Hypothesis and
Survey
 Results
The organizations
learning
capability
influence
innovation

Introduction

The ability to learn and adapt is a fundamental strength for any organization. It is an
advantage for any organization to be able to learn. The world is constantly changing and the
ability to produce innovation leading to greater quality, efficiency, and customization (M &
Overdorf, 2000). The only way to achieve innovation is to replace the old, familiar way of
thinking with fresh patterns Thus, organizational learning will give the organization a
competitive advantage (Morgan & Turnell, 2000 ). An organization’s capacity to learn,
unlearn, and relearn has been likened to the invigorating properties of the “fountain of youth”
The study will analyze many works of literature on learning, learning organization and
organizational learning to explore the various areas that organizations can profit by
concentrating on the organizational learning process and its result (Easterby‐Smith, Crossan,
& Nicolini, 2002)

Theoretical context

While there isn’t a detailed and uniform model for organizational learning and learning.
There is a multitude of literature within academics that debate how and what people learn
within an organization. This literature review explores the question of how people learn
within an organization and the scope of a learning organization. (FIOL & LYLES, 1985 ) The
literature review is meant to explore the tremendous amount of wisdom that has been
generated in the area of organizational learning. Many academics have identified the primary
conflicts in the literature by viewing its academic foundations and recognizing crucial
concepts (Easterby‐Smith, Crossan, & Nicolini, 2002)

Learning
The fundamental basis of organizational learning is learning. Learning is a cognitive and
behavioural process. Alteration, learning, and reworking have all been used to denote the
procedure by which organizations regulate according to their environment. The cognitive
processes that enable learning through the use of assumptions, casual maps, interpretive
schemas or heuristics (Festinger, 1957) (Argyris & Schön, 1996) describes organizational
learning as the process of evolving open-minded examination and knowledgeable
understanding. An associated behavioural change, either instantly or over the extended
period, might, but need not, transpire. As Freidlander (Festinger, 1957)clarifies,
“Transformation ensuing from learning need not be discernibly behavioural. Learning may
result in novel and noteworthy perceptions and cognizance that dictate no behavioural
transformation (FIOL & LYLES, 1985 )

A twofold cognitive-behavioural method proposes that while cognitive development is

essential, the action is also vital for complete and comprehensive learning. Learning occurs
as innovative insights, assumptions, and causal maps lead to new behaviours or conversely,
new behaviours lead to new insights (Argyris & Schön, 1996). There is an intimate
connection between learning and action, Argyris (Argyris & Schön, 1996)suggests: “An
organization is said to learn to the degree that it recognizes and amends mistakes”. Thus,
connecting learning straight to innovation, Stata (Stata, 1989)designates learning as “the
procedure by which people increases new information and understandings and thus adjust
their behaviours and actions”. Inkpen and Crossan (Inkpen & Crossan) have likened the
condition of cognitive change without an accompanying behavioural change to Festinger’s
(Festinger, 1957) cognitive dissonance. Inkpen and Crossan (Inkpen & Crossan)assert that
full and complete learning requires the ability to align one’s insights and behaviours.

1.1 Organization Learning

According to Saadat and Saadat (Saadat V, 2016) the concept of organisational learning was
first introduced into the literature by Kurt and March. The significance of discussion on
whether organisational learning should be theorized as a modification in cognitions or
behaviour has significantly reduced in current periods (Easterby‐Smith, Crossan, & Nicolini,
2002), owing to the prodigious reception in recent literature that learning include both a shift
in cognition as well as shift in behaviour. In other words, it is nearly a collective hypothesis
that learning involves both cognition and action. Organisational learning is defined as a
transformation in the organisation’s knowledge base that transpires owing to previous
involvement (FIOL & LYLES, 1985 ). Another main discussion in the Organisational
Learning literature has been around the question of whether organizations can learn. Though
certain researchers uphold the idea that organizational learning is just the totality of what
individuals in organizations learn (Kim, 1993; Simon 1991), others contend that
organizational learning is a reflection of the mutual concepts, actions, procedures, schemes,
and structures of the organization.

Learning organisation has been labelled as a consequence or creation of organisational

learning, which is multifaceted and multidimensional in method. That is why Jones and
Hendry (Odor) view organisational learning as a process going on in the learning
organisation”. According to Cryert, and March, the conception of knowledge, the
preservation of knowledge, and the transmission of knowledge, which overall can be
classified as organisational learning, can be theorized as official actions which are a purpose
of experience. Organisation learning is thus hypothesized as a “multilevel development where
associates independently and mutually obtain knowledge by acting together and reflecting
together” (BB, 2011) Therefore, this paper suggests that learning organisation values have
direct effects on organisational performance and organisational innovation, possibly heading
to lasting organisational achievement.

Learning organisation is a very new notion in the field or management sciences. Learning
organisation is a form of an ideal organisation that encourages and enables learning of all its
affiliates. Learning organisations are where learning and work are cohesive in a continuing
and methodical manner in order to support endless individual, group and organisational
developments. (Odor)The insinuation of the above description is that individuals that work in
a learning organisation see learning as a continuous progression and learn from practically
everything they do.

1.2 Scope

Organisational learning ends up in scientific innovation, procedure development and product

improvement (G & RM, 2017). In fact, organisational learning will lead to a sophisticated
level of comprehensiveness and it is considered a solution for extended organisational
triumph and development. It is well-known that there is a constructive association among the
degree of organisational disorder and organisational learning. That means that the larger the
deviations in the external environment of a corporate organisation, the larger the necessity for
organisational learning. In the lack of organisational learning there will be immobility and the
organisation will not be able to adapt to environmental transformations. Knowledge
formation and organisational learning can generate an innovative tactic of unceasing
enhancement leading to the rise of organisational performance. One of the reasons why
organisational learning is vital is that, organisations that have a low level of organisational
learning will not be able to regulate to environmental changes which are an aftermath of
scientific innovation. This will consistently hinder the capacity of the organisation to
continue competitive and it will lead the organisation to premature demise. Thus, one of the
premeditated standards of an organisation lies in becoming a "learning organization". These
organizations have an innovativeness manner that transforms the firm into a state of learning,
so the organization can make suitable tactics to shifting environment (AM, VJC, & RM,
2011)

Conclusion

Organisational learning and Learning organisation are two diverse ideas. Organisational
learning is a procedure that leads to a perfect state of a learning organisation. In fact, all
learning organisations have organisational learning as part of their organisational culture. A
learning organisation is one that helps to improve organisational learning by generating
structures, calculated fittings and tactical fashioning. Organisations are required to
continuously learn so that they will be able to handle with the imminent challenges that are
brought about by technological shifts. At the same time, it must continuously unlearn certain
old assumptions that are no longer valuable and in tune. Once a learning organisation is
established, administration must certify that the speed of learning must not be permitted to
halt. In fact, the speed must be amplified on a constant basis. Most times, when organisations
accomplish early achievement, they tend to stop learning because they feel they have arrived,
and that is the key reason why many corporations collapse after accomplishing initial success.
When organisations are young, they tend to be fluid, flexible and be willing to learn, but as
they achieve initial success and grow, flexibility gives way to rigidity and there is loss of
vigoro and willingness to learn. It is that early achievement that brought catastrophe to them
because they feel they have succeeded and thus, they see nothing innovative to learn

This literature review is aimed at locating the academics that have surfaced and been
analysed in the literature with a view to searching for a set of factors that, if present, cause
better learning amongst people in organizations.
Even though organizational learning is easy to explain the organizational learning capacity is
difficult to achieve.

Perhaps these factors are best identified and understood, not in a one size fits all neat and tidy
framework, but rather from a set of open-‐-ended questions that facilitate learning
conversations amongst organizational leaders. As new learnings are discovered, new
questions will necessarily be considered. How leaders answer those questions, given their
specific needs, goals, history, and context, will define their approach to learning; one that is
customized for their needs, based on the best knowledge available.

References
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effects on organizational performance. European Journal of International
Management.

Argyris, C., & Schön, D. (1996). Organizational learning II: Theory, method and practice. .

BB, S. (2011). Organisational learning: A literature review. IRC Research Program.

Easterby‐Smith, M., Crossan, M., & Nicolini, D. (2002). Organizational Learning: Debates
Past, Present And Future. Journal of Management Studies, 783-796.

Festinger, L. (1957). A theory of cognitive dissonance . Stanford, CA: Stanford University

Press.

FIOL, C. M., & LYLES, M. A. ( 1985 ). Organizational Learning. Academy of Management

Review, 803-813.

G, G., & RM, W. ( 2017). Organisational learning capability, innovation and performance:
study in small and medium-sized enterprises (SMES). .

Inkpen, A. C. (2000). Learning Through Joint Ventures: A Framework Of Knowledge

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Inkpen, A., & Crossan, M. M. (n.d.). Believing Is Seeing Joint Ventures and Organization
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Morgan, R., & Turnell, C. (2000 ). MARKET-BASED ORGANIZATIONAL LEARNING.
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Stata, R. (1989). Organizational learning: the key to management innovation. Sloan

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