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How we improve learning in organization

A learning organization is the term given to a company that facilitates the learning of its members and continuously transforms itself. Learning organizations develop as a result of the pressures facing modern organizations and enables them to remain competitive in the business environment. A learning organization has five main features; systems thinking, personal mastery, mental models, shared vision and team learning. Organizations do not organically develop into learning organizations; there are factors prompting their change. As organizations grow, they lose their capacity to learn as company structures and individual thinking becomes rigid. When problems arise, the proposed solutions often turn out to be only short term (single loop learning) and re-emerge in the future. To remain competitive, many organizations have restructured, with fewer people in the company. This means those who remain need to work more effectively. To create a competitive advantage, companies need to learn faster than their competitors and to develop a customer responsive culture. Argyrols identified that organizations need to maintain knowledge about new products and processes, understand what is happening in the outside environment and produce creative solutions using the knowledge and skills of all within the organization. This requires co-operation between individuals and groups, free and reliable communication, and a culture of trust.

Because we want superior performance and competitive advantage For customer relations To improve quality To understand risks and diversity more deeply For energized committed work force

We need to bother because of the issues of complexity and the quality of life on the earth . Complexity is driven by a feedback loop containing variables from the social, cognitive, political, organizational, and technological worlds. These variables have always be with us, but what has changed is the speed of access to information (compressed information float time). Mass media, cyberspace, technological artifacts are adding to the complexity facing all of us. James Burke's Connections is an excellent example of these loops developing over time. I find within the educational organizations I work with a disconnectiveness from these variables which heightens their inability to see their relationship to the system. Introducing the tools of LO has given some a new lens to understand this disconnectiveness. I am starting to generate many examples but I don't think you are asking for those at this time.

Customer Relationship Management (CRM) is a widely implemented strategy for managing a companys interactions with customers, clients and sales prospects. It involves using technology to organize, automate, and synchronize business processesprincipally sales activities, but also those for marketing, customer service, and technical support. The overall goals are to find, attract, and win new clients, nurture and retain those the company already has, entice former clients back into the fold, and reduce the costs of marketing and client service.Customer relationship management describes a company-wide business strategy including customer-interface departments as well as other departments. Measuring and valuing customer relationships is critical to implementing this strategy.

W. Edwards Deming, the father of the quality movement, famously laid out 14 points for managementchief among them, the notion of "constancy of purpose." Deming argued that a company's commitment to quality had to come from the top, and it had to be reinforced over and over again. Unless a business views quality as its single, non-negotiable goal, workers will inevitably feel the need to make tradeoffs and quality will slip. "Constancy of purpose means that quality decisions are not situational," writes the operational expert Rebecca A. Morgan. "End of month quality is the same as beginning of month. It means that the long term benefit of the organization is not sacrificed to hit quarterly targets."

For the purpose of this study, the concept of spirituality was not measured, only the concept of spiritual well-being as operational zed by the Spiritual Well-Being Scale (SWBS) (Ellison, 1983). The SWBS has been noted to be the most extensively researched measure of subjective spiritual well-being (Bruce, 1996). The concept is different than the idea of spiritual health, spiritual maturity, or spirituality as such. The reported measures of spiritual well-being are general indicators and helpful approximations of the underlying spiritual state of individuals. The SWBS has been conceptualized as having two main components or subscales: religious (religious well-being or RWB Subscale) and social-psychological (existential well-being or EWB) (Mob erg, 1971; 1978; 1984). The religious component is the vertical dimension, one in which the sense of well-being of individuals was measured in relation and in reference to God. The horizontal dimension points to well-being as a sense of life purpose and life satisfaction, with no reference to anything specifically religious. As Ellison states, "To have a sense of existential well-being is to know what to do and why, who we are, and where we belong in relation to ultimate concerns". Adding the scores of the two subscales results in the score for spiritual well being (SWB). Higher scores indicate greater well-being.

Recognize and focus on the factors that cause unnecessary employee turnover, lower productivity, excessive absenteeism, and other symptoms of employee disengagement. Understand the key drivers of employee engagement and how they come together to positively impact their organizations performance and success. Measure current performance and identify areas of strength and opportunities for improvement. Identify the tangible and intangible benefits of employee disengagement and turnover. Provide the background and data necessary for high-level discussions about the impact/benefits of actively maintaining an employee focus throughout the organization. Identify management processes and practices that can be implemented in order to markedly improve engagement and retention. Effectively manage the overall impact on human capital resulting from significant organizational change. Implement low or no cost process or practice improvements that will dramatically improve workforce performance and attitude towards their work.

Although theorists of learning organizations have often drawn on ideas from organizational learning, there has been little traffic in the reverse direction. Moreover, since the central concerns have been somewhat different, the two literatures have developed along divergent tracks. The literature on organizational learning has concentrated on the detached collection and analysis of the processes involved in individual and collective learning inside organizations; whereas the learning organizations literature has an action orientation, and is geared toward using specific diagnostic and evaluative methodological tools which can help to identify, promote and evaluate the quality of learning processes inside organizations.