A CRITICAL VIEW OF ORGANIZATIONAL LEARNING REVISITED: A RESEARCH FROM THE PERSPECTIVE OF TRAINING PROCESSES IN ORGANIZATIONS

Yıl 2020, Cilt: 12 Sayı: 23, 532 - 548, 26.11.2020

Duygu Kızıldağ Özlem Yaşar Uğurlu

https://doi.org/10.20990/kilisiibfakademik.794601

Öz

Organizational learning has been considered as an interesting concept since the 1960s both for the literature and the business world. It can be observed that the studies which examine organizational learning processes are focused more on the positive results of organizational learning such as knowledge creation, improvement, skills development, providing a competitive advantage; and attaining a structure where their employees learn and develop continuously. From the late 1990s and early 2000s, studies, examined the concept with a critical perspective. have also come to light. These studies assess whether organizations actually learn, who learns, whether there is actually an organizational structure in which continuous learning occurs, and whether there is actually a desire for continuous learning. In this study, it is tried to investigate organizational learning from a critical point of view and determine how the unexpected results of organizational learning were perceived in organizations in accordance with the relevant literature. A focus group meeting was held with 11 senior managers received MBA and asked to evaluate the organizational learning process in the focus of the trainings in their companies. Similar with the literature, unexpected results were found due to different dimensions of learning barriers in the organizational learning process.

Anahtar Kelimeler

Organizational Learning, Learning Organizations, Unexpected Results, Critical Perspective, Training Process

ÖRGÜTSEL ÖĞRENMEYE YENİDEN ELEŞTİREL BAKIŞ: İŞLETMELERDEKİ EĞİTİM SÜREÇLERİ PERSPEKTİFİNDEN BİR ARAŞTIRMA

Öz

Örgütsel öğrenme gerek akademik yazında gerekse iş dünyasında 1960’lardan bu yana ilgi çeken bir kavram olarak değerlendirilmektedir. Örgütlerin öğrenme süreçlerini irdeleyen çalışmalarda, örgütsel öğrenmenin daha çok pozitif sonuçlarına odaklanıldığı görülmektedir. Bu literatürde, örgütsel öğrenmenin örgütler üzerinde bilgi yaratma, kapasite artırma, performans iyileştirme, yetenek geliştirme ve rekabet avantajı sağlama gibi olumlu etkiler yarattığı; en nihayetinde örgütlerin çalışanlarının sürekli öğrendikleri ve kapasitelerini sürekli geliştirdikleri bir yapıya kavuştukları vurgulanmaktadır. 1990’ların sonu 2000’lerin başından itibaren örgütsel öğrenme literatüründe pozitif odaklı çalışmaların yanında, kavramı eleştirel açıdan inceleyen çalışmalar da görülmeye başlanmıştır. Sayıca daha az olan bu eleştirel çalışmalarda örgütlerin gerçekten öğrenip öğrenmedikleri, kim(ler)in öğrendiği, sürekli öğrenmenin gerçekleştiği örgüt yapısının ve sürekli öğrenme isteğinin gerçekte var olup olmadığı değerlendirilmektedir. Bu çalışmada da örgütsel öğrenmeye eleştirel bir açıdan yaklaşılmaya çalışılarak, ilgili literatür doğrultusunda örgütsel öğrenmenin beklenmeyen sonuçlarının işletmelerde nasıl algılandığı belirlenmeye çalışılmıştır. MBA eğitimi alan 11 üst düzey yöneticiyle odak grup görüşmesi yapılarak, işletmelerindeki eğitimler odağında örgütsel öğrenme sürecinin değerlendirilmesi istenmiştir. Literatüre paralel olarak örgütlerdeki örgütsel öğrenme sürecinde de; farklı boyutlardaki öğrenme engelleri nedeniyle beklenmeyen sonuçlar ortaya çıktığı belirlenmiştir.

Anahtar Kelimeler

Örgütsel Öğrenme, Öğrenen Örgütler, Beklenmeyen Sonuçlar, Eleştirel Bakış, Eğitim Süreci

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