Descriptive aspects of organizational learning

. Consequently, an organization that subscribes to particular aspects or elements
of organizational learning are called learning organisations
(Skerlavaj et al., 2010). Essentially, the concept of learning organisations is
widely considered to be a conscious organizational development strategy intended for acquiring
competitiveness and improved organisational performance within an intensely dynamic business
environment. To this end, organisational learning could be considered
as a social system whose members have seek to acquire processes
that enable them to continually generate, retain, and leverage individual and collective knowledge. The
descriptive aspects of organisational learning are described below. The first descriptive aspect is the
process of structural and personal transformation to enable knowledge transfer. According to Roper and
Pettit (n.d.), the concepts of organisational learning are rooted in the processes that characterise structural
1
and personal transformation, which in turn nurture continual interest in participatory learning, action-
learning, action research, as well as participatory evaluation. In broad terms, organisational learning
involves structural and personal transformation by placing emphasis on varied sources of knowledge,
respecting diverse learning styles as well as promoting trust in including many players, and joint learning to
create innovations and meaningful change process (Davila et al., 2012). A fundamental principle that
emerges from structural and personal transformation is that learning and change are mutual in nature, as
they affect the participants as well as the agents of change, in addition to the organisations and structures
concerned. Indeed, several researchers have argued that participatory learning and employee development
is centred on the need to promote creative or innovative processes, such as flexible structures, effective
organisational behaviours, and constructive organisational attitudes, which would improve participation as
well as incorporate diverse knowledge and experiences. Roper and Pettit (n.d.) suggested the approaches
for participatory learning as language and methods utilised in the modern-day corporate sector. The second
descriptive aspect of organisational learning is emphasis on change management through motivation and
experimentation. According to Som et al. (2010), motivation and experimentation are strategic building
blocks of learning organisations as they promote knowledge discovery and knowledge sharing among
organisational members. E