Making Sense of Organizational Learning: Putting Theory into Practice

Citation

Jeffrey D. Yergler (2015), "Making Sense of Organizational Learning: Putting Theory into Practice", Leadership & Organization Development Journal, Vol. 36 No. 6, pp. 792-794. https://doi.org/10.1108/LODJ-09-2014-0188

As someone who serves as an instructor in an academic environment working primarily with working adult students, I have a strong appreciation for texts that speak to both theory and praxis. In my academic setting, providing theory apart from practical integration and application in real life organizational settings is strongly discouraged. This is precisely why, in this reviewer’s opinion, Kirwan’s Making Sense of Organizational Learning: Putting Theory Into Practice is an excellent resource. The focus of the book addresses the way that organization’s learn and then translate that learning into tools and processes that can, in fact, build competitive advantage. Companies can use this information in a variety of ways to leverage their learning into success within the organization.

The book is comprised of eight chapters. Each chapter flows in a logical sequence. The chapters include helpful illustrations of a particular concept or principle in an organizational or situational context which serves the purpose of helping the reader bridge the gap between theory/concept and application. Beginning with an exploration of foundations for organizational learning, Chapter 1 examines the foundations of organizational learning via learning philosophies. Adult learning theories are explored, including behaviorism, cognitivism, social cognitivism, humanism, and constructivism. Though the descriptions are brief (this is a “foundations” chapter) it is clear that Kirwan’s writing style is clear and precise and exceedingly insightful. He provides exactly what is needed to understand the concept and to spark additional research.

Chapter 2 speaks to the individual learning process. The learning approaches addressed include andragogy, experiential learning, self-directed learning, experiential learning, and critical reflection. In this chapter, the reviewer found the section on fostering self-directedness in learners especially helpful. For example, using the framework created by Grow (1991) called the SSDL model (staged, self-directed model), each stage or level of learner engagement includes an example of how the learner seeks to acquire and use information. This chapter also includes a brief but helpful section on coaching that helps to advance transformational learning.

Moving from individual learning to the exploration of learning as a social process is the focus of Chapter 3. Kirwan offers a section that connects to the critical role locus of control and self-efficacy plays in the acquisition and application of new information. From my experience as a faculty member and consultant, the role self-efficacy plays and learning is absolutely essential. When self-efficacy is high or low (strong or weak), learning tends to be more or less successful. Kirwan also writes on the role and importance of critical reflection in learning. Using the model provided by York-Barr et al. (2001), Kirwan speaks to the learning and integration that can take place only when there is conscious and focused attention directed to slowing one’s pace, detailing the content of the learning, and integrating essential insights. The chapter concludes with topics on learning in communities of practice and action learning.

Chapter 4 connects to how organizations can establish a climate or environment for successful learning. While this chapter was informative, the reviewer did not find much new information here. Kirwan does spend a brief amount of time on the topic of e-learning. Because e-learning has become ubiquitous within academic institutions, there is much experience that can be learned and leveraged within organizations to create both synchronous and asynchronous learning platforms within business organizational settings.

Chapter 6 is a brief section on the learning organization and effectively provides a segue for Chapter 6 on the role of human resource management plays in the process of learning. The content in Chapter 6 addresses the HR role and climate HR creates to facilitate learning in organizations. While not lengthy or detailed in-depth, Kirwan identifies key linkages, established by HRM, that promote learning and attach learning to key performance metrics such as performance appraisals and compensation.

Chapter 7, from the perspective of this reviewer and also based on my experience consulting in the field, is the strongest chapter in Kirwan’s book. The role that the manager plays to help encourage learning and broker learning opportunities for direct reports is significant. This chapter features a study by Beattie (2006) showing how specific managerial behaviors can either increase or decrease the disposition to learn in line employees. Kirwan introduces a model that describes a schema for the facilitation of learning which includes the role of management in providing clarity, getting the work done, managing performance, and fostering learning and motivation. When managers promote learning by creating an environment where that learning can take place, the results can be reflected in higher levels of engagement and stronger levels of performance. The final chapter, Chapter 8, speaks to different approaches that can help evaluate and measure organizational learning.

In summary, Kirwan has produced a fine resource to help detail and explore how organizations can think through, strategize, and execute effective and value-added learning opportunities. This book is not intended to be a deep dive into the topic but there are nonetheless gems of insight and pearls of wisdom throughout that provide organizations with some fundamental approaches to build strategies and resources around the process of learning.

About the reviewer

Jeffrey D. Yergler, PhD, is an Assistant Professor of Management and the Chair of the Undergraduate Management Department at the Golden Gate University, San Francisco, California. Dr Jeffrey D. Yergler can be contacted at: jeffreydyergler@gmail.com