Dichotomy of Organizational Learning and Knowledge

Organizational Learning Dichotomy Case Study

Tsang (1997) presented in his research article the components of a case study that focused on the research methods on organizational learning. The focus of this paper is to highlight and describe the case study presented in this article that called for a two- pronged approach created to help in communicating the concepts and ideas related to "organizational learning." The main effort of this article examined how organizational learning has broken down into two separate approaches which causes problems and issues in how to approach the subject.

This essay will first give background information regarding this article and its contents by identifying the stakeholders presented in this writing. A general overview of what is at stake will also be presented before narrowing down ideas related to specifically identifying the problem that are at the core of this research case study. The possible solutions regarding the problems that were presented in this article will be highlighted and discussed before finally recommending a solution that is practical.

Identification of Stakeholders and their Problems, Goals and Concerns

The data and analysis contained in the Tsang (1997) article, the case study source article, was premised upon the idea that there is no alignment or consensus regarding the study of organizational learning. He wrote "despite the growing popularity of the term 'organizational learning', writings on the topic have little consensus in terms of definition, perspective, conceptualization, and methodology." Furthermore the article is also based on the idea that out of this grouping of ideas are two streams of inquiry; descriptive and prescriptive.

The comparison between descriptive research and prescriptive writings are argued as the two main approaches to the subject. Each approach is insufficient by itself according to the case study. Neither of these approaches can stand alone and it is necessary that a new paradigm is developed to balance these two forces and provide a clearer pathway to understanding the subject. When this happens, researchers and scholar can begin to apply its principles in a practical and reasonable manner based on scientific inquiry and sound subjective reasoning.

Stakeholder #1: Researchers and Scholars

The nature of the article is based on the idea that researchers cannot find common ground on the concept of "organizational leadership." The word itself suggests that there are many disciplines that connect to this subject. Some of these areas include: business management, sociology, psychology, education and philosophy. Each researcher, by nature, has their own subjective interpretation to the ideas contained within the concept of organizational leadership that may side with either the prescriptive or descriptive side of the argument. The unification of an approach can streamline research and scholarship that is related to this parent subject.

Stakeholder #2: Learning Institutions

Learning institutions are dependent upon researchers and scholars to provide useful and practical information in the effort to prepare and educate young students for a career of investigation into a particular field of study. The alignment of the two sides of organizational leadership can be realized in secondary educational classrooms where the hard work and efforts of the scholars are applied. These higher organizations of education are most likely under the assumption that the results from this research is valid and empirically tested. The case study presented in this argument suggested otherwise and premised the article with the notion that there is no consensus on the subject. By minimizing this academic dissention, colleges and universities tend to benefit as stakeholders as their profession increases in quality and validity.

Stakeholder #3: Public and Private Organizational Management

Organizations, which are the actual focus of the study of "organizational management" are large stakeholders in this case study. Organizations depend upon learning institutions to provide their future workers with accurate and practical data that is helpful in advancing the goals and objectives of organizations. Both public and private organizations can receive real and substantial benefits from resolving the lack of unity of approach to the subject. The impact of refining this subject can result in great advances throughout society through the organizations who adopt and eventually master the concepts that would result from such an effort. This marriage between theory and practice is realized through these public and private organizations who would eventually subscribe to these ideals.

Stakeholder #4: Students

The fourth group of stakeholders are the future researchers, workers, scholars and teachers themselves in the form of students. The importance of creating a practical base of knowledge that can actually be applied is obvious when considering the investments that college students must make to earn and attain their degrees.

Identification of Problems

The key problems discussed in this research article revolve around communicating a unifying idea that can be applied in the research area focused on organizational learning. The diverse and abstract nature of organizational learning is the targeted problem discussed by Tsang (1997). He suggested that a distinct division has evolved within the area of academic investigation. One approach is based on a subjective approach and the other on a more objective or descriptive approach. The author argued "there is a growing dichotomy between the two streams of research, namely the descriptive stream dealing with the question 'How does an organization learn?' And the prescriptive stream, which asks 'How should an organization learn?'"

Analysis of Alternative Solutions

Finding solutions to this problem requires applying outside analysis to help supplement the arguments made in the case study. Milway & Saxton (2011) approached the topic of organizational learning from a unique perspective. They argued that culture and an emphasis on learning itself provides the necessary guidance to clearly identify what an organization needs to be learning. An emphasis on leadership was highlighted in this article. They suggested that leaders "need to set learning goals that resonate because they advance the organization's mission; they need to reinforce a culture that rewards knowledge capture and sharing; and they need to engage staff in creating intuitive processes for making it all happen." The leadership approach will largely set the tone of how an organization approaches learning within its ranks.

Garvin et al. (2008) also approached the problem within this subject in their own unique way. The authors presented a tool kit or assessment model that measured the learning capabilities of an organization. The assessment constructed in this article is based on organizational learning principles that are common to most approaches to the subject and also provided a survey for leaders to apply with a score to identify the learning aspects of their organization. The article is useful and provides an objective approach that helps in understanding organizations in a practical manner as real world examples are needed to validate academic efforts. An internal based approach within organizations can provide insight that other consultants or outside viewers of the situation may not be able to identify and vice versa.

Recommended Solutions

The prescribed solution to this research problem must be created in a new manner or approach that addresses the current problem's qualities that are afflicting the larger scheme of the subject at hand. In order to integrate these two streams of data, the two approaches must be balanced and merged in a reasonable and coherent manner. The solution requires finding both subjective and objective means of defining the concept of 'organizational learning'.