FACTORS THAT INFLUENCE ORGANIZATION LEARNING SUSTAINABILITY IN NON-PROFIT ORGANIZATIONS
RELEVANCE OF JOURNAL
The purpose of this paper is to broaden previous work on organizational learning and the factors that inﬂuence learning in organizational settings.
It is generally agreed that earning proﬁts is not a top priority for non-proﬁt organizations in our society but that the main aim of non-proﬁts is to provide services to people by bringing people together to help improve the status of societies, economic and social situations, response efforts to various predictable and unpredictable challenges faced by society, environmental preservation, and other humanitarian efforts geared toward growth, development, and conservation Organizational Learning is thus an essential requirement to help and better equip non-proﬁts to successfully meet these many challenges. Those working in the non-proﬁt sector and experts in the ﬁeld believe that the importance of learning to non-proﬁt organizations is more pronounced today than ever before. This studies the inﬂuence of individual motivation to learn, team dynamics, and organization cultural practices on organization learning sustainability. Moreover, this study is set within the context of the non-proﬁt sector.
EVALUATE ISSUES /MAIN PROBLEM
This study provides a better understanding of what inﬂuences learning in organizations. The study adds on to existing deﬁnitions, theories and concepts and enables another depth of understanding to be explored. This study can help differentiate the learning phenomenon that takes place in organizations. Moreover, non-proﬁt organizations as well as managers and leaders would be able to better appreciate the learning that takes place in their organizations and create interventions that would enable them to motivate employees to learn effectively, enhance team dynamics, and shape their organization culture to promote their overall learning performance
LITERATURE REVIEW: IDENTIFY RELEVANT ARGUMENTS
Learning in organizations
Learning is a phenomenon that can be dissected and studied at various levels and from different dimensions within an organization setting. Most commonly, researchers and academics view learning in organizations as taking place at three levels, namely at the individual, team, and organization levels. Sessa and London (2006) take a similar viewpoint when trying to understand learning inside an organization. They deﬁne individual learning as a continuous cycle that involves a change in an individual’s behavior that is brought about by the on-going quest for knowledge, skills improvement and advancement, and a shift in worldviews. (Marquardt, 1996; Rampersad, 2004; Friedman, 2002; Huysman, 1999; Ortenblad, 2001; Thomas and Allen, 2006; Nonaka, 1994; Argyris and Schon, 1996; Chen, 2005)they deﬁned team learning as individuals that come together to form a system that engages in a process that enables them to learn collectively. Furthermore, they deﬁned organization learning as a collective form of individual learning, the development of culture, continuous improvement, innovation, and systems that learn. Learning in the organization is also seen as something that needs to be looked at collectively from the individual, team, and organization levels. While it can be dissected into different parts and studied individually, a true appreciation for the nature of learning in organizations can only be gained by looking at the different dimensions that inﬂuence it.
Individual motivation and learning in organizations
Employees are motivated to learn in an organization for various reasons. Richard Remedios and Nick Boreham (2004) in their study about organization learning and employees’ intrinsic motivation discovered that employees are motivated to engage in learning-related activities for various reasons. Atkinson’s model of achievement motivation is also useful in understanding...
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