Framework of Organizational Learning and Learning StructuresAccording to Peter Senge the learning organizations are: “…organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. (Smith 1975, pp. 199)A methodical confusion of what working, learning, and innovating are the compound of opposing forces that place an organization's suppositions and center beliefs in straight difference with affiliate’s working. The working, learning, and innovating communities and practice of the workplace are intimidated by many modern methods and technologies particularly those, that are designed to down skills, as a result of such misunderstandings.
(Hoffman 1981, pp. 190)Two important theories are known. One is that the learning and the practice is not to be understood in terms of intended groups but to be realized as emerged communities. The formers of the rules are often according to the rules of law but the latters are not. Only the canonical groups should be looked, there configuration should hide the influence that occupy interstices communities.
This will not clearly reveal as how to organize and accomplish the working and learning. Only dominant suppositions of the organizations are reflected through this. (Rossler 2005, pp. 42)A learning institute can be defined by different attributes. One thought is to introduce the work teams and groups within a work place in order to increase the working and learning practices as otherwise the learners will consider themselves as individuals. In order to increase the learning and working practices, an organization must close the gaps between the learners.
It should appear as a community of communities. The activities within the members of it should be legitimized and supported by the organization. (Smith 1975 pp. 199)The basic rationale for such organizations is that in situations of rapid change only those that are flexible, adaptive and productive will excel. For this to happen, it is argued, organizations need to ‘discover how to tap people’s commitment and capacity to learn at all levels” (Rossler 2005, pp. 42)That is a fact that every person has the ability to learn, the fault is mostly in the structures and systems that are not too responding and reflective towards engagement to learning.
People often face the situations which they cannot understand as they lack the tools and ideas that help them making sense of such circumstances. It is organizations’ responsibility to shift the mind to their members. (Hoffman 1981, pp. 190)Educational experts must modify and analyze their practices in order to empower all learners. It is needed to be aware of the need of the learners, and another important thing is to know the learning style through which the learners can easily adapt what has been taught to them.
The programs are first planned and then implemented that are designed to asses the learners needs. These programs are used to analyze the outcomes of the learners that are then evaluated. On the basis of the reflective practices, the practices are modified. In a democratic society, the extent to which these practices involve to greater purposes of education is reflected through these programs.