It does not seem that recent social events occur simply due to the inappropriateness of a particular individual human action or a particular technological system. Most social events are caused largely by insufficient organizational management and inappropriate organizational climate in which the participants are scarcely motivated to develop them and to continue their work in a discretionary manner. Organizational performance is improved by designing the organizational environment where the participants are inspired to work in a recursive learning process underpinned by innovative operations management on the basis of systemic thinking. The purpose of this chapter is to present empirical evidence on organizational learning type shaped by strategic business unit (SBU) in industry and to compare organizational performance representing self-discretion, team reciprocity by learning type, and also to identify multiple causations among the structural variables of predictors,
TopTheoretical Backgrounds On Organizational Learning
In order to improve organizational performance, job ability of the participants has to be developed in the process of organizational learning. Organizational learning is developed in a recursive process constrained by the antecedents of the enterprise, such as organizational strategies, structure, and climate. In the recursive learning processes, the participants are able to acquire knowledge and skills, and interpret input information so as to transfer it and then implement it in the field. In the course of recursive learning in the organization, the participants consisted of heterogeneous disciplinary members, develop their skills through collaboration in order to enable them to overcome difficulties and disruptions which may happen in the course of doing daily work. Innovative ideas emerge through collaboration with a multi-disciplinary staff..
Improvement of organizational performance is leveraged by organizational learning which has been reported in the theories relevant to systemic thinking (Senge,1990, Flood,1998), and also by diversity management structured by three logical levels of management embraced with three types of organizational learning, such as single loop learning in operational management, double loop learning in strategic management and triple loop learning in legitimate management (Flood and Romm, 1996, Espejo, Schuhman, Schwaninger and Bilello, 1996, Schwaninger, 1997, 2000).