Learning innovation

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Learning innovation proposal


"Learning can be observed as a change in the range of potential behaviours" (Huber, 1992).

"If you stop learning, you stop creating history and become history." Vadim Kotelnikov,

"Keep learning. Don't be arrogant by assuming that you know it all, that you have a monopoly on the truth," Jack Welch

Learning innovation

One can always learn anything from anybody else even from the competitor. The primary reason of learning is to help people develop the ability that, when applied to work, improves the quality of job and organizational performance. Everyone is interested in learning but to some extend the traditional way of learning does not interest the learner any more. There has to be new tools of learning devised so that learning can be made interesting. It means that along with development of technology and product new innovative ways are also required to be applied in the learning to achieve our goals. Innovative learning is an important part of learning and technology has helped in making advancement in learning. Our proposed plan for the learning innovation is the learning laboratory where proposed learning solution is on the basis of experimental learning.

Organisational Learning

"Detection and correction of errors" Chris Argyris and Donald Schon (1978).

"The process of improving actions through better knowledge and understanding" (Fiol and Lyles) (1985)

"If through its processing of information, the range of its organization's potential behaviours is changed" Huber (1991)

"The way firms build, supplement, and organize knowledge and routines around their activities and within their cultures and adapt and develop organizational efficiency by improving the use of the broad skills of their workforces" Dodgson (1993)

In the learning organisation, to be innovative is to set free the human potential. Knowledge and values of an organisation are exchanged through learning. The organisations culture and practices reflects the way it learns. Learning takes place through both individuals and teams capabilities and the desire to learn, people work together and support each other for improvement. "A more radical approach would take the position that individual learning occurs when people give a different response to the same stimulus, but Organisational Learning occurs when groups of people give the same response to different stimuli." (Duncan & Weiss 1979).

Organisational learning focuses on few disciplines such as. Systems thinking are to see the world in parts not as a whole and practicing the relationship among those parts. Such practices help recognise the systematic behaviours all around. Team learning is group of people working together sharing experiences and learning from each other. In some way productivity is increased along with the learning process. Shared vision comes to surface when every member of the organisation knows and is fully enlightened with what an organisation is trying to do, also understands his or her role to play so that contribution making is much easier. With practicing of shared vision all aspects of organisations are visual and helps employees align them with their personal goals. Mental model is the way we think the world is moving. Our thinking moulds the decisions and our actions, actions are answer to the events going around. With the help of mental model the deepest assumption and belief is surfaced and again what ever is learned is practiced. Personal mastery is all about the impression to be left out during the practices, identifying the purpose along with sharing of experience and willingness to take a risk.

There is still a lot of scope in the organisational learning and it has become a part of the daily work experience. Certainly more methods and tools should be devised for organisational learning and all day training sessions leaves the employees dull and not much to look forward to. Organisational leaders should value learning and knowledge through social work and practice based learning now considered to be the informal way of learning but today people require the real knowledge need and to meet that need organisations should devise methods that interest the employees and encourage them to learn.

Working, learning and innovating are main ingredients to the human activities and tend to collide with each other. Working is the most traditional form among them with the unwillingness to accept any changes. Learning is different from working and creates a problem while dealing with changes. Innovation is generally considered as trouble but a compulsion of change on the other two. Conflict arises while practicing these three and in order to succeed we should see that rather than contracting each other they should complement each other. In order to innovate and adaptable to change the most important this for an organisation to do is to "Learn" from as many ways as it could get. In order to be better, faster, competitor and especially stay in business organisations need to learn. They should go through learning process at all times and should innovate from that knowledge this is one the most important factor of survival today. In order to learn company's setup training sessions (on job training), workmates learning from each other through each others experiences, on what methodology is a success and what is a failure. The knowledge acquired on job is the most flexible and useful of all because it's learned in an informal way and it could be practiced there and then rather than just formal learning.

In organisations learning process can be much faster and useful if the learning takes place in groups or through different networks of people.

Two Types of Organisational Learning

  1. Incremental: a typical learning behaviour in which learning takes place through routine problem solving techniques and it requires no basic change to your thinking.
  2. Radical: advance learning system that directly challenges the existing mental model on which the system is constructed.


"Innovation is progressively considered to be one of the key drivers of the long-term success of a firm in today's competitive markets" (Baker and Sinkula, 2002; Balkin et al., 2000; Darroch and McNaugton, 2002; Lyon and Ferrier, 2002; Utterback, 2001; Vrakking, 1990; Wolfe, 1994).

Innovation is trying to do the right things. It is a learning process, where the preparation for tomorrow's revenue is made. The procedure to follow is undefined. The products developed during this process are achieved through multiple routes. Innovation creates tomorrow's opportunities where forecasting is impossible and uncertain. It includes planning, prediction and containment.

Innovation can take place in two models Traditional and flexible. In the traditional model the concept development model is locked then the implementation process takes place. Whereas in the flexible model phases overlap the concept development is not stopped with the commencement of implementation so that changes could be made easily. This type of innovation model is in coalition with rapidly changing business environment.

Innovation Process

Knowledge Based Business:

Organisational learning also supports the knowledge based business. "The next wave of economic growth is going to come from knowledge-based businesses" (Stan Davis and Jim Botkin.) In knowledge based business its main focus is dependent on acquiring and applying knowledge like in a research or consulting firm where survival depends upon knowledge. In such businesses there is tendency of high growth but with intense technology, competition is very tough. These knowledge based businesses can be setup with low capital but high technology. Sharing of knowledge is the way to expand/ enhance the business. Effectiveness of an organisation is not increased through learning it's linked with few factors like knowledge acquisition, information distribution, information interpretation, and organisational memory Huber (1991). Knowledge acquisition is gathering and collection of information for projects. The knowledge gathered should be distributed to its related department then interpreted into usable form and stored into organisational memory to be further used when ever required.

Smart products, can be developed through knowledge-based businesses, they can be easily identified through constant interaction and variety of characteristics, further advancement of these products is that they can be customized.

With the use of smart products even the consumers become learners and get engaged in the learning process. Seeing customers as learners becomes a big challenge for the organisation in itself. But then again this is the way an organisation is able to gain profits by treating consumers as learners and organisation as educators.

Knowledge based business are high in growth, the technology used is intense and largely require human capital. Any business can be knowledge based from a sole proprietor freelance consultant to large corporations, as it requires relatively low capital to set up. Resources are readily used but never consumed as sharing of knowledge enhances it invariably.

Changing technology takes knowledge based business to the next level. Thinking differently is very important in order to take the advantage from the changing technology. Basic building block of the information in an economy and of knowledge based business is data. Data arranged into meaningful pattern is information, collection of information becomes knowledge. At present, systems that are knowledge based are used in providing a competitive edge in the business. Businesses that generate information often treat information as the addition to the real work of the organisation, to them information is nothing more than a by-product.

The process of change is to take place in the economy the economy is on the transition of application and productive use of information. Today data is known to be a commodity but it's neither as powerful nor as valuable as the information gathered from them. Same kind of behaviour will be repeated if we try to replace informa­tion with knowledge, because knowledge will outdated information just as information has now outdated data.

The economy went through two sequential developments technological and behavioural while data was turned into information.

When the company has led to new lines in business with the help of technology those businesses have different ways of managing and organizing.

Elements of Knowledge-Based Business

Although they are interrelated but a guideline to a mature business: upgrading offers to put information to productive use.

  1. Offering knowledge based products and services: Keeping in mind the customer preferences on the basis of knowledge and installing such systems. Keeping customer track impresses the customer and increases its willingness to visit again.
  2. Using knowledge based products and services: knowledge based goods enables the customers to learn and get smarter this element enables the company and its customers both to learn. The system continually updates and improves itself and learns new techniques resulting in better service for the customers.
  3. Products and services adapting to altering conditions: Products being developed on the basis of knowledge example refrigerators that "know" when to defrost that are adjustable to the environment requirement.
  4. Knowledge-based businesses can customize their offerings: Keeping in mind the customer preferences products and services can be developed with the help of knowledge. Viewing the change of patterns, habits and needs of customers. the telecommunication companies are making day to day advancement inorder to lead the market on basis of knowledge. Knowledge-based products and ser­vices can determine customers' changing patterns, idiosyncrasy, and specific needs. For example, the telephone companies are working.
  5. The life cycle of Knowledge-based products and services is relatively short With a day to day advancement in technologies.

Challenges faced by Knowledge Based Business

There are some challenges faced by a knowledge based business, which must be

  1. Data security is one of the most important issues of the knowledge based business. Data is more than the competitive advantage of any knowledge based organisation and its security should be the prime focus. The company should ensure the safe keeping of the data, ensuring the confidentiality due to legal aspects.
  2. Technology is developed over a period of time with a lot of hardships and great efforts. As the advancement in technology is becoming faster day by day, technology is also becoming obsolete at a faster pace. Knowledge industries have to pick up pace in order to maintain its position.
  3. The most important issue in knowledge based business that it can not be monetized. For that it needs to be secluded into a specific system or process. This need of monetization has created another place of knowledge based businesses.

Organisation Need for Knowledge and Learning

"Having identified both a need for using learning technology and the availability of appropriate Learning Technology materials (software/packages/courseware), consideration must be given to a variety of practical issues relating to the actual implementation" Kathy Buckner & Greg Stoner.

The very basic step of any organisation to stay in business is it knowledge how much they know about themselves, their competitor, the market etc: In need for knowledge organisation must know how to innovate and be adaptable to change.

In order to bring in change in an organisation must have a vision. What change is required by the organisation and how will it manage the change

"Change before you have to." - Jack Welch

So the very answer of the question why an organisation needs knowledge is CHANGE.

Change focuses on re-engineering and Continuous improvement. The challenge is implementation

"Achieving good performance is a journey - not a destination."

The first challenge to bring "Change" is the view that people don't like change, change isn't the problem; it's the lack of awareness to change is the problem.

Challenges and implementation issues:

  • Individuals Self Interest and internal strife: it's not necessary that the individual is interested in the sort of change the company wants.
  • Laziness, Idleness, and apathy: in very large organisations there are many kinds of people some are bright, some are dull, some may be innovative, and some are motivating some are experienced. Attitude of all the people is kept into consideration in order to maintain a balance in the organisation. What needs to be kept in mind is what kind of people are in majority for the organisation to grow.
  • Ill-defined desired behaviours: there are all sorts of people in the organisation some are loyal to the organisation some may not be loyal. Organisation must see that these kinds of people are not a barrier in the process of change.
  • Un-identified motivators and de-motivators: organisation is made of different kind of people coming from different cultures in some ways they act as motivators in some projects and in some projects they may be unknowing de-motivators as the change is of not their interest.
  • Not involving team members in the change: some of the team members feel left out when they are not involved in contributing of what kind of change is required by the organisation.
  • Too much complexity allowed: complexity is in every organisation but it must not be so much that it overcomes the process of change.
  • Failing to build a substantial coalition: organisation fails to build a healthy environment among the organisation employees. Letting the change implementation very difficult.
  • Failing to understand the need for a clear vision: some time the organisation is unable to get a clear vision as to what it needed and what it being done so the change can be visualized and implementation can be easy.
  • Failure to clearly communicate that vision: sometimes the organisation leaders have a clear vision in mind but some how they are unable to communicate to the implementation level. Leading to the failure of the mission if not communicated well.
  • Permitting roadblock against that vision: only identifying and communicating the vision is not the problem. Vision of the organisation should be implemented to the last level so that no barrier is created any where on it way from being implemented.
  • Low level of patience of upper management: the management should have patience in implementing change as it's a matter of time that people accept change and the larger the organisation the more time is takes to bring change.

Proposed actions to overcome the challenges of organisation learning:

  1. Encourage Zealots:
  2. In order to practice change organisations really have to initiate zealots. Zealots are motivator's people who are passionate about the process and the prospective of change. They foresee organisations and their own benefit for themselves and try to grow with it. They actively participate in cultivating a positive message.

  3. Communicate:
  4. Communicating to the department and update of what is going on. It can be varied in styles to hold change together. Communication can be done through focus groups, physically, feed back forms, emails.

  5. "Intrepreneurs":
  6. Intrepreneurs are the agents who are in search of challenging work. If their need is not satisfied they leave in search of what they require. Measures should be taken to make them stay.

  7. Small Bites to reduce complexity:
  8. Change can be easily implemented if broken down into small processes.

  9. Patience:
  10. For newly established and large organisations the implementation of change is a challenging task. The projects go overtime very easily so the employees should be patient in the change implementation process as it's an on going process.

    The best way to overcome the challenges of change in a learning organisation is to become a learning organisation. Projects should be assigned and then the outcome of each project should be assessed and impacts should be noted.

Group based innovation plan:

Groups are generally used as a source of motivation, educational and ideological purposes. Learning process is much faster when working in groups as each individual learns from one another; they are more involved and learn how to work with on another. In Group based learning individuals active involvement is very much necessary without active involvement there is no learning. Variation in the environment one gets to meet different kinds of people and by group activities sound employment skills are developed.

Communication is a significant contribution to the Organisational learning. Group communication is considered to be the structure of organisational learning. The learning process takes place through the socialization of organisations members. It's not necessary that a high rate of socialization leads to high rate of learning it can be the opposite too depending upon the nature of work. Group based learning involves long chain of individuals in form of groups within the organisation acting as bridges between organisational learning and individual knowledge. Communication process describes how people interact among each other and its speed relates to its degree. The group socialization explains the methodology for group learning. Group work can be considered as communities of practice influencing the organisational learning. Organisations stored knowledge is one of the characteristics of group based learning it reflects the routines practices and culture of organisation learning patterns. One of the greatest inputs to the organisation learning group based is its new members. The current members of the organisation learn from the new members, some new members are slow learners but some are fast learners, some organisations see slow learners as innovators and they help develop however fast learners are the implementators. There would be no learning if the new members do not communicate learning process is related to adaptation because learning can be conceptualized as a change in series of behaviours. Learning is the change in behaviour that helps the new members of the organisation to adapt. Organisations new members' speed of learning is also associated with time. Members being a fast learner thus faster adaptation to change socialization speed is not related to work pace individuals who are fast workers are not necessarily fast learners but the truth is that the fast worker is a slow learner. It truly depends on the nature of work where learning and working can be directly proportionate and inversely proportionate; coordination process differs from task processes. Example: in knowledge work a fast paced worker might be slow paced learner interdependence with the team, requiring greater team coordination. The relationship between velocity of task and rapidity of learning depends on the grade of interdependence among group members. Adaptation of routine and practices is also one of form of learning. The speed of learning is different from intelligence because intelligence is different from learning. Learning implies a change in the range of potential behaviours the range of potential behaviours is not necessarily related to intelligence. An intelligent individual might be a slow learner of the organisation cultures. In contrast, a fast learner of the organisations routine might not be intelligent. Further, a slow learner of the organisations routine might be highly intelligent. Therefore the speed of learning organisations culture is not related to intelligence. Instead, the pace of learning the organisations cultures is connected with the individual and cultural characteristics; speed of learning depends on the individual. The communication in the organisation can affect speed of learning the culture and can be managed. A critical section of the organisational communicative context is the group in which new organisational members become involved. The new members of organisation communicate in the organisation through groups. As discussed earlier groups are treated as communication bridges in the organisation between individuals and organisation that explains learning behaviour in the organisation.

There are several characteristics that allow groups to be communicative bridges within organisations

First, groups are considered as open systems. It is considered to be the most adequate of organisational analysis because they include both characteristics of individual members and collective context.

At the organisational level neither individual nor organisation can capture both individual characteristics and collective context. Thus, group level analysis becomes the most appropriate level to study organisations; organisational learning can be observed through groups.

Groups become a greater insight of the organisational learning (internal and external) because this approach can not be fully explained through individuals approach and organisational learning growth appears ambiguous at the organisational level. Groups are in continuous communication with their organisations environment. The group's organisational environments represent external constraints. These groups have also an affect by other groups outside the organisation. The groups are flexible in nature with boundaries having ability to adapt over a period of time. Members continuously join and leave; new members bring in new ideas of different organisations and help out in the development process. The new member brings out previously experienced ideas that can be implemented as new practices through communicative behaviours.

Learning about organisations culture does not necessarily mean communication. Learning about the organisations culture and communication are not completely linked. The amount of communication affects how the organisations culture benefits from new members the organisation benefits when there is a communication flow from the new member to the group because the new member communicates new ideas and practices however the organisation does not benefit when there is only communication from the group to the new member. The new member learns from the group, but the group does not learn from the new member. Communication within the group is not the only influence on organisational learning.

There can be influences from external communication to the group. In organisational communication both the group and the organisation benefit from each other group members link external groups with organisational groups.

This type of communication link can be formal but formal communication can contrast in the clarity of its meaning, some forms of formal communication have an unambiguous meaning depending upon the task. Group based learning can be informal, taking the form of job-related advice.

Groups are also known as association of knowledge. Groups can be seen as a network of knowledge between their individual members helping enhance the learning solution in the organisation.

Challenges of group based learning:

Group based learning is a good activity and a change of atmosphere in for the organisation but it takes a great deal of effort to implement it overcoming with the challenges faced during the group based learning process. Organisations have different cultures, structure norms that need to be kept in mind while learning new ideas and taking a step towards innovation. In order to innovate learning new techniques is not the solution. Implementation takes a great deal idea is proposed below after identifying the challenges of group based learning:

Organisations practicing group based learning develop tacit knowledge. It's that type of knowledge which we know but cannot tell. Most of the contents of group based learning cannot be stored outside individuals as the major content of group learning is experience. At the same time, this type of learning cannot be held with one individual. So this type of learning cannot be traded in labour market.

Another challenge many organisations faced during group learning is the organisation structure itself. There is no authentic way of storing tacit knowledge from where 100% of previously learned knowledge can be retained when ever required. Many organisations do the mistake of dividing the structure of organisation in groups. Assorted member in each group with various individuals having different skills and organisation accomplishes its work through the knowledge workers it has on each team. Organisations decentralised but still the contact in between the groups is lost and the structure is distorted.

Learning in groups in the organisations helps them specialise in their particular field in which they have expertise but leads to different communications barriers among them. Almost all effort of learning goes down the drain if the barrier of communication is not overcome. Job practice is rather immobile. Feeling of sharing is lost. Even specialising in different fields does not portray the organisation on the whole as a flexible or adaptable one leaving it a rigid impression on its face. Not sharing what is learned leads to a lack of coordination. Again learning is of no use if the organisation has the technology but no coordination. The more the information the more coordination becomes the problem. Differentiation on various levels of the organisation increases the level of technology required to coordinate. Technology alone cannot fill the gap between information and team work there has to be some harmony, understanding among the employees of different groups. Along with the organisation facing above mention challenges the biggest challenge for the organisation is "Learning" itself. Without learning there is no innovation. How the information is to be acquired? How is it to be developed? Making the right decision? How and when to use it? Importance of learning cant be taken lightly especially keeping in mind the organisation need for knowledge and ability to perform. The nature of information changes with the passage of time. Today organisations need too have too much information but have a very little effect on the organisation.

Overcome the challenges faced in Group based learning:

"A set of people who share a concern, a set of problems, or a passion about a topic, who deepen their knowledge and expertise in this area by interacting on an ongoing basis."Wenger, McDermott, & Snyder (2002), (p.4).

The organisation/ employees themselves are not aware of what they have in store while learning in group practices. However in tacit learning that knowledge is used which was retained; used at the right place right time an actionable competitive advantage can be created. The technology of 3D systems was introduced more than decade ago Disney had 3D theatres but today in order to create a competitive advantage that technology is being used in movies and gaming in order to create a competitive advantage. It's not necessary that all learned information should be applied immediately there and then the right use of such knowledge is to use it when it is required or best feasible. The technology of 3D could be used in gaming and movies a decade ago but it was not feasible as the technology was too expensive. Today advancements were made to lower its cost to make it feasible to create a competitive advantage. Rather applying tacit knowledge manufacturing it can be applied in the business of marketing, advertising, virtual gaming because these businesses require creative ideas and creativity and does not develop overnight.

A time to time restructuring of the organisation is the best way to overcome the structure rigidity of the organisation. Organisation should come up with the concept of heterogeneity which is directly proportionate with creativity and effectiveness of decision making. Secondly group mates should be dispersed across different parts of the organisation even geographically. This becomes more relevant as the structure of organisations is recast to include higher degrees of collaborative group work. Organisations can overcome this barrier of communication and letting the work of each of the group synchronize with each other, allowing the flow of information from formal to informal. Organisation on the whole can devise its own terminology that it understood by each one in the organisation. This way each and every one would be willing to learn more and share more. This can be one initiation of learning innovative in the organisation. Collaborative technology supports means of facilitating information exchange and thus the incorporation of parts of the organisation. Coordination can be evolved depending upon the group sizes, when tasks are specified to the group members according to its roles; setting up a line of authority specifies the activity of each member. Coordination best pays off when all the members are involved in the decision making process. Information is shared among the groups and not reserved to the management. This leads to innovative thinking at all times to remain competitive in the market. Employees are well aware of the design of group jobs, interdependency among groups, and internal group's process with managerial support. Lastly to over come with the barriers of learning in group based learning the organisation employees should have the access to the relevant information when it's required. Technology alone can't maintain the changes unless tied together with consistent learning processes. It gives the organisation with the flexibility and adaptability to change and have a competitive position in the market when it's necessary.

The main objective for developing Learning innovation proposal (action Plan):

"I would argue that the rate at which individuals and organizations learn may become the only sustainable competitive advantage, especially in knowledge- intensive industries." (Stata, R., 1989).

  • To provide an idea for the organisation to learn in different ways.
  • To maintain excitement in whatever job the employees are doing
  • Develop a habit of giving feedback.
  • Experimental learning of new strategies.

Learning innovation proposal

Learning laboratory: Experimental learning

Organization's existence over a comprehensive period depends on "institutional learning". It's the process where organisations employees mould their thinking according to their companies, their target markets, and their opponents thinking.

Experimental Learning has been developed over the past few years. An effective development of learning laboratories incorporated in the process of the organization.

Learning laboratory explained in two dynamics.

System Dynamics: explained to be more of a traditional dynamics.

In this design of the learning processes managers develop their own insight. The main purpose of such learning is that it enables people to widen their own insights rather than predetermined answers.

Two elements of system dynamics:

  1. The importance of conceptualization: A strong stress on managers' abilities to conceptualize and communicate about the difficult challenges faced by them. In this type of exercise daily questions are asked causal map is build up, interaction process is taken in form of feedback.
  2. Designing in reflection: not a guaranteed form of learning but a user friendly way. Dynamics of video games are used in learning.

The learning situation can be simple, focused exercises to achieve particular objectives

  • Learners strategy should be stated and what they anticipate with certain key variables
  • After playing, comparison of actual results achieved as compared to what was expected and reason out any difference. The analysis of the results is then to be presented in the group.
  • A discipline must be maintained in the organization otherwise no serious learning would take place.

Behavioural Dynamics:

Dynamics of teams unknown leads to failure of learning. Where system dynamics is a contribution to the organizational learning, learning laboratories offer good potential in the behavioural dynamic of learning issue.

In the behavioural experiment the decision making game is on team learning process to carry out the strategy. The interaction in between the game is taped and analysed by the scientist part of the research team. Expansion of learning is resulted by the feedback given by the team members resulting as powerful stimulus.

In the learning laboratories a group learning skills are also developed along with systems thinking.


Group based learning is a technology in itself. Its take a whole process for an organisation to convert its traditional learning system into group based learning system. Companies spend millions of dollars trying to figure out how to become market leaders? How to devise competitive products? How to innovate? When to diversify? An organisation is made up of its employees. Expansion of an organisation depends on information, knowledge of the employees as they are the ones responsible for the organisations success or failure. Every organisation learns but the important thing is how do they learn? What are its tools so that the learning process is effective? Most of the learning tools that are used take a lot of time in between acquiring of new knowledge at any level till its application. Solution is GROUP BASED LEARNING" certainly it has enhanced the learning solution. Process of group based learning has effectively lessened the barrier between knowledge possession and business process enhancing the learning solution. The learners are encouraged to learn with their colleagues. The technology that has helped the group based learning more effective is the "World Wide Web". Without internet this achievement of group learning would have been very difficult. The internet gave learning a foundation to start from. Communication has become very easy and so did learning. The group based learning has optimized the employees and business processes. It helped them focus on the developing competencies and shortening the skill gap enabling an improvement loop becoming a key aspect of success.

Few models of group learning enhancing learning:

  • Collaboration: Obtaining of tacit knowledge employees can create a collaborative environment of building information and arranging old information into useable form.
  • Communication: the organisation must have such a system of interaction, communication through intranet so that everyone knows what is happening around in the organisation.
  • Active Learning: practical projects can be setup to practice group based learning.
  • Feedback: Continuous feedback either acknowledgment feedback or information feedback healthy practice for the enhancement of learning.

Today organisations must focus on how to keep their employees motivated and that can happen with maintaining their interest in their jobs and helping them explore more in what they do. Learning in groups can be one way. If organisations today focus on these things then they can succeed how they want and at whatever pace they want.


Latest developments in technology and media have given power to the companies to produce innovative products that are progressively tailored to individual needs. In order for the leading organisations to take advantage from the economic recovery teaching departments they are re-tooling themselves with personalization and customization. The organisations need to identify their workers' existing skills, knowledge and competencies. The gaps must be fulfilled as quickly in order to remain in the competitive world. Personalised learning content management empower the organisation to develop its workforce in the light of research. In this learning procedure the preferences of the learner must be given consideration to some extent. General electric can be considered as one hub of organisation having wide range of innovate products. The latest innovations in media and skills personalisation technologies enable organisations to provide tailored learning to individual employees as never before.

Today large organisations like publishing, manufacturing and telecommumcations. Are leading a new wave of challenges to their traditional market dominance these challenges are fuelled by the removal of traditional market barriers the Internationalising of markets brought about by the evolution of the internet

Apple with the advent of MP3 players took over the music industry showing how leading organisations can suffer substantial market share loss if they don't innovate. With the advent of new tools in the information and technology employees can brainstorm is new ways. These new ways allow the organisations to provide tailored training to its employees overcoming the barrier of interoperability.

While working in groups did divide off the work pressure from us and gave each of us to focus more on the topic we were suppose to gather information but we did face a difference of opinion among the group. Whatever each of us found out was correct according to some but irrelevant according to some as to each of our understanding. By practicing this activity we all took a glance on the environment we are living in all of us having different point of views all opinions summed up in this paper. Information was shared lot was learned but more importantly we learned to respect each or our group member views. We understood the importance of innovation for an organisation in the growing environment. Learning can take place any where and any time not necessarily in class room. We understood that organisational members should try and be innovative and open to learn innovation technologies and should be able to differ between the knowledge and innovation from organisations point of view.

The advantage we got from working in groups that more was learned and less time was consumed, explaining is the learning the informal way mentioned in the paper above. Resources from different directions were utilized, that expanded the area of research covering different grounds and helped us mentioning different perspective that is the main key to innovation. Such practices of brainstorming, sharing novel ideas lead to hunger of healthy competition with each other.

Learning is a very basic tool to innovation. Innovation is not an overnight miracle it takes lot of wild ideas with hard work for the breakthrough to happen. Here we learned that when there will be a peace of mind in the organisation with having coordination, collaboration and need for knowledge innovative initiative has commenced. When every thing is working smoothly people will want something happening so then process of innovation comes to its place. The more we delve into exploring new things the more we learn and experience from it , the more we learn the more diversified is our opinion leading us to different.


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  14. Title:Training/Learning Techniques Journal:Journal of European Industrial Training Year:1992 Volume: 16 Issue:4 Page:5 - 31
  15. Book groups at work Article title Group Learning in Organizations Authors:Linda Argote Carnegie Mellon University Deborah Gruenfeld Charles Naquin Northwestern University pages 369-396
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  17. Group based challenges Article title : Adaptiveness in Virtual Teams: Organisational Challenges and Research Directions Author Qureshi, S. Vogel, D. Journal title : GROUP DECISION AND NEGOTIATION Bibliographic details 2001, VOL 10; PART 1, pages 27-46
  18. Book Article title The Role of Tacit Knowledge in Group Innovation Author Leonard, D. Sensiper, S. Journal title CALIFORNIA MANAGEMENT REVIEW Bibliographic details 1998, VOL 40; NUMBER 3, pages 112-132
  19. Smith, Mark K. (1999, 2008) 'Informal learning', the encyclopaedia of informal education. [www.infed.org/biblio/inf-lrn.htm]© Mark K. Smith 1999, 2008
  20. Title: Advantages and disadvantages of group decision- making approaches Author(s):Carolyn Brahm, Brian H. Kleiner Journal:Team Performance Management Year:1996 Volume: 2 Issue:1 Page:30 - 35
  21. Title:The managerialistic ideology of organisational change management Author(s): Thomas Diefenbach Journal: Journal of Organizational Change Management Year: 2007 Volume: 20 Issue: 1 Page: 126 - 144
  22. Implementing Enterprise Wide Change Programs "Daniel Lock Consulting" October, 2008 http://www.daniellockconsulting.com/site_files/136/Implementing%20Change%20White%20Paper.pdf
  23. Organizational Issues in Groupware Implementation Wanda J. Orlikowski CCS TR # 134, Sloan School WP # 3428-92 August, 1992 Acknowledgments WJ Orlikowski - ... on Computer-supported cooperative work, 1992 - portal.acm.org
  24. Title: How to integrate technology-enhanced learning with business process management Author(s): Nicola Capuano, Matteo Gaeta, Pierluigi Ritrovato, Saverio Salerno Journal: Journal of Knowledge Management Year: 2008 Volume: 12 Issue: 6 Page: 56 - 71
  25. Title: Using technology to enhance collaborative learning Author(s):Teresa A. Wasonga Journal: International Journal of Educational Management Year: 2007 Volume: 21 Issue: 7 Page: 585 - 592
  26. The World Wide Web: A Technology to Enhance Teaching and Learning? Ronald D. Owston Educational Researcher, Vol. 26, No. 2 (Mar., 1997), pp. 27-33(article consists of 7 pages) Published by:American Educational Research Association
  27. http://viewer.zmags.com/publication/581142a7#/581142a7/112