MANAGEMENT CHANGE

THE LEARNING ORGANIZATION AND STRATEGIES

FOR CHANGE
Compiled to fulfill Management Change Courses

By :
Nanda Dwi Kirana 175030207141006
Qorina Shalihah 175030207141019

BUSINESS ADMINISTRATION AND SCIENCE FACULTY

BRAWIJAYA UNIVERSITY
2020/2021
i
 PREFACE
Thank to Almighty God who has given His bless to the writer for finishing the
Research Methodology paper assignment entitled “PRELIMINARY DATA
ANALYSIS”. The writer also wish to express his deep and sincere gratitude for
those who have guided in completing this paper.
This Research Methodology paper contains of understanding and
explaination about Prelimanary Data Analysis that can help the collage student to
understand about Preliminary Data Analysis.
Hopefully, this paper can help the readers to expand their knowledge about
Prelimanary Data Analysis.

Malang, March th, 2020

Compiler

2
 TABLE OF CONTENTS
TITLE i
PREFACE ii
TABLE OF CONTENT iii
CHAPTER I 1
PRELIMINARY 1
RESEARCH QUESTION1
RESEARCH OBJECTIVE 1
RESEARCH BENEFIT 1
CHAPTER II 6
Learning Organization 6
Changing perceptions of organization 6
Disciplines for the learning organization 6
Convergence and the learning organization 7
Competence development in handling change 8
Strategies for Change 10
The Organizational Change Area 10
The Effective Change 11
Management Performance and Learning 11
CHAPTER III 14
BILBLIOGRAPHY 15

3
 CHAPTER I
PRELIMINARY
1.1. BACKGROUND
Every life in society is a little or a lot, big or small must undergo
various changes. Similarly, the organization as one part of the life form
in society must have changed. The organization of the various
challenges that originate from internal organizations and derived from
external organizations that are the cause of the Organization must be
changed. The challenge of the causes of changes arising from internal
organizations, for example, increased volumeactivity, the existence of
new equipment, changes in objectives, improvement of objectives,
level of knowledge, skill level, and behavior of the employees. While
the causes of changes that come from external organizations such as
the existence of new regulations, changes in the lifestyle of the people
who all of them must be confused well. The number of changes in the
organization of course requires the customization of each member of
the organization through the learning process known as the
organization's learning process.
Ideas and concepts such as ‘organizational learning’ and ‘the
learning organization’ are widely used by human resources
management practitioners. Senior managers express the wish to
create ‘learning organizations’. The effective change necessarily
involves learning. What does this mean? Can we claim that
organizations learn? Does it matter? It is clear that managers may
learn as part of the process of change either about themselves or
about the company, its environment and so on

1.2. RESEARCH QUESTION

1.2.1. What is Learning Organization?
1.2.2. What is five disciplines for the learning organization?
1.2.3. What is Competence development in handling change?
1.2.4. What is Strategy for change?
1.2.5. What is Effective change?
1.2.6. What is management performance and learning?
1.3. RESEARCH OBJECTIVE
1.3.1. Understanding and explaining about Learning Organization
1.3.2. Understanding and explaining about five disciplines for the
learning organization

4
1.3.3. Understanding and explaining about Competence development
in handling change
1.3.4. Understanding and explaining about Strategy for change
1.3.5. Understanding and explaining about effective change
1.3.6. Understanding and explaining about management performance
and learning

5
 CHAPTER II
CONTENT
2.1. The Learning Organization
2.1.1. The Learning Organization Theory
An organization that is able to survive is an organization that
can adjust to change. To adapt the organization to change, learning
is needed. According to the Indonesian Dictionary Learning comes
from learning bases which means changing behavior or responses
caused by experience. While learning itself has the meaning of the
process, the way, makes people or individuals learn. According to
Stephen P. Robbins (1993) learning is any relatively permanent
change in behavior that occurs as a result of experience. Learning
is knowledge gained through observations and studies that result in
changes in behavior or habits (Michael Marquat, 1994)
2.1.2. Changing perceptions of organization
Our perception or mind-set related to how organizations are
described, designed and experienced is changing. This is due to
technological, market and competitive changes and challenges.
However, part of the change is associated with the impact of rapid,
often discontinuous, change and attempts by those involved to find
ways of dealing with this increased pace and complexity.
New ways of describing organizations are now beginning to
replace more orthodox approaches. Peter Senge maintains that it is
now necessary to think more carefully about what is meant by
learning and organization. His work challenges practising managers
to recognize that ‘mind-set’ is a crucial aspect of learning.

2.1.3. Disciplines for the learning organization

Senge (1990) indicates how such an approach can be
generated and identifies what he calls five disciplines as the key
characteristics which everyone must develop if they wish to create a

6
learning culture which produces an organization capable of facing
the challenge of making sense of emerging complexity.
The five skills or characteristics are:
1. Systems thinking: everyone must learn how to view things as
a whole and that one set of events impacts on others.
2. Personal mastery: for Senge this is ‘the discipline of
continually clarifying and deepening . . . personal vision, of
focusing . . . energies, of developing patience, and of seeing
reality objectively. As such, it is an essential cornerstone of
the learning organisation – the learning organisation’s
spiritual foundation.’
3. Mental models: these are about ‘learning to unearth . . .
internal pictures of the world, to bring them to the surface
and hold them rigorously to scrutiny’.
4. Build a shared vision: this is about everyone holding a
shared vision for the future. Leadership is the key to creating
and communicating the vision. However, Senge sees
leadership being about creating structures and activities
which relate to a person’s total life activity. The leader
creates vision but is prepared to have it reshaped by others.
5. Team learning: teams, not single individuals, are the key to
successful organizations of the future and individuals have to
learn how to learn in the context of the team.

2.1.4. Convergence and the learning organization

The most important is that if an organization is to achieve
long-term benefit from the learning which is undoubtedly achieved
through change then appropriate processes are needed. In fact we
need convergent systems designed to capture and create
knowledge. Nonaka and Takeuchi (1995) we can conceive of
organizational learning as those processes we utilize to capture
and convert tacit knowledge into new explicit knowledge and/or to

7
 obtain new explicit knowledge. Tacit knowledge is important
because when organizations are faced with problems and
challenges they rarely emerge overnight.
Therefore, the ability to capture and work with knowledge is
a pivotal capability creating a:
1. Knowledge base – capture and convert tacit knowledge to
explicit knowledge and create accessibility to this
knowledge.
2. Knowledge base often organized to achieve:
(a) open access to all;
(b) effective sharing of information – conferences, meetings
(c) focus on technology;
(d) integration across corporation;
(e) systematic capture, analysis and retrieval of customer
information.

2.1.5. Competence development in handling change

I set out a model widely used in the training literature which
looks at the stages of competence development. In any change
setting we move from unconscious incompetence to unconscious
competence via conscious incompetence and then conscious
competence
the process of moving from unconscious incompetence (in
which we are not aware of lack of competence or what it means) to
a state of conscious incompetence. In a state of heightened
awareness we become immediately aware of lack of competence.
This initial process is one of awareness raising. In a change setting,
this may come via communication processes, visits and so on, but
will often come from facing new demands from customers or
sources of competition which cannot readily be met. The latter are
generally brought out through diagnostic studies, internal reviews,

8
etc., undertaken by consultants (external or internal), task forces,
etc.
The next process is that of skill building as we move from
conscious incompetence to conscious competence. Here we have
the first stage of implementation. Skills in new systems, procedures,
etc are developed and practised. The learning vehicles include
change workshops, staff training, surveys, etc.
The final process is that of developing excellence through long
practice. Here the learning vehicle is performance management
systems and includes attention to personal development and
organizational learning. Now the competence becomes so practised

that we no longer think about it. It becomes embedded in the

organization, part of the background.

9
2.2. Strategies For Change
2.2.1. The Organizational Change Area

10
 It sets out the key influences on the nature of any
organizational change. This relates to the scope, scale and
complexity of change, these being important determinants of many
of the issues which arise for those managing major changes. For
example, the greater the complexity of change the more likely we
are to adopt a radical approach to change. At the core of any
major change programme is the process of strategy formation.
In a period of major change there is more likely to be an
explicit process of strategy formation. The argument here is that
such a process will be more effective if careful diagnosis is
involved. Here we argue that the ‘acid test’ of strategy is
implementation. Preparation for implementation will obviously be
more effective if we have identified the ‘stakeholders’ involved in
the changes, assessed the impact of change on them and
involved them in diagnosis and planning. Moreover, careful
diagnosis provides a partial assessment of the capability of the
organization for change and improvement.
Benchmarking allows us to assess the organization’s
performance. This becomes an integral part of the diagnostic
phase of performance improvement and change. Comparison with
direct competitors (if feasible) and/or with the ‘best in the world’ in
a particular field (e.g. distribution) is a worthwhile part of this
process. It promotes organizational learning. It can motivate
people to tougher yet realistic goals and it can provide early
warning of competitive disadvantage. That closure programmes
and merger/integration programmes are major changes in their
own right, as are the adoption of strategic alliances and joint
ventures.
2.2.2. The Effective Change

11
 To be successful the strategic changes need to be managed in
such a way that three necessary conditions for effective change
are in place:
1) Awareness: stakeholders understand and believe in the
vision, the strategy and the implementation plans, etc.
2) Capability: stakeholders involved believe they can
develop the necessary skills and can therefore both cope
with and take advantage of these changes.
3) Inclusion: stakeholders involved feel that they value the
new jobs, opportunities, etc., and choose to behave in
the new ways (new attitudes, skills and ways of working).
2.2.3. Management Performance and Learning
The goal of performance management is to take lessons
learned and use them to help an individual or team to improve.
Senior managers needed to learn that preceding systems and
styles were no longer working. A narrow focus on outdated
objectives was one problem, the autocratic management style
another. Until they learned that change was needed their approach
was simply more of the same, only making things worse. Where
fundamental changes are needed we must first look at how
managers see the problems. There are 4 step for reviewing the
managerial performance;
2.2.3.1. Effective Team Work
We have worked hard in our organizations to develop
highly competent and professional functions, but as the
functions have changed, developed and improved so we
have more and more problems in obtaining collaboration
between them. Integration becomes a key task. Thus we
must add to managerial performance and learning the need
to gain more effective collaboration across functional
boundaries.
2.2.3.2. Effective Organizational Structures and systems

12
 Next an effective structure and systems need to be in
place either to sustain existing strategies or to implement
new ones. There must be appropriate accountabilities,
reporting systems, information and authority, and resource
allocation. Revised systems, performance appraisal,
promotion and so on need to be defined in order to sustain or
improve performance against the organization’s objectives.
2.2.3.3. Organizational Change
All the above may, of course, give rise to the need for
change. However, without effectiveness in the above three
areas other changes will be more difficult to implement, such
as new strategies, new products/services, new markets or
client groups and new technologies. It will be more difficult to
measure where we are, to decide what we wish to achieve,
or monitor progress and problems unless these three core
areas of management and organization are on the right lines.
The present level of effectiveness of our organization
provides the context within which we wish to introduce
change. The more effective the present organization the
readier employees will be to accept change. Thus we are
concerned with both effectiveness and change.
2.2.3.4. Learning From Changing
The effective organization is the one which encourages
and supports learning from change. This means that an open
management style, encouraging initiative and risk, is needed.
However, the ability to measure and monitor progress and
problems is also required. Below are set out the main
conclusions of the finance director:
 There must be a clear set of objectives, linked to
pressing problems which people do actually recognize.
 Planning and participation must focus on specific issues
and problems.

13
  Employees will respond to a sustained initiative from
senior management.
 It is essential to make improvements in managerial
performance at an early stage.
 Creating success early on, supported by positive
feedback, enables the building up of self-confidence.
 Managing change is often a slow and difficult process.
 Managers must be seen to act on solutions/ideas
derived from employees.
 Monitoring and evaluation are important means of
following through with change seeking further
improvement.
 Managing change is a learning process for all
concerned.

CHAPTER III
3.1. Conclusion
A learning organisation distinguishes itself by the fact that
her actors think often, consciously and together about her
selfdraft, her action and the achieved results. Besides, they
develop ideas for changes and move this in structures, processes
and measures. The ideas of learning organizations are arise for
the fact of steady growing momentum and complexity of the
environment (cf. Unger 2002: 38). The aim of a learning
organisation is a continuous organisational development. With this
the company extends constantly his ability to form own future
creatively and to adapt itself to changed market conditions. Core
issue lies in questioning how learning processes of individuals and
within organizations are working.
Strategy for change it sets out the key influences on the nature
of any organizational change. Careful diagnosis provides a partial

14
 assessment of the capability of the organization for change and
improvement.Benchmarking allows us to assess the organization’s
performance. There are 4 step for reviewing the managerial
performance; Effective Team Work, Effective Organizational
Structures and systems, Organizational change, and Learning from
changing.

3.2. Critics and Suggest

In making this paper, the authors realize there are still shortcomings
and errors caused by the limited knowledge that the author has.
therefore, the author asks for criticism and advice from the readers.

BILBLIOGRAPHY

Carnall, Colin A. 2003. Managing Change in Organizations, 4th Ed.

Prentice Hall International.
https://www.academia.edu/9848268/Learning_Organization
https://www.researchgate.net/publication/316573161_The_Learning_Orga
nization

15