Organizational learning theory

In recent times there has been a lot of talk about the impact of the Information Age on organizations; officials, executives and workers are regularly faced with overwhelming amounts of information. All of us understand that learning absorbs information, selects it, and uses it to foster creativity.

The organization that does not promote learning, especially rapid learning cannot hope to be able to compete successfully. The only way to maintain a competitive advantage is to make sure your organization learns faster than the competition.

Learning is a personal responsibility, we must all accept responsibility for our learning and each one must be responsible for acquiring the necessary knowledge to meet performance expectations.

Organizational Learning is a phenomenon, which has an essential terminology, which we can observe in this work. In addition, we will establish a distinction between the Special Rapid Learning Process and Organizational Learning in general.

We will see how Organizational Learning happens, its different levels and types today, in addition to what is special about ORA (Organization for Rapid Learning).

All this is related to the success that our organization will have, since this is in direct proportion to the knowledge that an organization can apply to carry out the achievement of its objectives.

LEARNING OR PERFORMANCE

All organizations learn, but not all are based on learning; Today, many are performance-based or performance-focused: get the order, process it, and ship quickly.

Learning-based organizations focus on getting work done better. They see learning as the ideal way to improve performance in the long term.

The performance-based organization willingly sacrifices today's performance for tomorrow's. The performance-based organization does not make this sacrifice; for that reason your finances may look better in the short term. But there are important factors that create a different long-term perspective:

• Today's performance is the result of yesterday's learning. Tomorrow's performance will be the product of today's learning Because the learning-based organization continues to invest in learning, its performance is constantly improving Since the performance-based organization does not invest in learning, its performance suffers long.

AND WHY SPECIFICALLY THE FASTER LEARNING?

"Faster" does not mean "hurried." Faster learning requires simpler and more efficient methods of learning, fewer steps in the learning process, and more focus on opportunities that offer benefits.

Faster learning may involve slower and more reflective thinking, in order to focus on what is important.

A Rapid Learning Organization (ORA) quickly closes the performance gap between itself and its performance-focused competitors. Meanwhile, the gap between an ORA and its competitors continues to widen. Over time, performance-based competitors find it increasingly difficult to catch up, be it learning or performance. Top executives will "welcome" faster learning if they understand that any initial reduction in performance will be short-lived, while long-term improvement in performance is almost a sure thing. But if it is discovered that the application of faster learning at all levels of the organization is not an option for the company at that time,consideration should be given to applying the principles in a single working group. When the group is successful, adoption of the principles in other groups and eventually throughout the institution will be easier to achieve.

CHARACTERISTICS OF A PRAY.

Faster learning propels an organization ahead in its industry by increasing its strategic capacity, reinforcing the organization's ability to change, and increasing performance.

INCREASE STRATEGIC CAPACITY.

Faster learning improves the strategic capacity of an institution. The company runs more realistically, focuses more firmly on its vision, and responds more quickly than the competition to changes in the industry.

1. Act in a realistic way. An ORA works in an open environment. Employees give each other honest feedback, do not react defensively, and do show a relentless desire to improve.

1. It focuses on your vision. An ORA becomes extremely sensitive to its competitive position. The vision of your destiny how the organization will look when its competitive advantage is preserved becomes a reality of utmost importance.

1. Respond to changes in the industry. An ORA anticipates changes in the basic rules of the industry and quickly finds out how to operate according to those changes.

STRENGTHEN THE CAPACITY TO CHANGE.

An ORA strengthens your ability to change in the face of new trends. Quickly acquire the knowledge that customers value, use modern technology, reduce cycle time, are innovative, practice flexibility, and drive change.

1. Gain the knowledge that customers value. An ORA moves quickly to acquire information, turn it into knowledge, and use it to deliver increased value to customers.

1. Use new technology to your advantage. An ORA quickly learns about new technology advancements and successfully applies them to better serve customers.

1. Reduce cyclical time. An ORA discovers that certain components of a process require even more time, while others can be shortened. The point is to focus on reducing the total cyclical time, not the time consumed by the individual components of the process. The organization determines which components can be abbreviated more easily and quickly and focuses on them.

1. It is innovative. Innovation thrives in an environment of trust and risk. In an ORA, leaders cultivate trust by decisively supporting their employees. Willingness to take risks naturally increases as employees strive to meet the challenges presented by their leaders.

1. Practice flexibility. Learning is both a product of change and a catalyst for it. As an ORA refines her learning skills, she becomes more flexible, that is, more confident and better able to handle future changes.

1. Reinforce change . The strategies, tactics, techniques, and measurement instruments that an ORA employs will increase any organizational change effort, such as total quality control reengineering. The learning associated with a change endeavor will occur very smoothly, and the organization will assimilate it and transfer it to those engaged in another change project.

IMPROVE PERFORMANCE

An ORA focuses on improvement and runs each team as if it were a small business, thereby increasing performance.

1. It focuses on improvement. The performance improvement occurs in two ways, in small increments and in big jumps, known as breakthroughs. Leaders in an ORA cultivate this dual perspective by focusing on the details as well as the bigger picture. In addition, employees recognize that there is no learning without application, that is, without performance aimed at self-improvement.

1. Lead teams as if they were business. The teams in an ORA are corporate; they run themselves as micro-businesses that produce a basic line. After they have achieved world-class quality internally, they undergo a turn as separate organizations, in meeting the needs of global customers within a narrow market niche.

THE MODEL OF A PRAY.

The model of an ORA helps all employees or groups climb at least one rung on the learning ladder. This kind of breakthrough in collective learning has a profound, long-term impact on organizational performance.

VISION.

An ORA is motivated by a powerful vision: gain and maintain competitive advantage through rapid learning.

STRATEGIES.

Strategies are plans to realize the vision. Three strategies are required, each one guided by a different group: the Drive Strategy, guided by the executive group; the Cultivate Strategy, guided by HR staff, and the Transform Strategy, guided by leaders and members of business teams.

SKILLS AND TACTICS.

To put these three strategies into practice, lead groups must build specific types of skills: executive, leader, team member, and learner (applicable to all employees). Once these skills have been mastered, tactics designed to put the strategies into practice and accelerate learning are applied.

TECHNOLOGY.

Putting the ORA Model into practice is a very complex undertaking. The organization must fully rely on technology in order to support access to, capture and transfer of learning. However, it is important to remember that technology is an aid to rapid learning, not the driving force behind it.

MEASUREMENT AND REINFORCEMENT.

It is necessary to constantly monitor, measure and reinforce the implementation of the ORA Model. Otherwise, motivation, commitment, and improvement will not survive. There are a variety of instruments that are used to measure and support progress in its implementation.

HOW ORGANIZATIONS LEARN.

WHAT IS ORGANIZATIONAL LEARNING?

Organizational learning is believed to be related in some way to formal teaching. But learning involves much more than studying, and organizational learning is much more complex than individual learning.

Most organizational learning takes place in a series of isolated moments that employees experience on a daily basis: contemplating activities in silence, interacting with people inside or outside the organization, participating in small group work, reading internal documents, perform tasks, observe how work is done.

A simple definition of organizational learning is: "find out what works or what works best"

A more elaborate definition is "to acquire and apply the knowledge, techniques, values, beliefs and attitudes that enhance the conservation, growth and progress of the organization."

Learning is not complete if it is not applied effectively.

Organizational Learning is given by five disciplines:

1. Personal Development: Learn to expand our personal capacity for the results we most desire and create an organizational environment that encourages all its components to develop themselves to achieve the ideals and purposes they choose.

1. Mental Models: In which we continually reflect, clarify and improve our mental images of the world and see how our actions and decisions show.

1. Shared Vision: Building a sense of commitment in a group, through the development of shared visions of the future that we seek to create, and the principles and guides through which we will arrive at it.

1. Team Learning: Transforming our conversational and thinking skills of each of the team members, in such a way that groups of people can develop an intelligence and ability superior to the sum of the individual talents of the components.

1. Systems Thinking: A way of thinking, and a language to describe and understand the forces and interrelationships that shape the behavior of systems. This discipline helps us understand how systems change more effectively, and act in concert with larger processes in the natural world and in the economy.

LEARNING LEVELS

Another important aspect of learning for employees to understand is that there are five levels of learning: acquisition, utilization, reflection, change, and flow.

1. Acquisition. The first level consists of acquiring attitudes, beliefs, values, principles, information, knowledge and trade. Much of the acquisition takes place before you even hire an employee.

1. Utilization. The second level is to use the purchased items. However, utilization is just an activity, not actual learning, unless a feedback loop is created so that actual performance can be compared to intended performance.

1. Reflection. The third level requires you to step away from the process, in order to see the forest instead of the trees. Reflection is thinking in the "bigger picture."

Reflection is free from external action. It is characterized by questioning, analysis, and overcoming assumptions. For example, a learner or reflective group might focus on cultural issues within the organization and the effect these issues have on the way the business is, or should be, compared to the competition.

If we go a little further, the reflection could involve the construction of new paradigms, that is, of mental models of how things work. Reflecting on paradigms could mean a redefinition of what business you are in and the way you do business.

1. Change. The fourth level combines thought and action. The person or group responds to an opportunity or problem through strategy, allocating resources, and taking action to ensure that the desired change results in a high-impact application of learning.

1. This level got its name from the book by Mihaly Csikszentmihalyi, entitled Flow (Flow). At the level of flow, minimal learnings continue to reinforce one another without conscious effort. Learning and related activity seem to come together in a stream that runs its course, forward.

TYPES OF LEARNING

So far we have talked about the learning process, that is, the how of learning. Employees also need to know something about the content of the learning, that is, the what to which the process applies. As the types of learning described on the next page show, a wide range of learning content occurs in a business.

Any organization depends on a certain minimum level of competence in learning tasks. Often times, just learning the tasks can determine your competitive position. But if in the company and in that of the competitors has reached almost the same level of learning of tasks, to obtain the competitive advantage the other types of learning become important.

WHAT IS DIFFERENT ABOUT THE LEARNING OF PRAY?

When an ORA takes on the challenge of reducing cyclical time, it focuses more quickly than its competitors on what content to learn and how to learn that content.

Maybe you don't really think faster. But it does engage with deeper and more focused thinking that is conducive to more effective action.

To practice the kind of thinking required, ask yourself the following questions the next time you want to speed up your learning process and solve a problem:

1. What would be an easy way to think about this question? What are the essential parts of the matter? What could I do that would actually make a significant difference?

You must pay careful attention to both the process and the results of your learning.

THE LEARNING OF WHAT IS IMPORTANT IN THE APPROPRIATE WAY.

A critical aspect of rapid learning is finding the 'right' content and methods. Employees should ask themselves the following questions: Are we focusing on the essentials that we need to learn? Are we learning in the proper way?

POTENTIAL FOR FASTER LEARNING.

There are four types of organizations that have the greatest potential to become faster learning organizations:

• Those in 'wild ground': those that start from scratch, with no overwhelming organizational culture. Fast-paced industries: those in which rapid learning is critical to their survival (for example, hardware companies / computer software) Those that are leaders in their field: those that pride themselves on their reputation for being at the forefront Those that are in decline: those that have suffered a traumatic loss of their competitive advantage and have had to fight to find new ways of doing business.

Today, most institutions have undergone some sort of soul-searching about the way they do business. And almost all of them have decided that they should no longer operate the way they used to. How seriously they tackle this problem will determine their potential as rapid learning organizations.

THE LAUNCH OF A PRAY.

OPENING TO LEARNING.

Learning is seldom easy. For many it is a painful experience, associated with the first school difficulties. However, it is clear that we are moving towards a world of work in which continuous learning is the norm. The work environment has replaced the school as the main source of learning or, at least, the longest in people's lives.

Because of this perspective of the future, we need to attack the widespread phenomenon of resistance to learning. Followers or subordinates are by no means the only ones showing resistance. Unfortunately, leaders who resist tend to damage the learning environment more than followers. Opposing leaders present themselves under many masks:

• Those who refuse to support learning and only focus on today's performance Those who only verbally support learning but take no action to support what they say Those who support the learning of others but They do nothing to show their willingness to learn.

An ORA requires more than a willingness to learn. It requires eagerness. If leaders are not enthusiastic about learning themselves and others, why then should anyone in the company be?

TO UNDERTAKE THE OPENING.

Openness to learning is the product of two forces; the self-image of a person and the relevance of the opportunity that learning offers. In other words, if you are not open to learning, resistance means:

1. That he is not sure of himself, in a way that he thinks he is capable of improving.

1. That the learning opportunity presented does not seem relevant to the job, so it is decided to ignore it.

We will consider the case of a leader who enthusiastically supports learning but confronts a subordinate who feels incapable of learning or who considers learning inappropriate. What should the leader do?

1. Share the information. The leader must freely share information about what is happening in the organization. Decreasing resistance to learning depends on opening the company's books, explaining your vision, talking about the competitive realities you face and what to do in response, as well as talking about what each person's role will be. in that scenario that unfolds.

1. Offer encouragement. The learner should be encouraged to take a small first step, one that will provide immediate success and reinforce learning. The leader could ask the learner what action would facilitate learning, and then invite him to take that first step.

1. Assign a reluctant learner to an open-minded team. The enthusiasm of those who are open to learning is often contagious. Team members can share their experiences and help each other learn.

1. Have patience. A learner needs time to fully understand what learning involves, and to see how it relates to both personal and organizational needs.

The leader must explain not only what needs to be learned and how to do it, but also why learning is important.

There are other ways to help: partnering the reluctant learner with a more well-versed learner, holding small group sessions where each person shares their learning successes, and conducting training focused on improving basic learning techniques (reading, writing, and computing).

If these approaches fail, a strong decision may need to be made at some point. It may be necessary to do without some people who refuse to learn (probably no more than 5 to 20 percent of the workforce).

THE CHALLENGE OF CHANGE.

Once people begin to show an open mind to learning, challenge them in ways that are appropriate to their respective levels of confidence and competence.

Think of the times when your own personal learning curve jumped out of proportion. In all likelihood you faced an unprecedented personal challenge. Maybe you rose to the challenge because of a crisis, or maybe because the person who challenged you was inspiring, threatening, or both. In any case, you felt compelled to respond… and quickly.

What you learned required you to change, sometimes in significant ways. The experience was undoubtedly unsettling, chaotic, and tense. Change is always like this. But his learning progressed at a rate that surprised him, and that was most exhilarating.

This dynamic is the challenge of change. The degree of change dictates the rate of learning; the more challenging the challenge, the more the learning will accelerate. On the previous page we presented an illustration of the Continuum of Change Challenge. The following paragraphs explain what the continuum is.

1. New information. New information appears at the far left or "bottom" of the Continuum of Change Challenge. A report, a new product announcement, a new computer system, or a work-related discussion may be new information.

1. New responsibilities. The next level is the new responsibilities. They could involve a promotion, assignment to a workforce, cross-functional training on other people's jobs, or a requirement to teach someone else how to work.

1. New context. The next higher level, the new context, refers to a new situation around you at work. A new context could be a new CEO, a new change program such as total quality control or reengineering, or a new set of policies and procedures. The difference between the new context and the previous levels is that the new context affects everyone, not just you. It is more complex and widespread.

1. New paradigm. At the right or "high" end of the continuum, the level that offers the greatest challenge, there is a new paradigm. What this means is that the ground rules for your business or your industry have radically changed. What used to be conducive to success in your industry no longer works. Typically, a competitor takes a bold step and the entire industry feels the need to respond to it.

At each stage of the continuum something different must be learned. New information is about doing work in progress better; in the new responsibilities, it is the way to carry out another job; in the case of a new context, it means controlling organizational change, and in the case of a new paradigm, it refers to how to obtain competitive advantage.

As people move to the right of the continuum, they need to master learning from the less challenging stages. For example, if a new change program is introduced, they must learn not only the content of the program, but also the new information related to the program and how to carry out the new responsibilities that arise from the program. A new paradigm implies new information, new responsibilities, and new contexts, each of which affects the others.

LEADERSHIP OF STIMULUS.

The best leaders for ORA are characterized by stimulating. They are able to provide not only challenges, but also support. Leaders like this are able to change the levels of challenge and support they provide, depending on the needs of employees in particular situations.

Leaders who are able to present a challenge but are not supportive often lack effective interpersonal skills. His style is characterized as demanding. Working for them is like walking high on the wire without having a safety net. Nobody likes that kind of risk.

Leaders who are supportive but unchallenged exercise a considerate leadership style. They don't create an exciting learning or performance environment, and they fail to motivate employees.

And those who are unable to challenge or provide support are characterized as misleading leaders. They should try to find roles that do not require guiding or controlling others.

CHALLENGE.

Expectations help generate results. A leader can immediately raise the level of learning and performance simply by stating her high expectations of others. Of course, if those to whom the challenge is presented do not regard the challenger as an effective leader, their response will not be as enthusiastic.

Basically, we all long for the challenge. A leader of an ORA must satisfy that longing by presenting challenges that are not only aligned with corporate direction, but also deeply affect people.

SUPPORT FOR.

The leader of an ORA provides support in such a way that employees can better cope with the challenges it presents. This support can manifest itself in several ways:

1. Providing the necessary help. For example, the leader may offer resource-based help, such as better equipment or additional staff. Support can also be demonstrated by removing obstacles or establishing meaningful relationships.

1. Exercising personal skills in an effective way. Michael Galbraith, writing about Essential Skills for the Adult Learning Facilitator, argues that a high level of Interpersonal Skills is essential to creating an environment conducive to learning.4 Listening, showing interest, and offering any emotional support is an attitude that helps employees cope with the challenges presented to them.5

1. Supporting employee decisions. Perhaps the most important aspect of support is standing with employees when making decisions, whether those decisions are good or bad. In an article titled "How to Build Trust," Perry Pascarella advises that the leader needs to side with the employee in the event of a mistake and share responsibility, in order to make sure that mistake is not repeated.

When a mistake occurs, the leader must follow up immediately to help the employee learn from that mistake.

To find out why the chosen decision did not work, you can study together the decision-making process used. What was missing? Information? Clear objectives? The leader should focus the conversation on how a winning decision will be made next time, not on possible feelings of loss or guilt.6

INTERACTIONS BETWEEN LEADER AND LEARNER.

The matrix below is helpful in determining the degree of challenge and support that should be provided to employees. Learners who fall into the low open, low competence quadrant are likely to only be able to handle new information. If they were challenged with something else, it could lead to despair.

However, most employees fall into one of the following two quadrants:

1. High competition, low opening Low opening, high competition.

In any case, they are likely to be presented with learning situations that involve new responsibilities or a new context. Learners representing the fourth quadrant, high competence, high openness, can embrace new paradigms, either by responding to new ground rules or by enforcing them.

Low-level learners of both proficiency and openness need much more support than challenge. This kind of learner probably not only has a low self-image, but also a low level of tolerance when it comes to meaningful change.

Most learners, those high on one dimension and low on another, need roughly equal degrees of challenge and support. In contrast, learners with a high level of openness and competence long for the challenge, a new paradigm that pushes them to the limits of their capabilities.

APPROACH TO THE STRATEGIES OF A RAPID LEARNING ORGANIZATION. (ORA)

When strategy is set out and put into practice appropriately, learning increases. Arie de Geus, considers strategic planning as a learning exercise. She says officials devise situations that could arise within the industry and then encourage their managers to devise strategies that could withstand even the most unlikely and devastating changes.

Inevitably, imagining diverse situations and making plans for them has stimulated the thinking of managers.

The Quick Learning Organization is based on three strategies that can help any business plan successfully. In several ways, these three strategies are different from other organizational strategies:

• All focus on rapid learning in order to maintain competitive advantage Encourage institution leaders to think strategically Integrate rapid learning into strategic design and implementation processes Guided by three different parts of the organization, thus broadening participation and increasing people's sense of ownership.

THE STRATEGY TO PROMOTE:

The boost strategy accelerates learning at certain key effectiveness points, in order to jump start and stay ahead of the competition. There are two decisive factors that determine your success:

1. The executive group's commitment to rapid learning as the primary route to improved performance.

1. A method to clearly identify strategic points of effectiveness and to accelerate learning at those points. The high level of strategic effectiveness is what propels the organization towards a competitive position that it can sustain.

To achieve a competitive position you must:

1. Identify opportunities for strategic effectiveness: The organization or company perhaps a number of opportunities to achieve advantage.

1. Select an opportunity for effectiveness and submit it to a comparison process: The comparison process is a measurement and motivation system that consists of comparing the processes and results of your organization's performance with those of other organizations. An ORA also adds another dimension:

anticipate future standards and put them through a process of comparison.

1. Develop an ORA project focused on the opportunity to gain the advantage: The purpose of this plan is to accelerate learning about the opportunity.

1. Recruit others to implement the strategy: If a particular group has been assigned a task related to the ORA project, meet with the members and ask them some questions.

1. Monitor and measure progress in the ORA project: Again, the keys are the comparison processes. The purpose of the strategy is to get ahead of the competition, so you have to compare the progress of the organization with that of the competition.

THE CULTIVATION STRATEGY:

An ORA requires fast learners. They are those who will establish the pattern of defeating the competition in learning.

The cultivar strategy corresponds to the sphere of action of the HR unit. This unit establishes a cross-functional team and an inter-hierarchical team, which will follow these steps of creating an action plan in order to produce and hire fast learners:

1. Analyze what a fast learner looks like: Team members talk about the behavioral characteristics and skills that a fast learner should have in their organization.

1. Build a Fast Learner Profile: Team members first agree on what behaviors and skills a fast learner should have and then use any of the methods to build the fast learner profile.

1. Score behaviors and skills: First, team members examine the vision, mission, and strategy. They then rate the importance of each behavior, according to a five-point scale (1 = low level of importance; 5 = high level of importance), according to its importance in the vision, mission and strategy. A similar process is then used to rate the actual application of those behaviors and skills. Again, a five-point scale is used (1 = low level of application; 5 = high level of application). The leader creates a combination to rate each behavior / aptitude in each dimension (importance and application).

1. Decide on a method to apply each profile: It is recommended to use the combination of scores obtained during the previous step by assigning the behaviors / skills to the quadrants:

• High level of importance , high level of implementation: Represents the characteristics of learning that already exist in the organization and that must be preserved and reinforced.

• Low Importance, Low Enforcement: These behaviors and skills can be ignored for now. However, they should be examined every six months to see if their importance has increased. Low level of importance, high level of application: It harbors the behaviors that fast learners pay a lot of attention to, even though those behaviors are not considered important. High level of importance, low level of application: This is the most important in terms of the action to be taken. The behaviors and skills that fall here are the ones that must be developed and recruited in order to implement an ORA.

1. Design an action plan for staff training and hiring: The team establishes the steps to be followed for training and hiring behaviors and skills in the quadrant of high levels of importance and low in application.

1. Implement the action plan and monitor: The team should meet at least twice a year to ensure that the plan is being carried out as it should be.

THE STRATEGY TO TRANSFORM:

ORA's third strategy is to transform. Undertaken by leaders and members of business teams, it creates a dynamic of continual growth and renewal.

USE OF LEARNING TACTICS.

Learning can occur in small increments or in big leaps, called advances. There are various tactics that facilitate learning, among them we find:

1.- Go up one level: Employees need to feel comfortable at each of the levels of learning, however many feel too comfortable at the lower levels (Acquisition and use) and are reluctant to try the higher levels. Climbing to a higher level of learning than usual is a challenge, but for this, employees need an environment of trust in which when they fail they can try again. They need the support and challenge that stimulating leadership provides.

2.- Eliminate the "Learning Float": This expression refers to learning that is floating somewhere, that has not yet been completed, that is trapped in the levels, or that was pushed aside because other things got in the way. in the path. Faced with this situation, it is proposed that the business team prepare a learning plan based on the following questions:

What is the intended result of learning? Who needs learning? What is the task of learning? How much time will be allotted for this task? What resources will be required? How will we learn what we have to learn in half the normal time?

Team members will answer these questions not only at the beginning of a project, but also at predetermined times afterward to ensure they are on the right track.

3.- Skipping a stage: This stage refers to the DIDPAPT model. The stages in the model represent different activities that require different kinds of learning: Develop, Investigate, Deduce, Plan, Apply, Test, and Transfer. In many jobs, people apply their knowledge or skills but do not venture to the other stages. To get people to venture beyond their normal activities the leader can include them in research work. Usually the information gathered is so important to the team that researchers develop a deep sense of making a contribution and this motivates them to experiment with the other stages.

4.- Use the source: This point refers to the fact that it is necessary to find out who is the best source of data, knowledge, wisdom, etc. And go directly to that individual. It should be noted that most people do not like to reject a request for help, but it may still seem flattering.

5.- Use counterpoint learning: This type of learning consists of delivering knowledge repeatedly until it can be fully understood.

6. Confronting people in exercise meetings: This tactic is for the manager and his staff to meet and engage in a constructive confrontation. During the meeting, the manager agrees to take action to make things work better. The original meetings lasted three days, in the first the manager outlined the problems to be addressed, then the staff proposed some suggestions and in the last day ideas for action were proposed. The manager could only answer with a "yes" or "no" or "I will have an answer in thirty days"

7.- Bring together opposing groups: It is easy to find that within an organization there is a certain antipathy between different areas, such as for example. Sales and Production. These differences are a product of the nature of the work and as a result subcultures that create internal ties and that on the other hand hinder interfunctional work begin to be generated. The idea is to unite these teams in order to achieve a change initiative that guides the work towards a common goal and in this way quickly generate new ideas.

HOW TO MAKE THE MOST OF YOUR LEARNING?

An organization makes the most of learning when it takes note of its failures, capturing achievement, using reverse learning, retaining learning, and transferring learning.

a.- Taking note of faults: The DIDPAPT model mentioned above can be used to take note of errors. Team members should ask themselves a series of questions:

• Develop: How did the idea for this project develop? How could it have been done better? Research: How was the necessary research done? How could it have been done better? Infer: How were the conclusions, solutions and answers derived from the research? How could a more efficient analysis have been done? Planning: How was the plan prepared? How could it have been planned better? Implement - How was the plan implemented? Did people clearly understand what to do? Did you know how to do it? How could the plan have been applied more efficiently? Test: what kind of monitoring system was put in place to test the plan and its application? Did it work? What could have worked better? Transfer: Has the learning been transferred to others who could have benefited from it?

b.- Taking advantage of the achievement: When an achievement has been obtained with learning, the worst that can happen is to lose it. If the original learnings are not consolidated, they must be learned anew so that the learning is captured, analyzed, retained and transferred; For this, attention must be paid to learning when it is happening.

c.- Use of reverse learning: It consists of analyzing a successful learning process, asking ourselves how did we learn? What were the steps that were followed in learning? What has been learned about learning? How could it have been learned more effectively?

d.- Retention of learning: The lessons learned reside in memory. Organizational learning is retained by documenting that learning and retaining key learners.

e.- Transfer of learning: The transfer of learning occurs accidentally, it does not need formal or informal systems to be transmitted from one individual to another or from one part of the organization to another. Technology is a good instrument in the transfer of learning but by itself it is not the solution to something so complex.

CREATION OF UNIQUE CIRCUMSTANCES.

An organization that seeks rapid learning must create the circumstances, situations, and meetings that provide opportunities for learning. To take advantage of the opportunities the organization can cross-pollinate, work on the periphery, and share in the fun of learning.

• - Cross Pollination: It is important to recognize the value and benefit of cross-functional teams. The variety within teams not only promotes learning, but also contributes to a more holistic and systematic perspective of the organization. The good thing about brainstorming, hypothesis point is that employees maintain an open mind to learning and provide ideas for entirely new ways of doing things

• Working on the periphery: This point refers to the fact that those who change the paradigms are often on the edges or on the periphery of a discipline. The fact that they have one foot inside and one foot outside the periphery offers them a unique perspective. Working on the periphery, partnering, questioning, listening to the limits of your field or organization offers great promise for faster learning Share the fun of learning: Learning can be a lot of fun, the fact of having fun opens people's minds to learning and creates a relaxed environment in which new ideas flourish.

SUGGESTIONS TO KEEP THE PRAYER SUCCESSFUL.

• Re-review the vision and strategic framework within which the organization is learning faster Make sure all learning objectives are challenging but achievable Celebrate learning successes, no matter how insignificant Reward people who succeed Devise and implement a full-scale collaborative training plan with learners who have a negative view of their learning abilities Make sure all ORA goals are progressive Continue with comparing your organization's learning processes to that of other organizations Ensuring that your organization is using technology in order to gain the greatest advantage in creating learning.Plan the future of the organization by changing the basic rules for the industry.

CONCLUSION.

From the work carried out it can be concluded that all organizations learn, but the Rapid Learning Organization (ORA) acts faster than the competition, which cannot reach it, and at the same time the employees that make up said organization learn new techniques that accelerate The learning. When the organization opts for faster learning it must adopt a clear and common language about learning, therefore employees need to know types and levels of learning and also need to understand organizational learning and how it occurs.

Before business teams embark on a journey to an ORA, both leaders and followers need to have an open mind to learning; They must be willing to put pressure on themselves and others, and they must also practice encouraging leadership, presenting challenges and providing support in appropriate degrees.

Today, success in the marketplace is in direct proportion to the knowledge an organization can apply, how quickly that knowledge can be applied, and how quickly it accumulates knowledge.

BIBLIOGRAPHY.

• Wick Calhoun and Ulrich David, "Quick Learning." Wilmington, Delawere, 1995. Arie P. De Geus, "Planning for Learning," Harvard Business Review, March-April 1988, pp. 70-74.Kenichi Ohmae, "The Strategies," McGraw-Hill, New York, 1992, p. 53. Michael Porter, "Competitive Strategy", Free Prees, New York, 1980, p. 35.Peter Senge, "Fifth Discipline."

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