The paper "Organisational Learning Culture & Knowledge Management" is an outstanding example of management literature review. An organisational learning culture is business-relevant and thrives in a supportive learning environment. A supportive learning environment acknowledges and appreciates the differences in the workforce, opens up to new ideas, offer time for reflection and ensure psychological safety. Successively, concrete learning practices and systems develop where the workforce adopt the process of information collection and analysis, experimentation, education and training. In turn, active knowledge management promotes organisation success by facilitating decision-making capabilities, building learning organisations through routine learning and stimulation of innovation and cultural change.
This literature review recaps on organisational learning culture and knowledge management and identifies gaps in the literature for continued knowledge development. According to Yukl (2009), effective learning culture improves employee engagement, lead to higher retention, lead to more efficient and streamlined business processes and long term success. The author explains that to create learning organisation culture, leaders and managers need to recognise workers, who learn new abilities, skills and information, emphasise the importance of learning, create opportunities for staff and collaborate with others to teach and learn (Yukl 2009).
Apart from promoting knowledge sharing, they empower employees to be in charge of their own learning and invest money, resources and time in learning. On the other hand, Dalkir (2013) argues that knowledge management (KM) is a multidisciplinary approach or organisational ability to capture, create, develop, share and effectively use organisational knowledge. Public institutions, large companies as well as not-for-profit organisations dedicate resources to internal KM efforts. Organisations who have taken on KM have realised that change is inevitable but growth is optional and intentional.
In organisations where managers have a tendency to create learning opportunities in their areas of interest, it can hamper knowledge sharing across the organisation. Without perceived efficiency, human source managers can easily tamper with learning making KM inefficient in an organisation. Organisational learning develops into a culture and in turn, ensures that the staffs learning processes are maintained. Transformations arise from developed learning culture that values creativity and encourages innovation. Learning is imperative to an organisation that desires to propagate new ideas or product. As Michael (2002) observes, the management has a major role in creating an open environment for new ideas.
Eventually, they assist each individual in an organisation to achieve personal goals and also contribute to the organisational goals. In order to obtain a competitive advantage, organisations have to challenge and encourage risk-taking in learning and so that new knowledge can be created. This knowledge should be tailored to focus on staffs’ potential towards final products and service delivery to the customer. According to Zheng, Yang & McLean (2010), much literature has been devoted to internal organisational contexts focus on characteristics like culture, structure, power and political aspects and their centrality in influencing organisational success and outcomes.
However, much is lacking on explanations of the paths which influences organisational context, strategies and effectiveness. As Gherardi (2009) points out, knowledge is created, given importance and utilised according to set cultural norms and values that are embedded in organisational structural relationships. Strategic priorities also determine which area of learning and knowledge is to be leveraged within an organisation. Eventually, many organisations consider learning and utilisation of knowledge avenues when a need arises or when faced with significant changes like the need to improve efficiency or enhance effectiveness.