Term Paper Learning and Perception in Org

8/8/2019 Term Paper Learning and Perception in Org

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MANAGEMENT PRACTICES AND ORGANIZATION

BEHAVIOR

TERM PAPER

ON

LEARNING AND PERCEPTION IN ORGANISTION

SUBMITTED TO:- SUBMITTED BY:-

MR. MC JOSHI GOURAV SHARMA (10)

(ASST. PROF) MBA (HHM)



LEARNING AND PERCEPTION IN ORGANISATION

LEARNING

Learning is acquiring new knowledge, behaviour¶s, skills, values, preferences or

understanding, and may involve synthesizing different types of information in

an organisation.

Chris Jarvis 8

Mgg. Org. Change

LEARNING MODEL

D Kolb, Rubin & McIntyre

Organisational Psychology, Addison Wesley

A model for

per sonal awareness

& development

Concrete

Experience

(Activist)

ReflectiveObservation

(Reflector)

Abstract

Conceptualisation

(Theorist)

Active

Experimentation(Pragmatist)

LEARNING

CYCLE



PERCEPTION

In philosophy, psychology, and cognitive science, perception is the process of

attaining awareness or understanding of sensory information. The word

"perception" means "receiving, collecting action of taking possession,

apprehension with the mind or senses."

METHODOLOGY-There are many ways to explain that is;

-Analytical.

-Experimental.

-Qualitative.

But I will define methodology with Descriptive Research. Descriptive research,

also known as statistical research, describes data. Descriptive research cannot be

used to create a causal relationship, where one variable affects another. In other

words, descriptive research can be said to have a low requirement for internal

validity. In short descriptive research deals with everything that can be counted

and studied. But there are always restrictions to that. Your research must have

an impact to the lives of the people around you. For example finding the most

frequent disease that affects the children of a town. The reader of the research

will know what to do to prevent that disease thus; more people will live ahealthy life. While diversity in the workplace b rings about many benefits to an

organization [citation needed], it can also lead to many challenge.

OBJECTIVES OF LEARNING AND PERCEPTION

Helps unit planners integrate across a day/week/unit of learning

Serves to connect content and assessment around learning

Guides selection of teaching/learning activities that will best achieveobjectives

Gives learners a clear picture of what to expect and what¶s expected of

them

Forms the basis for evaluating teacher, learner, and curriculum

effectiveness



EMERGENCE

In the field of psychology, beginning in the 1950s, Eleanor J. Gibson nearly

single-handedly developed the field of perceptual learning with a series of brilliant studies that culminated in the seminal work, Perceptual Learning and

Development. An Odyssey in Learning and Perception brings together Gibson's

scientific papers, including difficult -to- find or previously unpublished work,

along with classic studies in perception and action. Gibson introduces each

paper to show why the research was undertaken and concludes each section

with comments linking the findings to later developments. A personal essay

touches on the questions and concerns that guided her research.

REVIEW OF LITERATURE

ARTICLE 1

Investigating Socialization, Work-Related Norms, and the Ethical

Perceptions of Marketing Practitioners

Nicholas McClaren, Stewart Adam, Andrea Vocino.

This study examines the influence of socialization on work-related norms(WORKNORM). We tested the hypothesis that organizational (OR GSOC) and

professional socialization (PROFSOC) are antecedent influences on

WORKNORM, employing a sample of 339 marketing practitioners. The results

of covariance structural analysis indicate that OR GSOC and PROFSOC and

WORKNORM are discriminant constructs within the tested mode l. The study

also reveals that the influence of OR GSOC on WORKNORM is stronger than

the influence of PROFSOC on these same norms. Because this social learning

occurs in work-related activities, in organizations, and in professional life, it is

important that managers appreciate that these three separate domains influencedecision making under ethical conditions.

ARTICLE 2

Assessing and Improving Learning in Business Schools: Direct and Indirect

Measures of Learning



Teresa G Weldy, David L Turnipseed.

Institutions of higher education are scrambling to make program changes to

improve the quality of learning and assessment of learning in the face of

pressure from multiple constituencies. Business educators are incorporating

various active learning techniques to enhance learning and application of skillsand knowledge to real-world situations. Educators are also experimenting with

new assessment techniques to meet assurance of learning standards. The authors

compared perceptions of learning (indirect) to actual learning (direct) after

completion of a management project with a real -world organization. The results

support the use of management projects as a pedagogical tool for enhancing

learning in business curricula and suggest actual learning may exceed

perceptions of learning.

ARTICLE 3

Past organizational change and managerial evaluations of crisis; a case of

double-loop learning effects in non-profit organizations.

Purpose - This paper examines the critical effect of learning from past changes

on employees' evaluations regarding the extent that a crisis can be controlledand prevented. It is suggested that previous changes incorporate elements of adouble-loop learning process that shape managerial perceptions of crisis

controllability and crisis prevention. Design/methodology/approach - The present study is based on a field study of 225 NPOs. Using closed -end

questionnaires the issues pertaining to crisis and learning are examined.Findings - The results show that the mere experience of previous changes

enhances managers' estimations of crisis control, but lowers their estimations of crisis prevention. These results indicate that using the double -loop learning

process contributes to a better understanding of organizational competence innon-profit organizations. Research limitations/implications - The present study provides a starting-point for further research, in which crisis is seen as the

antecedent of possible learning experiences that could further enhancecapabilities of preventing future crises. The sample is restricted to non profit

settings, using a relatively small sample. Further studies should address this link using for-profit and public organizations, or even conduct comparative studies.

Originality/value - No empirical studies are available that assess the line

between crisis learning and probable crisis prevention evaluations. The notableand promising side-effect of the study shows how much remains unexplored in

regard to both crisis and learning, forming important lessons for managers.



ARTICLE 4

Employees' and managers' accounts of interactive workplace learning; A

grounded theory of "complex integrative learning"

Purpose - The purpose of this paper is to investigate employees' and managers'

accounts of interactive learning and what might encourage or inhibitemergent learning . Design/methodology/approach - The approach taken was a

constructivist/social constructivist ontology, interpretive epistemology andqualitative methodology, using grounded theory method. Data collection

included semi-structured interview, "complete this sentence" and "scenarios"

from 51 respondents: 22 managers and 29 employees in four private sector organizations. As respondents' theories emerged, these informed the next round

of data collection, this process named "theoretical sampling". Managers andemployees were asked about perceptions of their own role and the other'sroles in learning . Findings - Reciprocity and participative learning involving

managers and employees emerged. There was dynamism to the data andevidence of both Billet¶s notion of affordances and Stacey's patterns of local

interactions. Employees encouraged learning through peer discussions, andmotivation/personal initiative. Managers encouraged learning through have a gocoaching, formal training opportunities and working with company structure

and resources. The data support the idea of complex and integrated learning .Practical implications - The data informed both managers and

employees in such a way as to highlight the dynamic and complex int eractions

around learning processes. One practical implication is employee and manager training in emergence and complexity as learning environments. Ideas of complex responses and patterns of local interaction resonated with the datamore than particular typologies of learning . Originality/value - This paper

captures insights, especially from employees, into the dialogue and dynamismof their learning opportunities, whilst supporting existing theories. The need for

managers to "learn" employees' local inte raction patterns emerged as a futureresearch agenda, alongside the need to penetrate the social space of

employee learning more deeply.

ARTICLE 5

The learning organization: variations at different organizational levels



Purpose - The purpose of this paper is to examine the perceptions of managers,

supervisors, and employees from different organizations relevant to the sevendimensions of a learning organization (LO), and the two dimensions of knowledge and financial performance. Design/methodology/app roach -

The perceptions of 143 organizational members from different levels of

four organizations were measured and compared using the Dimensions of a Learning Organization Questionnaire (DLOQ). Findings - ANOVA results

indicated significant effects for level and organization for the LO dimensionsand the two performance dimensions. The results indicated significant

differences across levels for two of the learning dimensions (empowerment andsystem connections), and across organizations for six of

the learning dimensions including all except continuous learning . The resultsfor the performance dimensions showed managers higher than supervisors andemployees on financial performance, and managers higher than employees on

knowledge performance. The result s also showed variations in the performance

dimensions across organizations. Research limitations/implications - The resultsindicated variations across levels and across organizations that may hinder progress toward a learning organization and performance improvements.

Practical implications include the need for more communication and participation across all levels of the organization, improved access to and

sharing of information at lower levels, and empowering employees to use

information for decision making. Originality/value - The paper addresses the paucity of research on the perceptions of disparate groups relevant tothe learning organization and organizational performance. It identifies an

important area of research by identifying a potential road -block

for organizations attempting to adopt a learning organization culture.

ARTICLE 6

STATES: 'Creativity can become an embedded learning process'

Mr K. Balaji, Managing Director, Kasturi & Sons Ltd, Chennai, who

inaugurated the school, speaking on whether creativity or innovation could be

taught, said the common perception was that "creativity is God's gift" that one

was born and endowed with and it is in "our DNA".

He said, "Today, there is a growing recognition that creativity and innovation

can become an embedded learning process" and even if it was not in one'sDNA, it could be taught and the skill sets could be developed by constant

practice. He said given the right ambience, facilitation and the "freedom to

make mistakes" and if we are "constantly challenged", all of us "can become



creative". This is the current thinking in management and organizational

behavior. Creativity can be taught not only in schools but at homes and inorganizations.

Long before Gandhi prophetically stated that 'Customer is the King',

[Tiruvalluvar] said "take care of your customers' business as if it is your business" so that you grow "not at the cost of the customer but together".

ARTICLE 7

Employees' and managers' accounts of interactive

workplace learning ; A grounded theory of "complex integrative

learning "

Purpose - The purpose of this paper is to investigate employees' and managers'accounts of interactive learning and what might encourage or inhibit

emergent learning . Design/methodology/approach - The approach taken was aconstructivist/social constructivist ontology, i nterpretive epistemology and

qualitative methodology, using grounded theory method. Data collectionincluded semi-structured interview, "complete this sentence" and "scenarios"

from 51 respondents: 22 managers and 29 employees in four private sector

organizations. As respondents' theories emerged, these informed the next roundof data collection, this process named "theoretical sampling". Managers and

employees were asked about perceptions of their own role and the other'sroles in learning . Findings - Reciprocity and participative learning involving

managers and employees emerged. There was dynamism to the data andevidence of both Billet¶s notion of affordances and Stacey's patterns of local

interactions. Employees encouraged learning through peer discussions, andmotivation/personal initiative. Managers encouraged learning through have a gocoaching, formal training opportunities and working with company structure

and resources. The data support the idea of complex and integrated learning .Practical implications - The data informed both managers and

employees in such a way as to highlight the dynamic and complex interactions

around learning processes. One practical implication is employee and manager training in emergence and complexity as learning environments. Ideas of

complex responses and patterns of local interaction resonated with the datamore than particular typologies of learning . Originality/value - This paper

captures insights, especially from employees, into the dialogue and dynamismof their learning opportunities, whilst supporting existing theories. The need for managers to "learn" employees' local interaction patterns emerged as a future



research agenda, alongside the need to penetrate the social space of

employee learning more deeply.

ARTICLE 8

The learning organization: variations at different organizationallevels.

Purpose - The purpose of this paper is to examine the perceptions of managers,supervisors, and employees from different organizations relevant to the sevendimensions of a learning organization (LO), and the two dimensions of

knowledge and financial performance. Design/methodology/approach -The perceptions of 143 organizational members from different levels of

four organizations were measured and compared using the Dimensio ns of a Learning Organization Questionnaire (DLOQ). Findings - ANOVA results

indicated significant effects for level and organization for the LO dimensionsand the two performance dimensions. The results indicated significantdifferences across levels for two of the learning dimensions (empowerment and

system connections), and across organizations for six of the learning dimensions including all except continuous learning . The resultsfor the performance dimensions showed managers higher than supervisors and

employees on financial performance, and managers higher than employees onknowledge performance. The results also showed variations in the performance

dimensions across organizations. Research limitations/implications - The resultsindicated variations across levels and across organizations that may hinder

progress toward a learning organization and performance improvements.Practical implications include the need for more communication and participation across all levels of the organization, improved access to and

sharing of information at lower levels, and empowering employees to use

information for decision making. Originality/value - The paper addresses the paucity of research on the perceptions of disparate groups relevant to

the learning organization and organizational performance. It identifies animportant area of research by identifying a potential road -block

for organizations attempting to adopt a learning organization culture.

ARTICLE 9

The learning never stops.

By virtue of `doing' and perfecting a process, the `details -oriented' person is

focused on the process at hand, that they sometimes lose sight of or are unawareof the `bigger picture'. The bigger picture gives us a broader view, provides

alternatives and with that, once tuned in, our ability to engage, bring `meaning'



and relevance to ourselves and the organization, as the path ahead usually has

more than one option.

We are trained to be action-oriented. If a client is before us, we seek the best

course of action, usually based on a process or procedure within

the organization, to complete our task for the client. Then we move on to thenext client and do the same. This is fine. However, these actions can be

delivered without resorting to our ̀perception' function. Any individual whodemonstrates real success is working with the combination of the ̀perception'

and the `action' functions.

For instance, driving a car is an `action' functions, however, one has to have the`bigger picture' to drive competently. Competent driving is about the ability to

`take in' the overall scene including looking ahead beyond the car in front of

yours, judging the speed of approaching cars and reading signs and signals.

Drivers who are tuned in to these multiple sources of information seem to drivewith ease, whilst others who are less tuned in seem more anxious on the road.

We can be trained to be less anxious drivers.

ARTICLE 10

Effects of leadership style on team learning.

Purpose - This paper seeks to explore the effect of leadership style of a team

leader on team-member learning in organizations, to conceptually extend aninitial model of leadership and to empirically examine the new model of

ambidextrous leadership in a team context. Design/methodology/approach -Qualitative research utilizing the case study method is used for empirical

validation. Findings - The leadership style (transformational, transactional, or ambidextrous) adopted by the team leader has an operational effect on the

development of learning as a strategic resource within the team, andthe organization. Research limitations/implications - Case studies can be

criticized for potential lack of rigor. However, we have used multiple casesfollowing replication logic and triangulation to offset this. Further, cases by

nature are generalizable to propositions only, not populations. Thus, a valuablespringboard is provided for further quantitative investigations. Practicalimplications - The leadership style adopted by the team leader affects team

cohesion, perceptions of learning , and learning -related performance within theteam. The findings provide a rationale for greater emphasis on the role, behavior

and leading style that are adopted by the leader in order to produce desired

team-level outcomes. Originality/value - The paper provides much neededextension and empirical validation of the initial model of ambidextrous



leadership. The results show that the leader does have an effect on the team, and

also that the leader's leadership style is critical to team lev el learning andrelated performance. This is valuable knowledge for trainers, recruiters, teamsand leaders

.ARTICLE 11

A new emergency medicine clerkship program:

students' perceptions of what works.

OBJECTIVE: Emergency medicine is an evolving discipline in Canadian

medical schools. Little has been published regarding student preferences for emergency medicine training during the clerkship phase of MD programs. We

assessed medical students' perceptions of a newly developed emergencymedicine clerkship rotation involving multiple learning modalities. Theevaluation process included assessment of the rotation's instructional elements

and overall educational value Methods. The first cohort of medical students tocomplete this new emergency medicine clerkship was invited to answer a

questionnaire just before graduation. Students rated their preferences for

components of the rotation using paired comparisons. Open ended questionsexplored students' satisfaction with the emergency medicine clerkship as well

as perceptions of the rotation's impact on career development. RESULTS: Of the 94 students in the first clerkship cohort, 81 (86%) responded to the survey.S

tudents found the emergency medicine clerkship highly valuable, citing the broad range of cases seen, close supervision, and opportunities to developclinical assessment, decision making and procedural skills. Students' curricular

preferences were for advanced cardiac life support (ACLS) (26.4%), clinicalshifts (20.6%), supervised clinical shifts (17.8%), procedural skills laboratories

(14.8%), tutorials (10.8%) and preceptor assisted learning sessions (9.8%).CONCLUSION: This new emergency medicine clerkship program incorporatedmultiple learning methods within a 4-week rotation and was highly rated by

students. Although clinical shifts and ACLS were generally preferred activities,

students had varying individual preferences for specific learning activities.

Multiple learning methods allowed all students to benefit from the rotation.This study makes a compelling case for including an emergency medicinerotation with multiple learning modalities as a core element of clerkship at

every medical school.

ARTICLE 12



Manager communication and workplace trust: Understanding

manager and employee perceptions in the e-world.

Today's business environment is populated with individuals who are digitallyconnected to clients, contractors, managers, and employees. Traditionally, theways and behaviors of managers had developed and thrived within face -to-face

work environments, but as computer-mediated technologies continue to changethe boundaries of the business community, permit alternative worksites to

increase, and the traditional workday to disappear, the role of the manager haschanged. This article focuses on the communication behaviors betweenmanagers and their employees, and how these behaviors have changed as digital

communication methods have become main stream within organizations today.

The variables of interest are manager communication and workplace trust. The

intended outcome is to uncover the expectations that have yet to be agreed uponwithin the manager-employee e-relationship.

ARTICLE 13

Fairness P erceptions and Organizational Misbehaviour: An

Empirical Study

Employees evaluate the fairness or justice of their workplace: Does one getwhat one deserves at work? Organizational scholars consider perceived

workplace fairness to be a relevant factor in predicting and explaining

organizational misbehavior. For instance, Trevino and Weaver found in their study that the more employees perceive that their organization is just, the less

they perceive their colleagues to be engaged in behavior that harmsthe organization. This hypothesis was retested with an alternative measure of

organizational misbehavior in 19 Flemish governmental organizations, andconfirmation was found. Moreover, the effect holds when controlling for integrity policy, leadership, tenure, and gender.

ARTICLE 14

Executive perceptions of adopting an environmental certification

program



Environmental certification is playing an increasingly important role in the

strategies of many businesses. This is due in large part to consumer demand for environmentally friendly products. Little is known, however, about whyexecutives adopt environmental certification for a product or process, or how

they view the benefits and challenges of certification. This paper seeks to

advance our knowledge in this area by exploring executives' perceptions of benefits and challenges associated with adopting an environmental certification

program. We surveyed executives in the kitchen cabinet industry about a second party certification scheme initiated for producers in that industry. Results

suggest that perceptions of the benefits and challenges of environmentalcertification differ significantly based on whether the company had or had not

adopted the certification scheme in question. The paper considers theimplications for companies considering adopting environmental certification aswell as for organizations providing certification schemes.

ARTICLE 15

Nurse perceptions of the quality of patient care: Confirming the

importance of empowerment and job satisfaction

This aim of this study was to investigate the interactive effects of psychological

empowerment and job satisfaction on the relationship between high - performance work systems (HPWS) and nurses' perceptions of the quality of

patient care they provide.S

tudies of high-performing organizations in a varietyof industries have consistently reported a positive relationship between HPWS and performance outcomes. The authors used regression analysis with tests of

mediation and moderation to analyze survey responses collected in March 2008of 201 nurses in a large regional Australian health service. Psychological

empowerment fully mediated the relationship between HPWS and perceptions of quality of patient care. Job satisfaction moderated therelationship between HPWS and perceptions of quality of patient care. Hospital

managers should focus on promoting HPWS and ensuring that nurse unit

managers have the competencies to empower and to enhance the job satisfaction

of their staff.

ARTICLE 16

Gold Mining and Changing P erceptions of Risk in West Java



Artisanal gold mining presents some risks that can be accommodated easily

within traditional cosmologies and perceptions of natural causation, and other health costs that are often new for those involved, and which require people toradically modify their evaluation and management of risk. This paper examines

changing perceptions of risk for the Kasepuhan, an upland cultural

enclave in West Java, who are increasingly drawn into gold mining to subsidizetraditional forms of income generation at a time of rising material expectations.

We first demonstrate how mining (tunnel collapse) is accommodated withintraditional cosmologies and explanations of misfortune. We compare this with

the processing of gold using mercury amalgam, which presents different kindsof risk not easily explained using traditional models. These have required

miners and their communities to entertain new notions of causality and risk management.

ARTICLE 17

The importance of policy in perceptions of organizational justice

Organizations create policies in an effort to reduce injustice, as well as address

the needs and interests of organizational members. We argue that individuals

can make fairness judgments related to organizational policies, which ar eindependent from other dimensions of fairness (i.e. distributive, procedural,

interpersonal, and informational justice). Results of a field study with 164 unionmembers found that (a) individuals make judgments about the fairness of policies that are distinct from other forms of justice, (b) perceptions of policy

justice predict variance in behaviors beyond other forms of justice, and(c) perceptions of policy justice interact with distributive and procedural justice

to predict behaviors. More specifically, results show that policy justice interactswith distributive justice to predict turnover intentions and citizenship behaviors

towards the union. Policy justice also interacts with procedural justice to predictturnover intentions. However, this interaction was in the opposite direction fromwhat we originally predicted. We discuss the implications of these findings for

justice research and practice, as well as provide avenues for future research.

ARTICLE 18

Influencing Leadership P erceptions of Patient Safety through Just

Culture Training



There are differences in perceptions of safety culture between healthcare leadersand staff. Evidence suggests that an organization's actual safety performance is

more closely reflected in staff perceptions suggesting that frontline staff may be

more aware than the leadership of actual patient safety challenges withintheir organization. Closing the perception gap between healthcare leaders andstaff is critical to aligning the resources and strategies required to creat e a trueculture of safety.

ARTICLE 19

P erceptions of HIV/AIDS policies and treatment programmers by

Western Cape construction firms

The HIV/AIDS pandemic poses a substantial long-term threat to economic

development in South Africa. A questionnaire survey exploredthe perceptions of a sample of construction firms in the Western Cape regardingHIV/AIDS policy and treatment programme. The findings show that there is nouniversal view about the long-term threat of HIV/AIDS. Mostorganizations have awareness policies in place but prevention and treatment

policies are less common. Treatment programmes are the least implemented of all intervention services due to insufficient resource capacity, the potential

stigmatization of infected persons, and low take-up rates. Despite anacknowledgement of the benefits flowing from mounting treatment

programmes, doubt exists as to their financial viability.

ARTICLE 20

Generational P erceptions: Workers and Consumers

Today's workers and consumers consist of four generations of individuals raised

with very different technologies and lifestyles. How does this affect attractingand retaining individuals as workers or consumers? Generational differences of Traditionalists, Baby Boomers, Generation X and Generation Y may influencetheir values and preferences. Why will understanding these

dissimilar perceptions be important? According to Murphy (2007), "different perspectives on issues like work ethic, leadership, and authority can causeconflict, frustration, and misunderstanding if not managed well" (p.18). In a

recent "World of Work Survey" (2008), the older and younger generations



noted little or no interaction with the other. This is not conducive to a

cooperative environment where working with and learning from one another can be vital. Understanding what appeals to the generations as consumers is alsocritical for organizations. Targeting specific generations for their preferences

and reaching them through media that is suitable to their style is an important

marketing trend (Marconi, 2001). Customizing for these dissimilar cohorts willrequire knowledge of their particular attitudes and inclinations. Understanding

these different perceptions will enable improved communications for theworkforce and the consumer. This paper seeks to clarify some of these

differences

ARTICLE 21

A Study of the Current Learning Organization Profile to

Elementary Schools at Pingtung County, Taiwan

Shakespeare said, "To be or not to be, that is the question." For theorganization in today's world , the question is to learn or not to learn. In this

global competitive era, learning is the only way to improve one's survivalability, and so does an organization . For a Confucian cultural society such asTaiwan, the idea of learning has a lready accepted in people's da il y life.

Although people in Taiwan believe that learning is very import ant for one's life,they usually think that a person only needs to learn when he studies at school. In

Taiwan, the id ea of learning organization has been introduced form the Westernculture, and is not developed from Confucius' teaching. Is the idea of learning

organization totally accepted to a Confucian society? That is the question whichthe researcher tries to find the answer. The main purpose of this s tudy is toexplore the current learning organization profile to elementary schools at

Taiwan. Due to the limitation of research resources, the study only surveys

elementary school teachers at Pingtung County, Taiwan.

ARTICLE 22

Faculty P erceptions of an Accelerated Baccalaureate Nursing

Program

In response to one of the most severe staff and faculty shortages in the historyof the nursing profession, second-degree accelerated nursing programs arespringing up throughout the United States. Struggles, solutions,

and learning experienced by faculty teaching in an accelerated baccalaureate program in its inaugural year are described in this article. Focus groups were

conducted and themes were identified. Themes included adapting to a newclinical teaching model, effectively teaching a different type of student,



combining accelerated and traditional students, and learning as you go.

Recommendations were made based on the data and the extant literature.

ARTICLE 23

Learning organizations and organizational learning : What have welearned?

Organizational learning has been the subject of attention and research for anumber of years, with a plethora of advice on how to become a ' learning organization ', adapt and survive and improve organizational performance. This

paper sets out to examine the assumptions behind such advice by investigating anumber of influences that may affect organizational learning at two Strategic

Business Units (SBUs), operating in the UK, of two global companies, oneAmerican, one French. The research indicated that while learning practices and

opportunities existed at both SBUs, a number of inhibiting factors wereidentified, including a mixed understanding of the drivers for i mprovementand learning ; different and opposing perceptions of the current learning climate

and capability; and the dysfunctional interactions of misaligned sub -cultures or communities. The study suggests that collective learning in organizations is problematic and that the prescriptive literature on organizational learning and

the learning organization is an idealization of real organizational life.

CONCLUSION

Learning affects our perception because once you learn something it'scatalogued in your brain forever. As your growing up you learn either by

doing, figuring out for yourself or you are taught what you need to know.Learning new things can make you look at the same object in severaldifferent ways. And when you learn something new you never look a t it the

same way as you did before hence affecting your perception. Example: If you always looked at an apple as just a red ball you can eat and someone

teaches you that it is an apple a piece of fruit that can make apple juice, can

be eaten and turned into many things than you will never go back to sayingthe apple is a red ball you can eat you will always know it is a piece of fruit

that's called an apple because someone told you it was.

People¶s behaviour is based on their perception of what real ity is, not on

reality itself. The world as it is perceived is the world that is behaviourally



important.

Factors That Influence Perception

Perceiver

Situation Target

Person Perception: Making Judgments about Others Basically, the theory

suggests that when we observe an individual¶s behaviour, we attempt todetermine whether it was internally or externally caused.

Human nature can be very simple, yet very complex too. An understanding

and appreciation of this is no pre-requisite to effective employee perception in the workplace and therefore effective management and

leadership.There is a known fact that without perception , nothing can be done

in an organization and for doing any task we need a perceptionwhich is accepted by all the employees in an organization. It is the key

for the manager to make her team work and get the better outputfor the organization. perception helps each and every individual in the organization to

carry the things in different ways as the organization needsdifferent perceptions to make successful results.

If the manager has good perception in any department of theorganization, the department team will have Safe Solutions

with Risky Ideas.

-To find innovative solutions for the problem.-To leverage creativity and motivate the higher plateau of thinking.

-With the help of perception, habits and attitudes will get changed.-With the help of perception, we can find solutions the most

difficult problems.



REFERENCES

http://www.proquest.umi.com

http://cognet.mit.edu

http://wikipedia.org

www.infed.org/biblio/b-learn.htm

http://en.allexperts.com/q/Human-Resources-2866/2009/5/Perception.htm

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Term Paper Learning and Perception in Org