Evaluation to organisational learning practices

Organisation accommodate findings which atomic number 18 r discloseine, daily in nature, operational or strategic in nature which has to do with the somatic or organizational plan on how to operate and carry step up its habit in order to effectively and efficiently attain its tar wedges and goals. These finishs some fourth dimensions forget in consequences that argon non favour qualified to the nerve. Sometimes the organisation stands to pay dearly for embarking on the wrong finality, or making a beautiful stopping point at the wrong time. thereof, organisational skill is a way out and a field, which contemporary organisations start adopted in nurture to abide by and make fields to erroneous decisions in the operational strategy of the organisation. The mise en scene and content of the organisations operations be studied the diversity associated with it is taking into cognisance. And how this affects the organisational managerial functions of Planning, Organis ing, Staffing, co-ordinating, Reporting and Budgeting, is likewise studied so as to bring about effective and efficient decision making in the organisation.What repose does military rank play in the organisational scholarship make outs? Since rating is a useful tool in the hands of managers of administration, it is seen that evaluation approaches set pricey record at providing accurate, effectual and appropriate randomness in undivided and the organisational successful decision making. Thus, the kernel of this write up is to peruse and critically analyse the contri justion of evaluation to organisational schooling praxiss. CONCEPTUALISATION OF TERMS What Is Organisational reading?A prominent scholar that has contri aloneed immensely in the field of organisational instruction is Prof. Chris Argyris. He has to his credit several books on organisational development. And likewise the works of move into Schon is highly recognised. erudition accordion to Argyris and Schon (19782), involves the detection and correction of error. Organisational learning concerns on how organisations learn to be positioned effectively in detecting and making correction to unfavourable decision and organisational strategy.The rapid changing environment that most organisations lift out had do the acquisition of new cognition difficult and problematic. Even if tilt is endemic this is questionable. As well as being proactive or simply passive, organisations may also be victims of excessive change (Mande, 2005). As a way of carrying out organisational learning, Argyris and Schon (1974), came up with the Single-Loop Learning and Double-Loop Learning. In Single-Loop learning, given or chosen goals, values, plans and rules argon operationalised rather than questioned.According to smith (2001), single-loop learning seems to be present when goals, values, frameworks and to a signifi brookt, extent strategies atomic number 18 taken for granted. In single-loop learnin g the fundamental programme is not questioned the overwhelming amount of learning do in an organisation is single-loop learning, since it is designed to identify and correct errors so that the personal line of credit gets done and the action remains at bottom stated policy, guidelines. (Argyris, 1993). Single-loop learning is set forth as a hold in that learns when it is hot or too frigidity and turns the heat on or off.This is performed with the study received by the thermostat regarding the room temperature and take tonic measures. The Double-loop learning gives question to governing variables themselves, to topic them to critical scrutiny. Such learning may them lead to an alteration in the governing variables and, thus, a shift in the way in which strategies and consequences be framed. (Argyris and Schon, 1974). To Usher and Bryant (198987), Double-loop learning involves questioning the role of framing and learning systems which be actual goals and strategies.Argyris (1974 1982 1990) argues that double loop learning is necessary if practitioners and organisations are to make informed decisions in rapidly changing and often uncertain contexts Edmondson and Moingeon (1990160) points it that The netherlying theory, congested by years of empirical seek, is that the reasoning processes employed by persons in organisations inhibit the exchange of relevant information in shipway that make double-loop learning difficult and all but impossible in situations in which much is at stake. This create a dilemma as these are the very organisational situations in which double-loop learning is most needed.The diagram below illustrate and represent the process of organisational single and double-loop learning. Source Mark K. smith 2001, Chris Argyris Theories of action, double loop learning and organisational learning. The diagram illustrates that consequences from the organisational decisions and strategies that are unfavourable under the single-loop lear ning, these are modified in line with organisations actions and strategy, but under the double-loop learning there is an over all change and riposte to other governing variables that seem better and operationalisable in effective science of the organisational goal.What Is Evaluation ? In the process of making decisions about organisation practices and strategies some(prenominal) alternatives are forgone for a chosen one. And it hold up necessary to assess the chosen option so as to know if really it meets its target or in other words, if the choice for choosing it is not a wrong choice. In this same vain, Fadeyi (199974), has it that Once appropriate alternatives have been isolated, the next step in decision making is to evaluate them and select the one that will exceed contribute to the goal.This is the point of ultimate decision making. Evaluation, according to Williams (2005), is a field that accurately, validly, and rigorously explores the values or worth of human activitie s. The experimental condition is most leafy vegetablely applied to the assessment of publicly funded social programs, but can cover just about any to include umpteen elements which make it useful in decision making. However, to Oksanen (2005), evaluation is not a magic cure for all situations rather, the launch of an evaluation has to be well-planned and it must be establish on move in goals.Evaluation is an assessment of set plan, decision or strategy of an organisation or individual, or a assemblage etc, to see if they are able to effectively meet the target, documentals or goals to which they are drawn to meet. Thus, evaluation enables any organisation to know whether to modify and real organisation an existing organisation plan or strategy, or to install it aside and choice another alternative, or better still to keep an eye on on adopting the same strategy and plan if there is no random variable between its expected result and actual result.Though, sometimes evaluati on has not successfully bring together individual and organisational decision making. As Williams (2005) puts it naturalized evaluation approaches have a good record at providing accurate, valid and appropriate insights, but have had mixed success in acquire these incorporated into individual and organisation decision making. Nevertheless evaluation has been an effective tool in better decision making in organisation. METHODS OF military rating According to Williams (2005), the methods of evaluation have been drawn from the applied social sciences.Interview, survey and small group processes have been the dominant data entreaty tool, written reports and oral presentation have been the dominant reporting tools. The intact assumption that underpins most evaluates data leads to reliable information and reliable information influences appropriate organisational and individual behaviour. In the view of Fadeyi (199974), two major methods of evaluation are 1. Marginal Analysis This is an evaluation system whereby the additive revenue and the additional costs are compared.This can be used where the objective is profit maximisation, which may require optimum use of machines that can be achieved when additional input equal output. 2. toll Effectiveness Analysis Cost effectiveness, in its simplest form, is a technique for choosing from among alternatives, by identify a favourite(a) choice when objectives are far less specific than those expressed by such clear quantities as analysis does is to powerfulness the decision manufacturer to see various alternatives, by identifying a preferred choice when objectives are far less specific than those expressed by such clear quantities as sales, costs or profits.All cost effectiveness analysis does is to force the decisions makers to see various alternative in light of their effectiveness versus their costs. parcel OF EVALUATION TO ORGANISATIONAL LEARNING PRACTICES. Evaluation, as discussed earlier, is an effective tool f or decision making and choosing the right and feasible options among given alternative choices. Through it an organisation is able to receive an operating strategy for the organisation that would make it attain its objectives and goals, not only effectively, but also efficiently.Thus, evaluation plays a significant and let on role in an organisational learning practice. Evaluation ahs a prominent role in the extensive organisations such as ministries and research institutes, evaluation practices has enhance the capability of this organisation to make extensive reforms. Thus, institutional evaluation become more potent than research and development programme which is indirect and takes send within a longer time span institutional evaluation, on the other hand is easier to detect compared to the potential drop effects that an R & amp D programme evaluation can have on the evaluated bodily process (Oksanen 2005).Another contribution of evaluation to organisational learning practic e is that it makes an organisation to be in a position to choose and make decision on the nonindulgent measure to adopt on policy plans and organisation strategy that its consequences are not effective enough to meet the set goals and objectives. Hence, an organisation would be in a better position, after conducting its evaluation, whether to adopt the single-loop or double-loop learning method.Evaluation information is seen to be closely intertwined with other relevant sources at the decision makers disposal. (ibid. ) Here, evaluation makes the task of choosing he mode for organisational learning easy since assessment would have being made to see what the organisation ahs done, and what it is suppose to do. This will place them in a better position to make better decision in this regard. Evaluation stands as a management tool that plays several functions in the organisation management and learning practices.According to Oksanen (2005), a recurring view associated evaluation with c ost awareness twain at the level of an individual research organisation. broadcastme, and at the level of the case R & D. system as a whole As a management tool evaluation is not only seen as a tool of ensuring the accountability and relevance of development activity in an organisation, but also as a procedure closely joined with internal development and learning. Hence, evaluation is a tool to conscientise and makes organisation staff to reflect on what they do and the role they play in the organisation.As Oksanen (2005), put it, evaluation process offered the staff an opportunity to pause for a endorsement and to reconsider what they are doing, why they are doing it, and how they are doing it. This way evaluation brings out the week points of stays and through the organisation learning practice corrective measures are taken to strengthen and armed these lapses in the organisation. fast related to the above point is that evaluation makes an organisation know its strengths a nd weaknesses. Thus giving it the opportunity to correct and strengthen its weaknesses.Illustrating this with ALNAP, annual review in 2001, with the aid of its evaluation reports, the report has it that, it would appear that in some areas at least, co-ordination being a case in point, this years results are better this years sample provides a more optimistic picture than last years the ability of the ALNAP one-year reassessment series to highlight recurring problem areas within the Humanitarian welkin represents in itself a positive contribution. (ALNAP Annual Review, 2003). Evaluation has help oneselfed the ALNAP organisation to know ? Which organisations, and co-ordination bodies that are best placed to tackle the recurring problems.? If they consciously own the problem, i. e. are the issues being actively considered by key bodies within the vault of heaven. ? What progress is being made each year in the exploit to tackle such problems (Ibid. ) Evaluation as a management to ol, also stands to trigger a desired self-steering process in the organisation. Here, the organisation is made to be focus on those objectives and long term goals it seeks to achieve. And through evaluation in the organisation learning practices, the organisation is spurred and triggered towards the attainment of these targets and any observe variance is adequately taken care of.Also, evaluation helps to clarify the interchangeable expectations of partners and other interested parties. Outside the institution can turn out to be a learning process for a wider institutional environment, including agencies high in the hierarchy, such as ministries and other partners (Oksanen, 2005). Illustrating this, an evaluation of a research institute has offered the ministry concerned an opportunity to review the institute more good its functioning, its position within the administrative field, and its role in the development of the sector in question.In addition, some interviewees at the minis try level felt that institutional evaluations have succeeded in pointing out weaknesses, which would demand internal changes even within ministries. (Ibid. ) In the view of Williams (2005) evaluation is germane in the arriving at a common ground for the diverging groups in an organisation. Evaluation approaches generally seek to get to the core issues, and as a result often explore undiscussibles and raises issues that queer deep division within the community it is investigating. Evaluation stands as a tool for persuasion in the organisational learning practices.Here, evaluation offers general jut out of assurance in decision-making situation. Among decision makers evaluation gives them a valued support in their decision-making. Evaluation is seen as an important external second judgment, in relation to which decision-makers can reflect their own ideas. This second intuitive feeling gives management the opportunity to assure itself that planned actions and strategic choices are also reasonable from an external point of view. (Ibid. ). Evaluation is valuable for justifying and convincing others about the necessity of proposed decisions.Within the organisation evaluation provides support tot he decision makers in relation tot he staff. Here, the decision maker can not stand alone, but point out someone from the outdoors who has objectively assessed the situation and has arrived at a conclusion that such decision are inevitable to put aside. Evaluation also contributes to an organisational learning practice by positioning the organisation to have the willingness to improve on its discover results. When evaluation is carried out, if the result that the organisation gets is unfavourable, it tends to strive to improve upon this, so as to obtain a better result next time.To Udell and Baker (1977), cited in Sexton, et al (1989), advantages of innovative evaluation to inventors, when their innovation and ideas are subject to it, includes 1. A general idea of a commercial viability of their new product idea. 2. input concerning potential problems likely to be encountered during the innovation process. 3. Unbiased opinions from individuals who have the expertise to evaluate a new product ideas or invention. 4. Pertinent information that will be useful in presenting the concept to others 5. Direction regarding additional information needed for a more thorough evaluation of the product.6. Opportunity, based on the information provided, to make a more informed decision about whether to drop or proceed with the product. 7. Information that may help attracts investors. It is seen that these highlighted advantages of evaluation to innovative ideas are similar to those that an organisation derives when evaluation are linked up with the organisation learning practices. HINDRANCES TO ORGANISATIONS EVALUATION A major hindrance to effective evaluation is when the objectives and goals of an organisation are not clearly stated and straightforward and explicit.It makes the evaluation of such goals and objective very difficult. This tends to hamper the results of the evaluation process. As the ALNAP annual review (2003) has it The potential contribution of evaluation genres to learning is often hampered by a lack of clarity as to the purpose, the under-use of approaches and techniques likely to increase learning at the individual and team level and the under use of evaluation materials and case studies in training. According to Oksanen (2005), the most often mentioned weak points to evaluation includes1. Lack of time for evaluations which may lead to inaccuracies and superficiality in results 2. Evaluators competencies and in particular, their insufficient knowledge of local circumstances. CONCLUSION From the write-up it is seen that evaluation plays a significant role in organisational learning practices, through evaluation the learning practice is made feasible and effective. This make the decisional aspect of the organisationa l practice to be generally supported and recognised in the attainment of set goals and objectives for the organisation.Through evaluation, the organisation strengths and weaknesses are observed and corrective measures are better put in place to correct these weaknesses BIBLIOGRAPHY ALNAP Annual Review (2003), Chapter Five. (www. alnap. org/AR2002/chapter5a. htm) (19th August2005) Argyris, Chris (1982) Reasoning Learning and Action Individual and Organisational, San Franciso Jossey-Bass Argyris Chris (1990), Overcoming Organisational Defences, Facilitating Organisation Learning Boston Allyn and Bacon. Argyris, Chris (1993, Knowledge for Action a Guide to Overcoming Barriers to Organisational Change.San Francisco Jossey Bass Argyris C. and Schon D. (1974), surmise in Practice Increasing Professional Effectiveness San Francisco Jossey Bass. Argyris C. and Schon D. (1978), Organisational Learning A theory of Action Perspective, Reading Mass Addison Wesley Edmondson, A and Moingeon, B ( 1999) Learning, rely and Organisational Change in M. Easterby-Smith, L. Aranjo and J. Burgoyne (eds. ) Organisational Learning and the Learning Organisation, London Sage Fadeyi, R. M (1999), Management Principles and Practices, Lagos, Foresythe Media Ltd.IFRA (2005), Evaluation and Organisational Learning (www. ifrc. org/docs/appeals/annual01/01790101. pdf) (20th August, 2005) Mande (2005), Overcoming Organisational defences Chris Argyris (www. mande. co. uk/docs/chapter4. htm) (28 June, 2005. Oksanen, Juha (2005), Does Evaluation Contribute to decision fashioning? (www. evaluationcanada. ca/distribution/200005_oksanen_juha. pdf. ) (19th August, 2005. Sexton, Donald L. et al (1989) Innovation Evaluation Programs Do they friend the Investors? In Journals of Small Business Management Vol.27, Issue 3. Smith, K. Mark (2001), Chris Argyris Theories of action, double-loop learning and organisational learning, the encyclopaedia of informal education, (www. infed. org/thinkers/argyris. htm. ) (20th August, 2005). Usher, R and Bryant, I (1989) Adult raising as theory, Practice and Research, London Routledge. Williams Bob (2005), The contribution of Evaluation to Program and Orgnaisational Development- The use of Whole System Groups Processes. (http//users. actrix. co. nz/bobwill/elg. doc) (19th August, 2005.