CAREER DEVELOPMENT IN A LEARNING ORGANIZATION

improvement in quality. A professor in an organization belonging to this category
comments about the impact of the training as “new ideas are gained, skill improvement
takes place and increases teaching efficiency”. Innovation and sharing knowledge
have also been identified as factors that contribute to the processes of organizational
development but the frequency of such responses is very low. This, therefore, supports
the facts that such practices are not common. Adopting participatory approach in
work, quality in work, motivation enhancement and team work approach have also
been listed as the impact of trainings that contributes towards OD. As one of the
managing directors says “it increases adjustability of the staff and their approach is more
participatory”. But again all these factors have negligible weightage in responses
received from the executives belonging to this category.
Looking at the information as a whole for this category we find that in these
organizations mostly the procedural improvements for current task flow are considered as
contribution towards the development of these organizations. But to be more effective, in
addition to procedural improvement proper targets for achievement should also be set.
Though these are required for facilitating OD process but if the process itself is not
planned with set targets then all these factors can produce very little impact on the final
outcome.
It is further added that motivation is required to further the OD process but only
one executive among 36 listed this response as having positive impact on OD process.
This means that though the individual wants to be on the training but when they are back
to their work place, they see little use of the knowledge gained. Hence, failing to
comprehend such a link between the knowledge gained and their practical work causes to
loose their motivation for utilization of the knowledge gained.
In contrast to category ‘B’, the organizations belonging to category ‘A’ have more
equally scattered frequencies but the factors including participatory approach and team
work were not identified by any respondents. As mentioned earlier these are the main
characteristics of learning organizations and such practices are common in the learning
organization’s environment and hence, are not considered as an impact of training.
Another reason that could be attributed to this is that these two factors are more
connected to procedures so these are not considered vital in evaluating impact on OD.