compared to individual’s performance, no matter how highly capable he may be. System
thinking, an another fundamental approach to learning organization, is also best promoted
when the individuals see their role as a team members and are further able to connect
them to the whole system of the organization. To promote this spirit, individuals are
evaluated in teams and are rewarded in teams, so as to keep them motivated for team
work.
According to Castaneda, Kolenko and Aldag “certain organizational
characteristics such as cultural norms, centralized control process and formal
evaluation/reward system can foster the development of unique personal effectiveness
strategies and practices” (1999).
If the organizational systems are integrated with performance management, then
the results are emergence of specific kind practices that are embedded in individuals’
efforts to be creative and innovative at work.
2.5. Educational Institutes as Learning Organizations
On various occasions, it has been deliberated that the approaches of learning process and
learning organization are two different concepts, but this would merely mean limiting the
scope of the learning organization’s concept. It has also been frequently argued that the
learning process is a mean to attain the goal of becoming a learning organization, but
does not act in reverse which means that a learning organization can not be for the
purpose of promoting learning. It is further added that organizational learning leads to
learning organization, but learning organization does not lead to organizational learning.
The arguments given in support of this notion are quite strong but these ignore the fact
that learning organization survives on the process of learning.
Larry (1998) argued that although some theorist have established the view that
those schools that promote systematic and collaborative learning based on problem
solving methodology are continuously subjected to developmental activities through
implementation of this new ideas and in the process they not only improve their
knowledge transferring skills but themselves were transformed to a far superior
organization. Usually it is seen that this is far from actual circumstances, as the teachers