Q9. .fully developed learning organisations are rare in the West.

In contrast, Chinese organisations seem naturally to be learning organisations (Elkin and Cone, 2009: 69). How might we account for this situation. Definition of Learning Organisation: It could be seen as an organisation that facilitates the learning of all its members and consciously transforms itself and its context. 1. Western organisations prefer to control the external environment while Chinese organisations seem naturally to be learning organisations. Most western organisations prefer to control the external environment so that the organisational preference (order and stability) inside the company spreads to the external environment as well. They expect the environment and people in the environment to adapt to the organisational way of doing things. The eastern mind, quite unselfconsciously in most instances, values concrete preconceptual experience over abstract universalised concepts. It values ceaseless change over permanence and being fixed, process over substance/outcome and becoming over being. Thus, the Western mindset of external control leaves little room for learning while East Asian (China, Japan, Korea) are more successful in adapting to change as a result of continuous learning. 2. Western organisations use logical order while Chinese organisations use asthetic order. The Chineses preference for aesthetic order which emphasizes particularity and uniqueness. The significant aspect of aesthetic order is the emphasis on balance, harmony and relatedness, all aspects of the willingness to tolerate or even prefer complexity, both cognitively and socially. In contrast, Euro/American organisations favour a rationalist idealism with a preference for logical order. Logical order leans towards generality and absolute substitutability of people and situations. There is an assumption of a universal best way. Therefore, the Chinese culture of a more cordial, relaxed, friendly and acceptance of tolerance makes it easier to develop a learning organisation than the West.

3. The significance of pragmatism in the development of learning organisations needs to be considered as a factor in failure in Western organisations. Definition of pragmatic learning organisation: A particular view of identity, knowledge acquisition and human relationships to the environment. In Western organisations, the pragmatist does not look to an a priori set of principles or a rational conceptualisation drawn from an abstract theoretical position. Many western organisations seem to strive to reach an unattainable perfection, rather than seeing the process of alignment to be continuous as the environment changes. In contrast, in East Asia, the pragmatic person realises that all solutions to problems are culturally bound and looks towards experience as the teacher and the source of solutions that are themselves opportunities. Chinese organisations are oriented to look for what works, establishing networks that absorb complexity by diffusing risk and continuous innovation to meet rapidly changing market conditions. Hence, Western and Chinese organisations view pragmatism differently which in turns, affect their learning outcomes. 4. Western organisation views relationship to be hierarchical and those roles are necessary while relationships in Chinese organisations are non-hierarchical and interdependent. Fayol (1916) and many others suggested the need for, among other things, a division of work, authority, order, authority from top to bottom. View of self as a social atom and the idea of autonomous individuals In approaching eastern organisations or working in an eastern environment, it is likely that there will be an assumption that these same categorisations of persons and roles are necessary. This is not necessarily true and so a mismatch of expectations is likely. Chinese organisation suggests a clan structure where information is diffused among agents (persons) who have face-to-face interpersonal relationships. Relationships are nonhierarchical; goals are shared through interaction and negotiation and there is horizontal coordination through negotiation. The agents share values and beliefs. Interdependency extends into both the immediate world and the wider society. This gives great and natural priority to working together. Hence, the Chinese are more opened to learning than the West as a result of mutual agreements through interaction and flat communication system.

Conclusion To conclude, Western organisations must stop hinking of managers as individuals who believe themselves to be outside of their own social/biological setting and who inhabit an organisation that is known and can be operated like a machine. We must see individuals as largely constituted by the relational world in which they live, and who know the world through experience. Only then, Western organistaions are able to fully develop themselves into learning organisations. Although the West perceived learning organisations as healthier, flexible and more competitive than other organisations, little comparative progress has been made in the west, at least as far as reports from the US and the UK are concerned.