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Aprendiendo En La Accion Essay

937 words - 4 pages

La obra Learning in Action (Aprendiendo en la Accion), del profesor de la Escuela de Negocios de la Universidad de Harvard, David A. Garvin (2000), describe dichas actividades como aquellas practicadas o aplicadas por las llamadas organizaciones de aprendizaje. En Learning in Action, David Garvin define el proceso del aprendizaje (corporativo) y su correspondiente tipología, la cual une indisolublemente al proceso de enfrentar los retos que representa para las organizaciones el establecimiento de su paradigma o el seguimiento del aprendizaje continuo (el cual incluye la acción misma). El aprendizaje, es una condición innata y puede ser obtenida a través de la acción. El aprendizaje es la más ...view middle of the document...

"La mayoría de los gerentes hoy en día comprenden el valor de estructurar o construir una organización de aprendizaje. Su objetivo es manejar y controlar el conocimiento y transformarlo en una herramienta, en una ventaja corporativa clave; sin embargo no logran identificar el mejor modo de iniciarlo". Observa el autor, que lo que les falta son guías y herramientas que logren llevar o transformar los abstractos planteamientos teóricos, como por ejemplo el aprendizaje organizacional como ideal, en hechos y acciones reales implementadas en la empresa. Pero incluso a pesar de dicho compromiso, la mayoría de los gerentes permanecen sorprendentemente ambivalentes acerca del rol e importancia del aprendizaje. Muchos prestan poca importancia al papel que juegan en el Éxito de la empresa, los esfuerzos por ampliar los conocimientos, las habilidades y destrezas de sus empleados. Aunque sin embargo expresan diferentes opiniones cuando se les consulta abierta y públicamente. En fin, para muchos, tal vez demasiados gerentes, el aprendizaje posee un valor relativo y cuestionable debido a que, según su percepción, distrae la atención de sus empleados del trabajo real. En esta apreciación, plantea, el lector ha de entender que por lo general los ejecutivos están orientados básicamente hacia la acción, y su meta es que las cosas se hagan. Toda acción que no producen resultados tangibles inmediatos es vista, en consecuencia, con un

cierto grado de suspicacia. Así, los programas para estimular el aprendizaje en las organizaciones caen generalmente en esta categoría, especialmente si estos requieren de tiempo para la reflexión, la síntesis y la revisión. El resultado es un choque de valores, tal y como una de las figuras líderes en apoyo al aprendizaje ha observado: el reto más difícil es desarrollar una cultura que valore el aprendizaje. Las organizaciones del siglo XXI operan en un entorno donde el “conocimiento” ha pasado a representar el factor de producción de mayor importancia en el proceso productivo, y la creación de ventajas competitivas...

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