CASE5 599 Coursework Example | Topics and Well Written Essays - 1250 words

CASE5 599 - Coursework Example 133) A reinforcing loop generally develops the market value of a company along with its policy framework and a clear cut course of action. For instance in the case of a company like Whole Foods Market, the management is actively implementing the core value of satisfying and gratifying their customers with an intention to retain them. This is giving rise to a reinforcing loop. The loop starts at the core value specification, which can be diagnosed as the causal factor. The loop is processed through the organization’s customer oriented activities culminating at customer centric relationship management. The loop is then reinforced by the returning customers. This happens in consequence to the causal policy that finally results into its reiteration by the virtue of the company’s active and deployable business methods. â€Å"Balancing loops are system processes triggered to bring the system back to a preestablished norm† (Notter and Grantt, 2011, p. 133) A balancing l oop is a kind of automatic control within the organization which may bring about considerable damage if not terminated in proper time. This is a case in which a system is constrained within highly tacit parameters (Notter and Grant, 2011; Sterman, 2000). ... This oversensitivity in establishing one of the primary core values to deal with the marketing processes appears to be causing a balancing loop. The loop is executing through the unopposed policy specification and then exposing the organization to tougher competition. Figure – 1: The Reinforcement Loop formed due to Customer Centric Management Figure – 2: Setting product quality specifications with excessive stringency may lead to a negative balancing loop Part 2 Traditionally, scholars and professionals in the field of management and business research used to accept the notion of organizational learning, but its definition and theory remained unclear for a considerable period of time. However, as early as 1985, Fiol and Lyles (1985, p. 804) pointed out that â€Å"Some agreement exists that distinctions must be made between individual and organizational learning.† Consequently, it becomes an imperative to contemplate on the concept that individual learning is vit al for an organization, but organizational learning cannot be regarded as merely the sum total of each member’s erudition. An organization, unlike an individual, builds up and maintains learning mechanisms. These mechanisms influence the organization’s immediate members. Moreover, these mechanisms help in transmitting the learning outcomes to others by the means of organizational histories, paradigms, and norms. (Notter and Grant, 2011; Argyris, 1990; Fiol and Lyles, 1985) So the theory of organizational learning has emerged on the fundamentals of the earlier works regarding organizational processes and needs. In providing a summary on the most important information on organizational learning (especially at the executive level), reviewing the works of Dixon (1999) can be highly rewarding.