School Challenge Collectibles

School Challenge Collectibles

Issues and Challenges of Nigerian universities as learning organizations

The purpose of this study was to highlight the implications challenges and universities as learning organizations in Nigeria. "Learning Organization" is a concept that is increasingly prevalent in our philosophy contemporary society. He has a strong humanistic orientation and a place where people continually expand their capacity to produce the results they want really, where new models and thinking are nurtured and where people are continually learning to learn together. In order to apply the techniques of organization learning universities to tackle some subjects that are essential for an organization of learning. The technical team are learning, a shared vision and systems thinking. Consequently, the role is limited to the form of Nigerian universities are committed to creating learning opportunities, promoting collaboration and team learning, building systems to capture and share knowledge, and the connection of the university organization to its environment. He also suggested the need for a radical rethinking of the basic functions universities in Nigeria.

Keywords: challenges, organizations learning, and Nigerian Universities

Introduction

Education university as a learning organization began in Europe in the eleventh century, and one of the first universities in Africa was in Timbuktu. Fafunwa (1971) indicated that the 1945 reports of the Commission on Higher Education in the colonies showed that since the two world wars, the Nigerians have always shown the irrepressible desire for higher education, as has been seen as an important weapon against the masters Colonial quest for emancipation and national development. Already in 1944, therefore, there were already about 10 Nigerians who studied Sierra Leone Foray Bay College, University of Durham, while historians of education have indicated that there were about 150 Nigerians studying to varying degrees for the first time in the United States of America.

In an attempt to develop learning for the natural development of the learning organization, the Nigerian Government to use the opening of universities across the country and increase Access to these institutions.

Eighty-three (93) Organizations of the University of Nigeria, which includes five (25) Universities federal, thirty (30) State Universities, thirty-one (31) private universities, and seven (7) other-awarding institutions higher. Universities are complex social organizations occupying a strategic position on the ladder of education in Nigeria. They consist of individuals from diverse backgrounds in terms of needs, abilities, talents, status, skills, knowledge, styles of behavior, interests and perceptions. (Nakpodia, 2003) Indeed, the high level of manpower needed for growth and development are produced by national universities are considered as learning organizations. According to the National Policy on Education (NPE, 2004), universities and learning organizations, are centers of excellence, teaching, research and storage of knowledge. The objectives of education University are as follows:

The acquisition, development and inculcation of the proper orientation of the survival value of the individual and society.
The intellectual capacity of the individual to understand and value their environment.
Acquisition both the physical and intellectual capacity, enabling individuals to become useful members of the community.
The acquisition of a vision objective of the local environment and outside.

Learning organizations, such as universities, at one time or another password through the challenges, it is necessary to analyze systematically. While schools are familiar objects to all of us, and for Many schools, our ability to explain and generalize the issues on its functioning to a degree of depth is still limited by shortcomings analysis of the organization itself and the paucity of empirical studies that are worth in education. The conceptual framework, the theoretical obstacles, empirical, and even ideological organizational studies in education are real, but not more than those in other areas.

The university sector, Nigeria is a major contributor to industrial consumers in the nation, the political culture, technological and economic, environmental lawyer learning environment to enable management functions and personnel to achieve the goals and objectives.

The concept of organizations Learning

Universities are institutions of higher learning. One of the cardinal objectives of education University is to provide skilled workers, higher level which is vital for economic development and national levels. The resources to bring college graduates to work will not be achieved without a key recommendation of the tasks of university education as an organization learning. Unfortunately, the focus of more university places in Nigeria is an initiative it is superficial and does not consider the real problems, who are seriously inhibit the work of universities. Ramsey Clark (1990) noted that, for universities as learning organization for success both at school and in the world of work, a prerequisite is necessary to save all that - too frequent gulfs between educational research and education or professional practice. Shun (1987) proposes a more efficient university education, which provides a closer link between the experiences of undergraduate and practice real life. These objectives seem to be part of the government's perspective in Nigeria, but the lack of appropriate implementation. Therefore, the need for the timetable for implementing adequate if the goal of producing high levels of workforce will be achieved in organizations learners.

The organization is an expert system to create, acquire and transfer knowledge, and also change the behavior of people with new ideas and perspectives. organizational learning is to convert new ideas into better performance. learning organization is defined as an organization that facilitates the learning of all its members and constantly transformed.

Learning organizations are organizations where people continually expand their capacity to create the results they really want, where new aspiration and expansion is released, and where people are continually learning to see everything together. Learning Company is a vision of what might be possible. Only training can only individually, but can occur as a result of learning at the organizational level. A learning company is an organization that facilitates learning all its members and continuously transforms itself (hawkers et al. 1991).

Learning organizations are characterized by total employee involvement in a collaborative process undertaken collectively accountable change directed towards shared values or principles (Watkins and Mesick, 1992). According Kerka (1995) the Most conceptualizations of the learning organization seems to work on the assumption that "learning is valuable, continuous, and more effective when it is shared and that each experience is an opportunity to learn (Kerka, 1995). The following features appear in a form whatsoever in the most popular designs. Learning Organization:

Provide opportunities for continuous learning.
Use learning to reach their goals.
Linking individual performance with organizational performance.
To promote research and dialogue, making it safe for people to share open and take risks.
Embrace creative tension as a source of energy and renewal.
Are continuously informed and interact with the environment (Kerka, 1995).

Emergence the idea of "learning organization" is packed with ideas such as "the learning society. "It provided theoretical framework that connects the experience of living in a state of flux increases with the need of learning.

Characteristic learning organization

The following are the characteristics of learning organizations:

a. A learning culture "Refers to an organizational climate that fosters learning. There is a great similarity with the characteristics associated with innovation. A culture of learning means: the future direction and external. These organizations develop an understanding of their environment and salvation are given time to reflect on the future of the widespread use of outsourcing and consultants.

b. Free exchange and flow of information - systems that exist to ensure the experience is available if needed through networking and passing organizational boundaries to develop their knowledge and experience.

c. Commitment to learning and Personal Development - This is the support of senior management and individuals at all levels are encouraged to learn.

d. assessing people, which means that ideas, creativity and "imaginative capabilities" are stimulated, which makes the use of diversity and development are recognized as a strength.

E. climate of openness and trust under which individuals are encouraged to develop ideas, speak and to challenge the actions.

f. Learning from experience which implies that learning from mistakes is often more powerful than learning success. If this is not tolerated, provided that lessons are learned.

Learning Organizations and Universities

Organizational learning refers to processes or activities by which an organization learns, while a learning organization is an organization defined by the ability learning and learning outcomes. In its initial conception, the learning organization has a very humanistic orientation, which is people continually expand their capacity to create the results you really want, where new models and thinking are nurtured and where people are continually learning to learn together.

The learning organization is "the intentional use of learning processes at individual, group and system level to transform the organization the way they are more satisfactory to its stakeholders "(Dixon, 1994). A learning organization is based in certain key disciplines, each of them contributes to the improvement of life within an organization and an organization's ability to learn.

a. The team learning, dialogue that leads to creative thinking and pattern recognition and learning to weaken. Virtually all important decisions in the clusters. Teams not individuals, are the basic units of learning. Unless a team can learn, the organization can not learn. Learning team focuses on the ability to failover group. Adults learn better from each other, reflecting on how they approach problems, questioning assumptions, and receive information on your computer and its results. With team learning, learning ability group is greater than the learning ability of an individual in the group.

b. Building a shared vision of leadership that develops thanks to the commitment shared "pictures of the future." To create a common vision, a large number of people within the organization must have the draft, giving them the power to create a unique image of the future. All members of the organization must understand, share and contribute vision to become reality. With a shared vision, people do things because they want to, not because.

C. Knowledge models mental assumptions and generalizations that affect ways of seeing and interacting with "the world". All people have an internal image of the world, with deep assumptions. People act according to the real model should unconscious mental, not according to theories that claim to believe. If members team can constructively challenge ideas and assumptions, they can begin to perceive their mental models, and modify them to create a model shared mental for the team. It is important that the mental model of personal control that they think may or may not be

Photos Alternative inclined organizations

Watkins and Mesick (1993) provide a convenient practice-oriented, drawing centered on the organization learner. In his view, the learning organization is defined by and dependent on the structures and processes:

Creating learning opportunities continuous
To promote research and dialogue
Encourage collaboration and team learning
Establish capture systems to share knowledge and empower people towards a collective vision and connect to the organization with its environment.

Development of an organization to know

Several approaches are adopted in the development of an organization learning as

A. Leaders take calculated risks and test model

b. decentralized decisions and employment

C. Ability to share learning and use of stocks

d. The rewards and structures for the initiatives of employees

e. Review of the duration of the impact and consequences Longman on the work of others.

f. The frequent use of the cross-functional a daily basis

g. Opportunities to learn from the experience on a daily basis.

Dixon (1994 -1998) which prevents the use of equipment "`` Learning organization and instead refers to an organization that is learning, has a similar approach to the organization focused on People learning, stressing the need for dialogue, and collaborative learning and participation in governance processes of the organization. For debate on how to promote organizational learning, adds the concept of organizational learning cycle, which can be used as a tool for process development or evaluation.

Argyris and Schon (1978) original concept of organizational learning, however, focused primarily on the quality of learning and learning outcomes in an organization. Nobody advocates a cyclical process of learning, but the existence of three levels of learning: single loop, which is characterized by the correction of errors, but no fundamental change in the underlying system, the double-loop learning, which is characterized by questioning the underlying assumptions of the error and the subsequent amendment system, and deuteron double-loop learning, which refers to metacognition, or learning to learn (Argyris and Schön, 1978).

Universities as learning organizations

In the context of universities, learning organizations, there is prima facie, the fertile group for the development of the individual. The university is the culmination of a long process of human development which began in earnest from the elementary level, which crosses the primary and secondary education organizations in Nigeria. In fact, it a very long process, covering chronologically and sequentially by several years of study in all kinds of knowledge and skills.

The level of success eventually leads to the next step. Under normal circumstances, a student in any organization must have completed five or six years of primary education, followed by a period of five to six years of secondary education before we start looking for a place university to continue his studies in academic organizations or learning. Between high school and college is a member of or requirements to fulfill before being considered for admission into any university in Nigeria (Nakpodia, 2006).

A university is both explicitly and implicitly based on concepts concerning the importance of learning to Sat level individual and the idea of learning the basic driving force of development is well known universities. Contrary to concepts such as management knowledge is an implicit threat of intellectual property rights and university autonomy, the idea of organizational learning to produce a learning organization is likely to be easy to find with the staff within a university. As For many scholars of the attractiveness of their chosen profession is the opportunity to explore new territories and learn of these explorations, it seems likely that participation in organizational learning would be a great motivator and satisfaction at work. Under the larger organization, the concept of learning organization and learning processes are also to be attractive because, in its indeterminacy, offer the possibility of permutations sensitive to the context of these two processes and outcomes.

Limits learn through and within organizations

Fragmentation Reflections reactive and competition: the barriers to learning by the organization and organizations, there are factors that have been claimed on the basis of learning disabilities in a society as a whole, namely:

The fragmentation, the result of linear thinking, independent expertise, warring fiefdoms.
Reagent, reflecting a resolution fixing problems, instead of creation and innovation.
The competition, creating an environment in which betting is more important that good, measurable short-term gains is more important than the long-term performance and problems are solved by individuals in isolation.

Apart from the impact of social characteristics, such as fragmentation, competition and reactive learning ability, the within universities, as in other organizations, issues of power, the politics of the time and also, fundamentally, to determine the amount and nature learning that can take place. In an organization under stress, the challenge of finding new directions and respond to frequent changes environmental pressure and a further examination, it is likely that much time is spent "fighting against fire and the window of" clothing ".

The literature on organizational learning and organizational learning can be complete without a coherent direction, which identifies appropriate structures and culture as keys to unlock the ability to learn in the course (Watkins and sick Tues 1993). In the field of structure, recurring themes are the need for teamwork (Watkins and seasickness, 1993), work by traditional means and other functional limitations, a systematic approach and organizational structures that promote openness and bottom-up, and flows from top to bottom Information (Watkins and sick Tues 1993). In the field of culture, recurring themes are the need for leadership in question and openness, risk taking and action learning approach, knowledge of the mentality Current, accountability and training (Watkins and sick in March, 1993). In college, leadership, human resource development and management strategies, systematic knowledge can act as keys to open the door to the Learning Organization.

Leadership learning organization

Absolutely essential for the development of a university as a learning organization is the commitment of the Chancellor to give time, support and models of conduct necessary for the learning organization and its commitment to leadership "servant" - a democratic, competition and concern for the good of those who are caught. (Nakpodia 2000)

Good leadership, while essential in the foregoing, I have to be scattered throughout the organization. Thus, leadership training and team building activities, focusing on improving interpersonal communication, conflict resolution and problem solving skills must involve people from high to staff shortages, if the learning potential the whole institution should be created. Teams must be put in place in relation to what is known about the factors associated in effective teams, self-management - ie, clear goals, decision-making authority, accountability, accountability and responsibility, effective leadership, training and development, resources and organizational support. Many words are used for academic research teams committees or teamwork, but if successful will be used to develop the learning organization, training for teamwork must be supported by effective development strategies awareness of teamwork in each team new context. The rewards and strategies Performance management should also be linked to effective teamwork, especially in the early stages of any attempt to change habits work, and may be useful to ensure that the work team to undertake the projects enthusiastic team original.

Conclusion

A review of an existing field of knowledge, one must always show a positive face and generous. Without doubt a great value in the range of available organizational approaches to be dismissed as useless or insignificant. Finger and marks the conclusion that there is a need to develop a "system of management real organization of the development organization's ability to learn. This, they suggest can be accomplished by defining indicators of learning (individual and collective) and has been linked to other indicators. In our view, organizational learning is a means to achieve strategic objectives. But the creation of a learning organization is also an objective that the capacity ongoing and collaborative learning is a prerequisite for success in the new context.

Therefore, the ability of a organization to learn, function, ie as a learning organization must be more concrete and institutionalized, so that the management of a Such training can be more effective. This approach offers universities a way to focus on the differences arising from the work relatively unique organizations or major types of organization.

The key challenge for the university to attract and retain key personnel highly competent management committed to the future of leadership development and culture. If we take the importance of these achievements for good in our formulation of questions of academic organization, and then go on the road to greater sensitivity, awareness and practices debunked the amount is transmitted socially organized knowledge.

REFERENCES

a) Argyrol, C and D Shun (1978). Learning Organizational: A theory of action perspective. Reading, Mass.: Addison Wesley.

b) Clarke, E and W. Ramsay (1990), "problem Retention in Higher Education, Research and Education at the University of Western Australia prospective Vol. 17. No. 2, 47-59.

c) Dixon, N (1994). The cycle of organizational learning. How can we learn collectively. London: McGraw-Hill.

d) Dwivedi, RS (2003). Organizational Behavior and Human Relations. Fifth edition global perspective, New Delhi: Macmillan.

e) Kerka, S (1995). The organization Learning: Myths and Realities, Center Eric.

f) Kreitner, R (2000). Management at the seventh New Delhi Ed: AITB

g) Nakpodia, managing conflict ED (2003), in universities in Nigeria, West Africa Journal of Research and Development of Education Vol 9, No # 2. June

h) Nakpodia, ED (2006), school administration: A new approach, Warri, Nigeria: Editorial Jonak Ltd.

i) Ngesu, L. KB. Wambua, J. Ndiki, Mwaka M (2008), universities, the Learning Organization: Implications and Challenges, Research and Review Vol. 3 (9) pp. 289-293.

Seller j) Mr. Burgoyne J, Boydell T (1991). The Learning Company. A strategy for sustainable development. London: MeGraw Hill.

k) Schon, DA (1987) Educating professional reflection, San Francisco, Washington, London: Jossey-Bass.

Watkins K) and V Marsick (1992). Building the organization Learning: A New Role for Human Resources Developer, studies in continuing education 14 (2): 115-29.

) Watkins K m and V Marsick (1993) (eds) Sculpting the learning organization. The lessons of art and science of systemic change, San Francisco: Jossey-Bass.

About the Author

Brief Academic Biography of the Author
Dr. E.D. Nakpodia is a Senior Lecturer in the Department of Educational Administration and Policy Studies, Delta State University Abraka Nigeria. He has his Ph.D. degree in Educational Administration.

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