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Barriers to organizational learning in the chartered surveying profession

Barriers to organizational learning in the chartered surveying profession Organizational learning is seen as a source of competitive advantage in modern business, but in many organizations it is difficult to nurture and encourage. This paper discusses barriers to organizational learning, with a focus on professionals and professionalism. It derives from a research project which investigated organizational learning across the chartered surveying profession in the UK. Barriers identified include: an emphasis on individual learning; “learning‐equals‐training”; “learning‐equals‐lack‐of‐knowledge”; a not precisely defined but all‐pervading notion of “professionalism”; competition; the complex – or even contradictory – nature of the professional bodies; “unwritten rules” within the profession; the traditional hierarchical structure within the profession and in surveying firms; learning as a cost factor rather than an investment; and individuals’ prior experiences of learning. The paper argues that these barriers have their reasons for existing, however, and cannot simply be ignored or condemned: rather, they need to be made explicit and “worked through” by each organization to find its own way forward. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Property Management Emerald Publishing

Barriers to organizational learning in the chartered surveying profession

Property Management , Volume 18 (2): 22 – May 1, 2000

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References (16)

Publisher
Emerald Publishing
Copyright
Copyright © 2000 MCB UP Ltd. All rights reserved.
ISSN
0263-7472
DOI
10.1108/02637470010328331
Publisher site
See Article on Publisher Site

Abstract

Organizational learning is seen as a source of competitive advantage in modern business, but in many organizations it is difficult to nurture and encourage. This paper discusses barriers to organizational learning, with a focus on professionals and professionalism. It derives from a research project which investigated organizational learning across the chartered surveying profession in the UK. Barriers identified include: an emphasis on individual learning; “learning‐equals‐training”; “learning‐equals‐lack‐of‐knowledge”; a not precisely defined but all‐pervading notion of “professionalism”; competition; the complex – or even contradictory – nature of the professional bodies; “unwritten rules” within the profession; the traditional hierarchical structure within the profession and in surveying firms; learning as a cost factor rather than an investment; and individuals’ prior experiences of learning. The paper argues that these barriers have their reasons for existing, however, and cannot simply be ignored or condemned: rather, they need to be made explicit and “worked through” by each organization to find its own way forward.

Journal

Property ManagementEmerald Publishing

Published: May 1, 2000

Keywords: Organizational learning; Professionals; Standards; Surveying; Management

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