Responses to Discussion Questions

Responsesto Discussion Questions


Responsesto discussion questions

Response 1: 6q2rw Really, both total quality management (TQM)and Knowledge management (KM) are indispensable and apposite in aservice-based structure. Mathew (2010) and Ansari, Khobreh, Nasiri, &ampFathi (2009) suggest that today’s society has transmuted greatlyinto a more erudite based and information society thus, it requiresperfection and heightening of approaches, techniques, and structuresto meeting new demands and prospects. In this regards, serviceindustries such as education, banking, retail, postal service, andinsurance among others require adaptation to contemporary managementskills and capacities with the enhancement of people, technology, andknowledge, which demonstrates the indispensability of knowledgemanagement and TQM.

Honarpour,Jusoh, &amp Md Nor (2012) and Chuang, Chen, &amp Tsai (2015) defineknowledge management as a process of recognizing, developing, andleveraging knowledge across organizations or structures with theobjective of attaining competitive advantage thus, it incorporates acomprehensive continuum of manifestations premeditated to permitmanagement and augment knowledgeable assets within a business. Inaddition, KM is a significant promoter of TQM and since KM improvesthe quality of services and processes, the two processes becomeessential in the service sector. In fact, Hung, Lien, Fang, &ampMcLean (2010), Mathew (2010), and Ansari et al. (2009) assert thatTQM exemplifies employment engagement, organizational cultures andbehaviors, customer needs and expectations, and performance hence,provides the knowledge and quality required to offer effectivemanagement within a structure. Adopting KM and TQM within the serviceindustry leads to enhanced productivity, quality, great innovation,and comprehensive solutions geared toward scientific makeovers andinformation due to the mutual causativeness between KM and TQM.

Response 2: 6Q1Tc

The concept oflearning organization applies differently across cultures, butorganizations should apply it more enthusiastically than they arecurrently doing. Heorhiadi, Venture, &amp Conbere (2014) andCourtenay (2013) identify Senge as the father of learningorganization with his five scopes of learning organization i.e. teamlearning, systems thinking, shared vision, mental models, andpersonal mastery. Learning organization embodies the organizationalphilosophy in which apprentices progress is a priority, obsolete andspecious ways of reasoning are dynamically acknowledged and amended,and the intention and vision of the organization obviously understoodand reinforced by all members (Chuang et al., 2015). As such,transformative learning takes place in this culture hence, thelearning organization modifies the intellectual mode of a learnerrather than intensifying the learner’s existing set of information.

Hung et al.(2010) maintain that engendering transformative erudition is amulti-platform that suffices as a complex process in cross-culturalinteractions hence, the concept applies differently and complexlyacross numerous cultures. In fact, diverse cultures have diversemental modes, systems thinking, and shared vision, which generates asuperfluity of misconstruction regularly driven by erroneousconventions and misconceptions. Wilson (2014), Hung et al. (2010),and Heorhiadi et al. (2014) assert that globalization has alteredexpectations to incorporate team dynamics and cultural relativism,which have allowed people to accept the existence of power and statusamong different set of people. As aforementioned, organizationsshould apply the notion more readily as information continues toshape the success factors of an organization. However, Hung et al.(2010) and Argote (2012) suggest that such an appropriateness of theculture should become spread across different sets to evade dilemmasthat cultures may set.

Response 3: 6q1lz

The notion oflearning organization develops differently across cultures becauseorganizations have to acclimatize to dissimilar uncertainties andvalues across cultures. In developing the concept of learningorganization, Senge wanted to draw on people’s shared vision andtheir mental modes to learn (Argote, 2012). Senge supposed thatpeople and contemporary organizations needed change therefore, heconstrued learning as a way of life within organizations rather thancentric or an episodic event. In fact, Senge was aware of thecultural dissimilarities across learning establishments, whichallowed the establishment of the concept as an intellectual-basedconcept. Wilson (2014), Caldwell (2012), and Kearney &ampZuber-Skerritt (2012) assert that the ever-changing markets,uncertainties, and economies or diseconomies of scale forcesorganizations to apply the concept more readily than they wouldenjoy. In fact, Caldwell (2012) and Jelavic &amp Salter (2014)contend that Senge labelled the world as full of interconnections andnot effects or things hence, organizations should apply the conceptmore willingly than they are currently doing. By doing so,organizations would make information a global marvel utilized todisentangle social and economic difficulties.


Ansari Ch, F., Khobreh, M., Nasiri, S., &amp Fathi, M. (2009, June).Knowledge Management support for Quality Management to achieve highercustomer satisfaction. In&nbspElectro/Information Technology,2009. eit`09. IEEE International Conference on&nbsp(pp. 78-83).IEEE.

Argote, L. (2012).&nbspOrganizational learning: Creating,retaining and transferring knowledge. Springer Science &ampBusiness Media.

Caldwell, R. (2012). Leadership and learning: A criticalreexamination of Senge’s learning organization.&nbspSystemicPractice and Action Research,&nbsp25(1), 39-55.

Chuang, S. S., Chen, K. S., &amp Tsai, M. T. (2015). Exploring theantecedents that influence middle management employees`knowledge-sharing intentions in the context of total qualitymanagement implementations.&nbspTotal Quality Management &ampBusiness Excellence,&nbsp26(1-2), 108-122.

Courtenay, B. (2013). Making Sense of the Learning Organization: Whatis it and Who Needs It?.&nbspInternational Journal of LifelongEducation,&nbsp32(6), 843-845.

Heorhiadi, A., La Venture, K., &amp Conbere, J. (2014). What doOrganizations Need to Learn to Become a Learning Organization?`.&nbspODPractitioner,&nbsp46(2), 5-9.

Honarpour, A., Jusoh, A., &amp Md Nor, K. (2012). Knowledgemanagement, total quality management and innovation: A newlook.&nbspJournal of technology management &ampinnovation,&nbsp7(3), 22-31.

Hung, R. Y. Y., Lien, B. Y. H., Fang, S. C., &amp McLean, G. N.(2010). Knowledge as a facilitator for enhancing innovationperformance through total quality management.&nbspTotal QualityManagement,&nbsp21(4), 425-438.

Jelavic, M., &amp Salter, D. (2014). Managing Facilitation inCross-Cultural Contexts: The Application of National CulturalDimensions to Groups in Learning Organisations.&nbspTransformativeDialogues: Teaching &amp Learning Journal,&nbsp7(1).

Kearney, J., &amp Zuber-Skerritt, O. (2012). From learningorganization to learning community: Sustainability through lifelonglearning.&nbspThe Learning Organization,19(5),400-413.

Mathew, V. (2010). Service delivery through knowledge management inhigher education.&nbspJournal of knowledge Managementpractice,&nbsp11(3), 1-14.

Wilson, J. P. (2014). International human resource development:Learning, education and training for individuals andorganisations.&nbspDevelopment and Learning inOrganizations,&nbsp28(2).

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