Marketing Plans for Competitive Advantage - myassignmenthelp.com

Question: Discuss about the Marketing Plans for Competitive Advantage. Answer: The most effective and efficient way of learning in which DIKW is acquired is by asking quality questions. Questioning is done by using the 5W1Hs (what, why, where, when, how, and who). Shifting to Organizational Learning from the foundational KM study is a journey that is mesmerizing. It is full of excitements. In the process, my curiosity has been stimulated thus; I have gotten deep into areas that are unknown. For external changes to manifest, learning process must influence the behavior of humans, living systems, and organizations. The concept of self-organization and self-adaptation twined with the science of complexity (as distinguished from the industrial Taylor model and Newtonian worldview of the machine metaphor) has enhanced our comprehension; by exerting its effects, on organizational evolutions and processes of learning (Boundless, 2017). In simple terms, it is proper to say that learning is vital in the evolution of living systems. From this case, it is evident that an organization is not an exception since it is the most complex of all social units. The most suitable competitive advantage of an organization is its ability to learn by correcting its mistakes, acquiring new knowledge, modifying its environment, and anticipating changes. However, learning takes the form of either practical or academic interests, or both. Studying organizational learning covers approaches, portfolio of theories, practices, and processes. Such concepts ensure that an organization has the ability to innovate (CMOE, 2017). An organization that goes for this approach may become adaptive, intelligent, excellent or just a learning firm. Such are what this subject focuses on (McArthur, 2010). From the perspectives diversity of professionals, learning in organizations is multi-disciplinary in nature. Such can be seen in the perspectives of educational psychologists, business professionals, public policy makers, HRM consultants, economists, among others. The same can be traced in academics like behavioral psychologists, sociologists, organization strategists, anthropologists, communication scientists, systems thinkers, among others. Since the process of learning is continuous, organizational learning is no exemption. This kind of learning also evolves with time (Hill, 2017). The definition and comprehension of learning processes differ from one person to another. The more we try to discuss and understand how learning takes place, the more complex it becomes. The same goes for the governing factors of learning and also why and how we should learn. With many learning theories unfolding from the works of cognitivists, behaviorists, and constructivists, it is clear that the way humans interpret learning is based on a number of conflicting factors (Management, 2017). Such factors include belief, prior knowledge, values, culture, and the interpreters intentions. For instance, ones interest in going through every page of this lesson is guided by a number of motives. However, such motives depend on the manner in which one makes sense of the presented knowledge (Kaplan, 2017). As a matter of fact, the discussed theoretical backgrounds are required to ensure that the gap of comprehending the difference between organizational and individual is breached. On the contrary, there is no organizational learning theory that is universally accepted in the current society. Such is because of the multi-disciplinary nature of this form of learning. One should understand that learning within an organization also entails error detection and correction making which occurs in two main levels. Such levels are exploitative and reflective learning. Exploitative learning entails the process of learning that is used to restore a business status quo as well as to implement improvements that are continuous. On the contrary, reflective or exploratory learning entails collective exploration of new policies, new values, and new paradigms through the use of different techniques to uncover errors and misfit. However, we can also argue that there isnt need for one all the same. The truth is that many research activities in organizational learning propose new underlying frameworks or clarify on the manner to support learning organization concept implementation. They also illuminate the processes that are involved in the methods of learning to be deployed. However, the interesting bit is that the development of learning theories from constructivist and behavioral institutions are similar to disclosing the black box of nature while studying something like atoms from the time the Greeks discovered it to the time quantum mechanics came to play. In the process of unfolding more about reality; be it an atom or the behavior of humans, it becomes less tangible with time. From the same, we should develop a new context that would help us understand the manner in which organizations that are complex learn or work, or both (Worman McCartney, 2015). On the contrary, psychologys cognitive information p rocessing puts it that an organization is made up of several cognitive structures. Among those structures are the memory, sensory register, forgetting, and attention. All those structures are employed in finding an organizations equivalence that can be modeled to study how the same organization operates. However, a more sophisticated model of constructivism has it that an organization is more of a culture and can be as invisible as electrons in quantum mechanics. As a form of culture, an organization is made up of stories, myths, roles, rituals, language, and symbols that are associated with the same organization. From this perspective, we can explore another form of organizational learning. In lessons to come, our study will focus on the "art" that brings as to the core of organizational learning as well as experimentations. We shall also deduce whether, or not, such learning works in sample organizations. In this lesson we are going to give a personal definition of learning within an organizational setting. For the same, we shall apply organizational knowledge that is already identified in this activity. By definition, learning is a summation of organizational know-how and routines including procedures and ways of business operation. Learning also includes the aspect of examining and identifying an organizations culture including principles and governing values. Learning also implies organizational change. It includes the acquisition, storage, and distribution of organizational knowledge alongside the forms of such knowledge. Such is also regarded as knowledge management (Prewitt, Weil McClure, 1999). As mentioned before, learning within an organization also entails error detection and correction making which occurs in two main levels. Such levels are exploitative and reflective learning. Exploitative learning entails the process of learning that is used to restore a business status quo as well as to implement improvements that are continuous. However, reflective or exploratory learning entails collective exploration of new policies, new values, and new paradigms through the use of different techniques to uncover errors and misfit. Several business organizations fail to learn because they develop learning disabilities like easing-in, defense routines, undiscussable topics, among others. Such can be pinpointed to situations where double-loop form of learning is required. Within the action theory of Schon and Argyris, there is a laid theoretical background. Such a background is vital in understanding the manner in which humans design actions as well as deficiencies within an organizations learning system. In Model I and II, the methodology and practice for change implementation has proposed behavior. In this case, a scientific tool has been developed with the ability to probe difficult and intangible sections of organizational knowledge. The tool makes learning explicit and actionable (MSG, 2017). For instance, there are theories-in-use, mental models, assumptions, values, and beliefs that guide institutional actions (Saxena, 2014). Apart from the Action Theory, there are a number of knowledge domains like group dynamics that proved knowledge necessary for team building. Also, there are other techniques like brainstorming and dialogue necessary for innovating new ideas and sharing collective thought. This lesson illuminates sharing of mental models to affect team learning. From this perspective, we can define organizational learning as an art. It is an art that needs constant practice to make it effective. Analysis show that the practicum does not just lie in the work environment but inside one another as well. What is the message learnt in this case? In case we dont learn about ourselves or rely on other people to learn for us, no organization will be in a learning position. To conclude this lesson, Peter Senge's opening sentence in Chapter 9 of The Fifth Discipline would be vital. According to the chapter, "Organizations learn only through individuals who learn. The learning process of an individual is not a guarantee that an organization will learn. Also, without personal learning, organizational learning is not possible (Prewitt, Weil McClure, 1999). In the previous lesson, we discussed what organizational learning entails. The activity also discussed several group dynamics, mental models sharing; people interacting during team learning, as well as the importance of reflective practices (VMOSA, 2017). However, this lesson will discuss deeper issues to provide a reflection on personal thinking. In what way do we perceive our environment? What limitations or biasness do we have in personal mental models? What framework or model do we base our thinking on when decoding the world? The perspectives of systems ensure the provision of a framework that is holistic. This framework helps in understating interdependencies system actions (Management, 2017). The level of importance of our mental models used to govern personal actions is determined by the applied metaphors for describing an organization. Such metaphors include organizations being social, deterministic, or animate systems. Actually, the world is dynamic and the models that are applied to frame reality influences the things we believe to be wrong or "right" in a situation. Lesson one clearly indicated that competitive advantage that is most suitable for an organization is its ability to learn by correcting its mistakes, acquiring new knowledge, modifying its environment, and anticipating changes. On the contrary, learning takes the form of either practical or academic interests, or both. Studying organizational learning covers approaches, portfolio of theories, practices, and processes. Such concepts ensure that an organization has the ability to innovate. An organization that goes for this approach may become adaptive, intelligent, excellent or just a learning firm. Such are what this subject focuses on (Kader, 2017). The perspectives of rich systems are designed in a way that they result to active research in systems thinking. Such include soft and hard systems of thinking. Going for a given method always depends on the situation of the problem at hand as well as the degree of its "messiness". Regarding the problems that are agreed upon and are well-defined, we can apply techniques that are more quantitative. An example of such a technique is SD (Harvard Business Review, 2017). We can also remind ourselves of the undesirable system behavior and also avoid them by developing system archetypes. These system archetypes can be made from causal loop diagrams. In case the problem at hand is a bit messy, applying a soft systems thinking is recommended. This system provides an approach that is structured for conducting inquiry processes like SSM and IP (Kort, 2017). With SSM, practitioners are cautioned not to get preoccupied with mental models while indulging in a problem situation. The case is in line with theory-in-use and Action Theory for guiding the actions of individuals (Saxena, 2014). Why does the sub-title of this Lesson deal with complexity and chaos? The fact is that complexity and chaos are intrinsic parts of systems that are dynamic (Hartman, 2017). They manifest in every social system that is living. The first which is complexity is between order and chaos but links both. We only appreciate order and chaos, and consider them not to be in isolation by ensuring that we have open-mindedness and also systems thinking. However, both chaos and order make an organic whole when together. Note that chaos forms the necessary part of our existence. By ensuring that we understand chaos, we will learn to be more tolerant to mistakes, uncertainty, and disagreement with others. Organizational changes leverage point through which choices, variety, and new opportunities arise is the edge of chaos. Such can be applied to our learning and evolution. Conclusively, learning is vital in the evolution of living systems. We can see that an organization is not an exception since it is the most complex of all social units (Balancedscorecard, 2017). In the lesson to come, we shall explain how to successfully swim in through uncertainty and complexity with regard to corporate survival. Such will also associate with renewal. Reference Balancedscorecard. (2017). The Basics of Strategic Planning, Strategic Management and Strategy Execution. Balancedscorecard.org. Retrieved 17 June 2017, from https://www.balancedscorecard.org/BSC-Basics/Strategic-Planning-Basics Boundless. (2017). The Impact of External and Internal Factors on Strategy. Boundless. Retrieved 17 June 2017, from https://www.boundless.com/management/textbooks/boundless-management-textbook/strategic-management-12/strategic-management-86/the-impact-of-external-and-internal-factors-on-strategy-419-1549/ CMOE. (2017). 10 Traits of Strategic Leaders. CMOE. Retrieved 17 June 2017, from https://cmoe.com/10-traits-of-strategic-leaders/ Hartman, D. (2017). What Is Strategic Capability?. Smallbusiness.chron.com. Retrieved 20 May 2017, from https://smallbusiness.chron.com/strategic-capability-15828.html Harvard Business Review. (2017). Strategic Leadership: The Essential Skills. Harvard Business Review. Retrieved 17 June 2017, from https://hbr.org/2013/01/strategic-leadership-the-esssential-skills Hill, B. (2017). Marketing Plans for a Competitive Advantage. Smallbusiness.chron.com. Retrieved 27 May 2017, from https://smallbusiness.chron.com/marketing-plans-competitive-advantage-65986.html Kader, M. (2017). Strategic Management (StratMgt). Open2study.com. Retrieved 20 May 2017, from https://www.open2study.com/courses/strategic-management Kaplan (2017). Critical success factors and core competencies. Kfknowledgebank.kaplan.co.uk. Retrieved 20 May 2017, from https://kfknowledgebank.kaplan.co.uk/KFKB/Wiki%20Pages/Critical%20success%20factors%20and%20core%20competences.aspx Kort, R. (2017). The Five Focus Areas For Successful Project Management. Raniakort.com. Retrieved 17 June 2017, from https://www.raniakort.com/five-focus-areas-for-successful-project-management.html Management. (2017). SMS | Strategic Management Society. Strategic management.net., Retrieved 20 May 2017, from https://www.strategicmanagement.net/ McArthur, E. (2010). Diversity in the Workplace - Leading Association for Diversity Conferences and Collaboration. Workforcediversitynetwork.com. Retrieved 20 May 2017, from https://www.workforcediversitynetwork.com/res_articles_managingdiversity_mcarthur.aspx MSG (2017). Resources, Competencies and Distinctive Capabilities. Managementstudyguide.com. Retrieved 20 May 2017, from https://www.managementstudyguide.com/resources-competencies-distinctive-capabilities.htm Prewitt, J., Weil, R., McClure, A. (1999). A Complex Adaptive Systems Approach to Strategic Planning. Retrieved 17 June 2017, from https://www.ajbms.org/articlepdf/ajbms201211i11111.pdf Saxena, K. (2014). Capabilities versus Competence: How are they Different?. Retrieved 20 May 2017, from https://www.linkedin.com/pulse/20141123155439-7430899-capabilities-versus-competence-how-are-they-different VMOSA. (2017). Developing a Strategic Plan | Proclaiming Your Dream: Developing Vision and Mission Statements | Main Section | Community Tool Box. Ctb.ku.edu. Retrieved 17 June 2017, from https://ctb.ku.edu/en/table-of-contents/structure/strategic-planning/vision-mission-statements/main Worman, D., McCartney, C. (2015). Managing Diversity in the Workplace | Reports | CIPD. CIPD. 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