Reflective Assessment Answer

Introduction

After attending the training on understanding a learning organisation and its benefits of being a learning organisation, I have come across several topics and theories which have helped me to recommend any business on how it can become a successful learning organisation or how those theories can be applied to improve their existing culture of learning. Disney is one of those international businesses, which has achieved huge success in the global market (Wasko, 2020). Therefore, for this task, I have considered Disney as the organisation to comment on and apply my knowledge of learning organisation. In this reflective account, I will use Gibbs' Reflective Cycle as a framework to reflect on my experience and offer suggestions for how Disney can boost organisational performance and cultivate a learning culture. Organisational theory and management researchers and practitioners have discussed and analyzed the concept of a learning organisation as it has developed over time. Reflecting on my research experiences and observations with Disney, I have highlighted numerous areas where Disney might improve organisational performance to strengthen its learning culture.

Gibbs Reflective Model

A widely used framework for reflection, the Gibbs Reflective Model offers a methodical approach to gaining insights from experiences, events, or situations (Adeani et al. 2020). Graham Gibbs created the model, which is widely used to encourage reflective learning and thinking in a variety of fields, including education, healthcare, the social sciences, and business.

Description

As was mentioned earlier, Senge's Five Disciplines is one of the well-known theories I have used to comprehend the idea of a learning organization. Individual Dominance, Mental Models, Shared Vision, Group Learning, and Frameworks in Believing are the five disciplines proposed by Senge that are fundamental for an association to turn into a learning association (Lang and McNaught, 2013). With this understanding, I can argue that a learning organisation is defined by a culture of continuous improvement and development, in which individuals are encouraged to strive for personal mastery, challenge their mental models, align towards a shared vision, learn collectively as a team, and think systemically (Lang and McNaught, 2013). The “Double-Loop Learning theory”, which Chris Argyris introduced, is another pertinent theory, in my opinion, that can aid in comprehending a learning organisation (Hilden and Tikkamäki, 2013). Twofold Circle Learning includes not just distinguishing and rectifying mistakes or issues in the ongoing practices (single-circle learning) yet additionally testing the hidden presumptions and mental models that drive those practices (twofold circle learning).

While analysing Disney’s current approach as a learning organisation, I used interviews, surveys, and observations to conduct a comprehensive evaluation of Disney's current organisational performance during my research. I also went through the publicly accessible data and reports which were available on the internet. I recognised a few areas where Disney could upgrade its hierarchical presentation to make a culture of learning. Performance management, knowledge sharing and collaboration, innovation and creativity, diversity and inclusion, and employee development and training are some of these areas (Dobson, 2022). First, Disney provides a variety of training opportunities for its employees in terms of training and development. However, they are insufficiently comprehensive, accessible, or pertinent to meet the diverse requirements of Disney's workforce (Hilden and Tikkamäki, 2013). Many employees reported their dissatisfaction with the training programmes, claiming that they lacked depth and did not appropriately address their unique skill development needs. Furthermore, several employees experienced difficulties attending the training programmes owing to geographical restrictions or schedule issues.

Second, via yearly assessments, Disney's performance management system focuses largely on evaluating and rewarding individual performance. This strategy, however, is incompatible with a learning culture since it does not emphasise constant feedback, coaching, and improvement (Dobson, 2022). Many employees believed that the performance evaluation procedure was overly formal and focused on previous success rather than future growth and development. Some employees also cited a lack of clarity in goal setting and alignment, which hampered their capacity to learn and develop.

Thirdly, Disney's organisation has a lot of knowledge and expertise, but there are few formal mechanisms for sharing and working together on knowledge. There was no centralised platform for knowledge sharing, so it was difficult for many employees to find and access relevant information and best practices (Warrick, 2017). Additionally, some employees stated that they were not given enough praise or encouragement for imparting their expertise to their co-workers. This prevented the organisation from learning and coming up with new ideas by limiting knowledge sharing and collaboration (Hilden and Tikkamäki, 2013). Fourthly, Disney has a rich history of creativity and innovation, but the company's efforts to cultivate a culture of creativity and innovation are lacking. Due to the limited resources and opportunities for experimentation, many employees reported that they did not feel empowered to generate and implement new ideas (Johnston, 2017). A few employees likewise communicated worries about the feeling of dread toward disappointment and the absence of acknowledgment for inventive endeavours, which deterred them from facing challenges and gaining from disappointments.

Finally, while Disney has made gains in fostering diversity and inclusion in its workforce, more can be done. Many employees from varied backgrounds reported not feeling completely included and appreciated in the organisation, which impacted their drive to learn and contribute (Johnston, 2017). Some employees voiced concerns regarding biased practices and behaviours that hampered their possibilities for growth and development. This underlined the need for Disney to establish a more inclusive atmosphere in which workers, regardless of their background, feel encouraged to learn and flourish.

Feelings

Regarding the organisation's current organisational performance and learning culture, I have mixed feelings. On the one hand, I appreciate Disney's training programs' high standards for client service. The strong brand recognition, innovative products and experiences, and dedication to customer service impressed me. I was also inspired by the inventiveness and commitment of Disney employees, who were enthusiastic about their work. In contrast, I believe Disney has a chance to further develop its learning culture in order to foster creativity, adaptability, and agility in response to the evolving entertainment landscape (Lang and McNaught, 2013). I feel that Disney can use its capable labour force and make a culture that supports uninterrupted learning and improvement, prompting shockingly better hierarchical execution. Even though the company provides its employees with a variety of training programs, I believe that there may be a preference for formal instruction over a more comprehensive approach to learning and development (Adeani et al. 2020). There may be few opportunities for experiential and informal learning, both of which can be extremely beneficial to employee development. Additionally, I observe that the top-down leadership style and hierarchical organisational structure may impede innovative thinking, collaboration, and communication.

Moreover, I believe that Disney could benefit from fostering a more diverse and inclusive culture. In addition to providing a magical experience for every one of its customers, the business should also strive to foster an inclusive and diverse work environment for its employees. Promoting diversity and inclusion in recruitment, career advancement, and leadership representation could be part of this (Fook, 2015). All employees' creativity, innovation, and a sense of belonging could be cultivated in a more inclusive culture, resulting in better outcomes and organisational performance. Although there are many positive aspects to Disney's organisational performance and learning culture as a whole, there are areas in which improvements can be made to enhance the learning culture and foster a more diverse and inclusive environment (Van Wormer and Juby, 2016). To guarantee that Disney continues to prosper as a worldwide leader in the entertainment business, it is critical to thoroughly examine the existing condition of organisational performance and learning culture, as well as identify the potential for development.

Evaluation

Upon reflection, I have assessed the strengths and weaknesses of Disney's current organisational performance and learning culture. A competitive advantage in the entertainment industry is Disney's strong brand recognition, which is one of its strengths. Because it is able to leverage its various brands and assets to create synergies and cross-promote its products and experiences, the company's diversified business units also provide resilience and stability (Fook, 2015). Additionally, Disney's commitment to cultivating its talent and enhancing its skills is demonstrated by its investment in training programs, leadership development, and employee engagement initiatives. However, there are flaws in Disney's organisational performance and learning culture (Van Wormer and Juby, 2016). Because decision-making is primarily top-down and may not always incorporate diverse perspectives from employees at all levels, the hierarchical organisational structure may hinder efficient communication, collaboration, and innovation. While Disney's leadership style is effective at upholding brand standards, it may not always foster a culture of creativity, empowerment, and on-going learning (Horton-Deutsch and Sherwood, 2017). Additionally, the emphasis placed on formal training programs may limit opportunities for experiential and informal learning, both of which have the potential to be just as beneficial to employee development (Garlen and Sandlin, 2016). There may also be potential for development in terms of cultivating a more inclusive and varied culture that appreciates different viewpoints, backgrounds, and ideas.

Disney's training and development programmes are admirable since they emphasise the value of learning and skill development. However, there may be potential for improvement in terms of making these programmes available to all employees, regardless of their level of experience, and keeping them up to date with changing company demands and industry trends (Warrick, 2017). The Disney Institute, Disney University, and “Leadership Excellence, Animation, and Professional Development (LEAD)” programs are among the company's numerous training and development initiatives (Horton-Deutsch and Sherwood, 2017). To evaluate employee performance, provide feedback, and recognize outstanding contributions, Disney uses performance evaluation and recognition programs. Performance evaluations, 360-degree feedback, and initiatives for recognition like "Partners in Excellence" and "Ears to You" are all part of these programs. Disney's on-going philosophies and practices show a promise of hierarchical execution and a culture of learning.

Analysis

I would like to highlight my experiences and observations with Disney as the chosen organisation as a reflection on the benefits that a learning organisation can provide to outcomes like organisational performance and competitive advantage. A learning organisation can have a significant positive impact on its performance, which is essential to any organisation's success (Horton-Deutsch and Sherwood, 2017). Disney, as a renowned entertainment organisation, can profit from turning into a learning association in more than one way.

1. By investing in on-going employee learning and development programs, Disney can boost organisational performance. Disney can give its employees the skills and knowledge they need to succeed in their jobs by offering regular workshops, mentoring programs, and training opportunities (Goh, 2019). Training programmes have had an influence on me. I've attended workshops and training sessions on topics like leadership, guest service, and safety regulations.
2. Employees who work for a learning organisation may benefit from a culture of engagement where they are encouraged, valued, and empowered to give their best effort. By giving open doors to employees to learn and develop, Disney can support worker commitment and degrees of consistency (Goh, 2019). Employees are more likely to be committed to the objectives of the company and contribute to its success when they have a clear career path and the sense that they are being supported in their development (Wilson, 2019). I've noticed that employees are more motivated, proactive, and committed to their work when they participate in learning opportunities. They actively contribute to the success of the organisation, take ownership of their roles, and look for ways to boost their performance.
3. Employees are encouraged to collaborate, share ideas, and think critically in a learning organisation. By utilising the diverse perspectives and concepts of its employees to identify new opportunities, enhance procedures, and maintain a competitive edge, Disney can increase innovation and creativity (Wilson, 2019). I've noticed that Disney provides platforms for employees to share their ideas and suggestions, which helps to foster a culture of innovation. Employees are encouraged to think creatively and contribute to the organisation's efforts to continuously improve through regular feedback channels, innovation challenges, and team brainstorming sessions.
4. With shifting client preferences, technological advancements, and market trends, the entertainment industry is ever-evolving. A learning organisation is better equipped to respond quickly to market demands and adapt to these shifts (Van Wormer and Juby, 2016). Disney can make sure that its employees have the knowledge and skills they need to quickly respond to new opportunities, make informed decisions, and adapt to changing circumstances by encouraging a culture of continuous learning. I have perceived how the firm has been proactive in adjusting to changes in the business. Disney ensures that its employees are well-prepared to handle shifting guest demands and market dynamics through regular training programs, updates on industry trends, and opportunities for employees to learn new skills.

Conclusions

In conclusion, Disney, like any other company, can gain a competitive advantage and improve organisational performance by cultivating a learning culture. A learning organisation is one that actively supports its employees' growth and development and actively promotes continuous learning, innovation, diversity, and inclusion. I have analysed the significance of reflection in assessing Disney's current organisational performance and learning culture and identified areas for improvement by utilising the Gibbs reflective model. In the ever-changing business landscape, a culture of learning can improve performance, innovation, problem-solving abilities, and decision-making, ultimately providing a competitive advantage. By putting the action plan in this reflective account into action, Disney has the chance to improve its organisational performance and learning culture. Disney has the ability to create a workplace where employees thrive, contribute to the best of their abilities, and propel the organisation toward long-term success by placing a high value on ongoing learning, inclusive leadership, efficient communication, diversity and inclusion, and organisational adaptability.

The Gibbs model's various stages—description, feelings, evaluation, analysis, conclusion, and action plan—have been utilized throughout the reflective process to thoroughly examine Disney's current practices, methods, and strategies for fostering a culture of learning. I have compiled key findings and insights, such as the organisation's current performance strengths and weaknesses, an evaluation of existing practices based on relevant theories and models, and areas for improvement. I have also created a comprehensive action plan based on these insights that outlines specific steps, resources, and timelines for implementing changes to Disney's methods, practices, and techniques to improve its learning culture. My action plan centres around regions like initiative, worker commitment, learning open doors, criticism and acknowledgment, and encouraging a development outlook.

In conclusion, I have recommended how Disney can improve its existing organisational performance and foster a culture of learning by leveraging the insights and recommendations from the Gibbs Reflective Model and implementing the action plan, resulting in improved employee engagement, innovation, and overall organisational effectiveness.

Action plan

However, while working on Disney to recommend the firm on how they could improve their existing organisational performance to enhance a culture of learning, I have come across several challenges. In the very first step, I faced challenges while identifying the areas where the company needs detailed improvement. At some point, it was also difficult for me to analyse the findings and recommend the best and most suitable solutions to the company. Therefore, this action plan will not only help me to streamline my learning process but will also help to recommend further improvements for learning culture to other organisations as well.

References

Adeani, I.S., Febriani, R.B. and Syafryadin, S., 2020. USING GIBBS REFLECTIVE CYCLE IN MAKING REFLECTIONS OF LITERARY ANALYSIS. Indonesian EFL Journal , 6 (2), pp.139-148.

Dobson, J., 2022. Virtue ethics, aesthetics, and reflective practices in business. Philosophy of Management , pp.1-13.

Fook, J., 2015. Reflective practice and critical reflection. Handbook for practice learning in social work and social care: Knowledge and theory , 3 .

Garlen, J.C. and Sandlin, J.A., 2016. Teaching with Disney.

Goh, A.Y.S., 2019. Rethinking reflective practice in professional lifelong learning using learning metaphors. Studies in Continuing Education , 41 (1), pp.1-16.

Hilden, S. and Tikkamäki, K., 2013. Reflective practice as fuel for organizational learning. Administrative sciences , 3 (3), pp.76-95.

Horton-Deutsch, S. and Sherwood, G.D., 2017. Reflective practice: Transforming education and improving outcomes (Vol. 2). Sigma Theta Tau.

Johnston, C., 2017. Reflective practice. Teaching Business & Economics , 21 (1), pp.19-21.

Lang, R. and McNaught, K., 2013. Reflective practice in a capstone business internship subject. Journal of International Education in Business , 6 (1), pp.7-21.

Van Wormer, K. and Juby, C., 2016. Cultural representations in Walt Disney films: Implications for social work education. Journal of Social Work , 16 (5), pp.578-594.

Warrick, D.D., 2017. What leaders need to know about organizational culture. Business Horizons , 60 (3), pp.395-404.

Wasko, J., 2020. Understanding Disney: The manufacture of fantasy . John Wiley & Sons.

Wilson, A., 2019. The culture of nature: North American landscape from Disney to Exxon Valdez . Between the lines.

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