Introduction
Any organization is a complex entity characterized by multiple processes and interactions vital for its successful functioning and evolution. It means that effective management of any unit demands improved knowledge of structures within existing groups, how people interact, and what factors might influence results. Additionally, organizational learning and development (OL&D) become another critical aspect essential for an appropriate management as it helps to generate and retain knowledge. However, learning organizations depend on existing power patterns and organizational politics that create the basis for interactions and collaboration within a company. Such aspects as horizontal power and influence, as a part of organizational politics, can impact OL&D and stipulate different outcomes. For this reason, it is vital to devote critical attention to these two issues to avoid undesired consequences.
Body
The concept of power distribution in organizations is critical in the modern environment. Geppert, Becker-Ritterspach and Mudambi (2016) say that there are two models employed by managers, such as horizontal and vertical ones. The first one implies that authority and power are distributed among various departments equally. (Prado and Sapsed, 2016) states that in organizations with this model, more options are offered to employees who are encouraged to make decisions without the approval of top managers. This flat structure also influences most processes within an organization and preconditions behaviors and types of relations expressed by workers in different situations (Waring et al., 2018). In such a way, horizontal power distribution is expected to create the basis for enhanced collaboration and better outcomes. At the same time, it might help establish a positive collective atmosphere.
However, in some cases, this model of power distribution might stipulate undesired results. Smerek (2017) says that in all organizations, some people and departments are more important than others. For instance, the CEO is traditionally viewed as a more significant group compared to the remaining ones (Leong, 2021a). It might influence OL&D and the work of the learning organization. The disbalance and asymmetrical relations might affect the distribution of learning resources needed to acquire and generate knowledge, meaning that less essential departments will have lower chances to learn and improve their work (Whittle et al.,2016). It will result in reduced learning capability and the emergence of multiple barriers to learning and acquiring new information, which is unacceptable for learning organizations (Langer, 2017). This example demonstrates how power might influence OL&D in units and why it is vital to consider this aspect.
Influence is another aspect of organizational politics that can impact learning processes’ results and outcomes. In general, the second term states for activities that are not formally outlined; however, they lead to the generation of additional benefits by particular workers and their empowered position (Leong, 2021b). It is often associated with age, experience, gender, or other factors contributing to holding a more influential position (Eghenter, 2018). From this perspective, the ability to affect decision-making and people involved in the process becomes a significant factor that might promote the emergence of multiple effects that should be managed to avoid undesired outcomes. Schildt, Mantere and Cornelissen (2020) state that influence can also be associated with the tradition or specific views on how the authority should be distributed between team members. It will also influence any learning organization.
From the perspective of OL&D, organizational politics is a framework that can be employed to improve the process of generating and transferring knowledge. Thus, using informal patterns existing within groups, it is possible to ensure that workers share new data and implement innovative solutions faster (Schildt, Mantere and Cornelissen, 2020). However, in some situations, influence can serve as a barrier to the practical work of learning organizations, as individuals with strong authority might resist change (Macpherson, Breslin, and Akinci, 2021). It is associated with their fear of losing their position or the inability to accept new patterns. In this regard, the given element of organizational politics becomes an aspect slowing down the speed of positive change and cultivating the establishment of an undesired climate within groups. For this reason, managers should devote much attention to this concept to guarantee informal relations do not create barriers to successful learning and interaction.
In such a way, the success of any learning organization and its development depends on numerous factors, including power and organizational politics. The examples above show that both the horizontal model and influence can have various effects on results. On the one hand, they ensure better knowledge acquisition through involvement and increased motivation (Beyes, Costas and Ortmann, 2019). At the same time, they can critically limit the OL&D process and introduce barriers slowing down the speed of positive change (Buchanan and Badham, 2020). it means that the creation of the climate necessary for promoting the demanded alteration should be done regarding the existing power and political patterns. Otherwise, there is a high risk of failure or increased resistance to change. Being a place for numerous interactions between individuals, organizations demand effective tools and interventions to consider all factors and employ them correctly.
Conclusion
Altogether, power and organizational politics are integral parts of any modern organization. They influence the distribution of authority, relations between employees, and their readiness to engage in new processes. The horizontal model and the informal influence based on values and experiences might be both facilitators and inhibitors of the planned change and acquisition of new information, its transfer, and retaining. For this reason, it is vital to consider these aspects when planning educational activities and ensure employees with a strong influence on others or with official authority support the planned actions and contribute to the establishment of a new environment within a unit.
Reference List
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Step 1: Record your scores ranging 1-5 on each of the 50 items in the table below.
Table 1: Emotional Intelligence Questionnaire Analysis (EIQA)
Table 2: Comparision of Scores (Week 4 and Nov 1) of the 5 competencies
The comparison shows that I managed to improve almost all competencies but for two, which are self-awareness and empathy. Week 4 score for the first category is 44, while now I have 41. It can be the result of my attempts to develop my skills in this area and become better. The lower score might indicate my involvement in the process and a more critical approach to analyzing my strengths and weaknesses. The empathy field is without changes, meaning that there is no significant progress, and I should continue my efforts to improve this area of emotional intelligence as it is an important part of human interactions.
At the same time, all other areas show the success of my actions aimed at improving competencies. First, the aspect of managing emotions is now higher, which proves the effectiveness of my efforts. Second, motivating oneself is also better now, meaning I can be more concentrated on achieving positive outcomes. Finally, social skills are also better as they have a higher score. In such a way, I should continue my development in all five spheres to improve my emotional intelligence and ensure I can be better in interactions or various situations.
Table 3: Maintain, Improve, Develop â Actions I intend to take
In such a way, the three actions I plan to perform to develop include learning about communication with others, learning about better emotions management and using this skill in practice, and developing team skills. These three actions are vital for my personal growth as they focus on areas that critically need improvement. In such a way, by collecting the literature linked to the problem and analyzing and processing it, I can create the basis for future positive change and reconsideration of my weak aspects to make them stronger. Additionally, the acquired theoretical skills should be used in real interactions to ensure I can also employ them in everyday interactions.
Appendices
Week 4 Results
November 1st results