Exploitative Vs. Explorative Learning

Exploitative learning

Exploitative learning occurs “along the same trajectory as the old, refers to learning gained via local search, experiential refinement, and selection and reuse of existing routines” (Su, Li, Yang, & Li, 2011, p. 699). Most mechanistic organizations utilize the exploitative learning approach because they refine or use already existing learning processes, which focus on the same agenda. Some state departments use “the continuous process improvement model,” a process that allows the organization to find better ways to improve already existing processes on a yearly basis. Mechanistic organizations (e.g., state departments) require managers to attend training and development programs such as the I-lead program. The I-lead program is an exploitative learning mechanism that helps managers develop skills to make the workplace a better learning environment for employees through expansion of knowledge regarding existing policies, practices, and procedures. The program is a six-month program that managers attend twice a week. This is not always the best approach of learning for every type of organization.

Explorative learning

Explorative learning involves organizational members’ pursuit of new experimental alternatives to improve business operations (Jones, 2010; Su et al., 2011). In addition, the explorative method of learning could lead to innovative processes; however, it has an “uncertainty” factor associated with it. Uncertainty is high because employees spend time exploring new processes that may not generate any result(s) (Su et al., 2011). Uncertainty also equals to high risk (monetary, time spent on explorative research, etc.). In organizations with rigid structures, (i.e., mechanistic or monotonous business environment), there is less room for exploration of ideas and technological philosophies, which creates myopia of learning. Myopia of learning signifies that an organization gives more credence or “precedence to exploitation over exploration” (Sato, 2012, p. 45). This may cause a problem within these organizations when forces endorsing exploitation significantly overwhelms the forces advocating exploration at every level of the organization.

Strategy of Learning

While it is easy to observe a mechanistic organization’s possible conundrum as we debate learning methods and how to implement exploration in a rigid environment, it is more prudent for almost every organization to combine both learning approaches as a part of the strategic process(es).

For instance, one of my recommendations for a client in a semi-mechanistic organization was to implement my developed model known as the one-hour-a-day model. This model allows employees within the unit to spend one hour per day on personal research or projects related to ongoing projects (i.e., not goofing off on the internet). The idea behind this process is that employees may find technological knowledge or solutions that may benefit the team in the future. This may create a chance for innovation and discovery, even if the outcomes are not valuable at the moment.

What type of learning process or processes did you implement or encourage as employees, managers and supervisors?

References

Jones, G. R. (2010). Organizational theory, design, and change (6th ed.). Upper Saddle River, NJ: Pearson-Prentice Hall.

Su, Z., Li, J., Yang, Z., & Li, Y. (2011). Exploratory learning and exploitative learning in different organizational structures. Asia Pacific Journal of Management, 28(4), 697-714. doi:10.1007/s10490-009-9177-9

Sato, H. (2012). Routine-based view of organizational learning and mechanimid-level managers of myopia. Annals of Business Administrative Science, 1145-54.