Professional Documents
Culture Documents
Knowledge Management
Management
Learning
Learning Organizations
Organizations
P Narayan Murthy
Emergence of Learning
Organizations
“Only by venturing into the unknown do we enable new
ideas & new results to take place.” Margaret Wheatley
Organizations must learn
faster & adapt to the rapid
changes in the
environment….
Otherwise, remember them?
Many organizations do not
grasp what a learning
organization is.
“No problem can be solved from the same consciousness that created
it; we must learn to see the world anew.” Albert Einstein
The New Learning in
Organizations
• Learning is performance-based (tied to objectives/results).
• Importance is placed on learning processes (learning how to
learn).
• The ability to define learning needs is as important as the
answers.
• Organization-wide opportunities are created to develop
knowledge, skills, & attitudes.
• Learning is part of work, a part of everyone’s job description.
• What organizations know is less important to what & how
quickly they can learn.
The New Learning in Organizations
(cont’d)
• Learning is, in part, a product of an activity, context, & culture in which
it is developed.
• People are more willing & able to learn that which they have helped
create.
• A critical skill is the ability to know what one must know & learn on one’s
own.
• Continuous learning is essential.
• Facilitators can accelerate learning by helping people think critically.
• Learning should accommodate & challenge different learning style
preferences.
• Learning involves a cyclical, iterative process of planning, implementing,
& reflecting on action.
A learning organization has the
capability to:
• Anticipate & adapt more readily to environmental impacts.
• Accelerate the development of new processes & services.
• Become more proficient at learning from others.
• Expedite the transfer of knowledge from one part of the
organization to another.
• Learn more effectively from its mistakes.
• Make greater organizational use of employees at all levels of the
organization.
• Shorten the time required to implement strategic changes.
• Stimulate continuous improvement in all areas of the organization.
Difference between learning
organizations & organizational learning
• Learning organizations focussed on the
what, & describes the systems,
principles, & characteristic of
organizations that learn & produce as a
collective entity.
• Organizational learning, refers to how
organizational learning occurs, i.e., the Learning Organizational
organization learning
skills & processes of building & utilizing
knowledge.
• Organizational learning is just one
dimension or element of a learning
organization.
Important dimensions &
characteristics of a learning
organizations
model
people
organization
learning
knowledge technology
Five closely interrelated subsystems
that interface & support one another
• The core is learning which permeates the
other subsystems.
• Each of the other subsystems are
necessary to enhance & augment the
quality & impact of learning.
• The five subsystems are dynamically
inter-related & complement each other.
Building
Dynamic Learning Throughout
the Organization
learning
Skills
• Systems
Thinking
•Mental models
•Personal Mastery
•Team learning
•Shared vision
•Dialogue
Learning subsystem
• Core of the learning organization.
• Composed of 3 complementary dimensions:
– Levels of learning (individual, group, &
organizational)
– Types of learning (adaptive, anticipatory, deutero,
single & double loop, & action-reflection)
– Skills (systems thinking, mental models, personal
mastery, team learning, shared vision & dialogue)
• A process by 3 Domains
which
individuals Cognitive (intellectual)
gain new
knowledge &
insights that
result in a
Affective Learning
(emotional)
change of
behaviour &
actions. psychomotor (physical)
Habit & skill learning
Knowledge acquisition
Slow, calls for practice,
Acquiring information &
opportunities for practice,
knowledge through various
& making errors, &
cognitive activities.
Consistent rewards
But,
learning can only happen,
Three kinds if the learner recognizes a
of learning problem & is willing to
learn; the learner often
cannot produce the right
Emotional conditioning type of behaviour or skill;
& learned anxiety insight does not
Most potent, continue for automatically change
a long time behaviour.
Collaborate
teams &
share gains
•Promote inquiry
•Create continuous
individuals learning opportunities
Learning organization
Four Types
of Learning
Anticipatory in Deutero
Organizations
Action
Adaptive learning
action outcome results data reflection
• Single Loop learning: focused on gaining information
to stabilize & maintain existing systems, emphasis on
error detection & corrections; obtaining direct
solutions to the immediate problem; used in most
organizations
• Double Loop learning: more in-depth & involves
questioning the system itself; looks deeper at norms &
structures; raises questions about their validity;
organizations unwilling to engage in double loop
learning
Anticipatory learning
Personal Team
mastery learning
Systems
thinking
Mental Shared
models vision
planning
learner
learner coach
coach
reflection application
Shared responsibility
Open communication
Top Strategies to Build
Learning Subsystem
1. Develop Action Learning 6. Build team-learning skills
Programmes throughout the 7. Encourage & practice
organization systems thinking
2. Increase individual’s ability 8. Use scanning & scenario
to learn how to learn planning for Anticipatory
3. Develop a discipline of Learning
dialogue 9. Encourage & expand
4. Create career development diversity, multicultural &
plans for employability global mindsets & learnings
5. Establish self-development 10. Change the mental model
cash programmes relative to learning
Organization
Transformation for
Learning Excellence
Organization
organization subsystems
Structure Strategy
Vision
• “Stars to steer by”
• Energize the organization
• Exhilarating
• Create the spark & excitement
• Shared by everyone
• Learning must be part of the vision
Culture
• Distinctive ways of believing, thinking & acting manifested by
symbols, heroes, rituals, ideology & values
• A learning organization encourages & rewards learning
• Responsibility for learning is shared by all
• People trust & care for each other
• People are willing to take risks & innovate
• Financial & human resources are provided for learning
• Different learning styles are recognized & appreciated
• “How can this be done better?” is always asked
• Responsive to changes & chaos
Strategy
Plan
Transfer Identify what needs
Record lessons to be learned to deal
learned and share With new & unfamiliar
with others situations
Manages Ask questions
self as a Identify & use tools
& resources to gain
learner knowledge
Reflect on Plan
Reflect on Restructure problems
Action by incorporating
Obtain and use different
feedback to improve perspectives
performance Act
Continuous Workplace learning process
Uses assignments, business
workplace problems & experiences as
learning model learning opportunities
Plan
Transfer Establish an environment
Record lessons conducive to workplace
learned and share learning
with others
Help Assist others in setting &
meeting goals
Others Help others identify tools &
Learn resources
Managers/
People
Customers
Leaders
people
subsystems
Alliance
Vendors & partners
Suppliers
Community
People need to be empowered &
enabled. Otherwise ….
Empowered Enabled
but not but not
enabled empowered
Performance Performance
capability Needs Needs of
of the individual the
organization
Changes In Organizations
From To
Continual change Transformation
Quality Improvement Process engineering
Matrix Network
Performance appraisal Performance management
Technophobia Application of technology
Functions Process
Control Empowerment
Employment Employability
New Leadership Roles
• Instructor, Coach, Mentor
• Knowledge Manager
• Co-learner & model for learning
• Architect & designer
• Co-ordinator
• Advocate & champion for learning
processes & projects
New Leadership Skills
Knowledge
knowledge
subsystem
Transfer
Storage &
utilization
External Sources
• Benchmarking from other
organizations
• Attending conferences
• Hiring consultants
• Reading print materials
• Viewing TV, video & film
Internal Sources
Knowledge
• Monitoring economic, social
& technological trends • Tapping into
• Collecting data knowledge of its
• Hiring new staff
• Collaborating with other
Acquisition staff
• Learning from
organizations experience
• Implementing
continuous change
process
Two Important Points
• There is not a one-to-one correspondence
between what is happening & what is
collected due to the numerous filters that
influences what information the
organization listens to & ultimately
accepts;
• Acquiring knowledge is not always
intentional but learning organizations
build more intentionality into the
acquiring of knowledge.
Knowledge Creation
• Action Learning
• Systematic Problem Solving
• Experimentation
• Learning from past experiences
Knowledge Storage Knowledge Retrieval:
& Retrieval • Either controlled (by memory
or records of individuals or
groups) or automatic
Knowledge stored should • Processes must be designed
be: to ensure that the retrieval of
• structured & stored so information occurs accurately
that the system can find &
deliver it quickly &
correctly
• Divided into categories
on a learning-needs basis Functional & effective Knowledge
• Organized so that it can Storage systems are categorized
be delivered in a clear & around:
concise way to the user • Learning needs
• Accurate, timely, & • Work objectives
available to those who • User Expertise
need it • Function/Use of information
• Location – where & how the
information is stored
Intentional Transfer
1. Individually written
communication
2. Training
3. Internal conferences
Knowledge 4. Briefings
5. Internal publications
Transfer & 6. Tours
Utilization 7. Job rotation/transfer
8. Mentoring
• mechanical
• electronic &
• interpersonal
movement of
information &
knowledge
Unintentional Transfer
1. Job rotation
2. Stories & myths
3. Task Forces
4. Informal Networks
Limiting factors in transfer of
knowledge
• Costs
• Cognitive capacity of receiving unit
• Message delay due to priorities of
sending knowledge; and
• Message modification or distortion of
meaning either intentionally or
unintentionally
Learning “Less than 10% of the learning that occurs in the
Transference classroom is ever transferred to the job”
Broad & Newstrom
Strategies
Before the course: During the course: After the course:
(guidelines for what to (what skills & tools to (follow-on activities)
expect from the course practice)
& how to prepare for it)
Manager Familiarize oneself with Protect learner from Develop opportunities
the course & discuss work-related to use new behaviours
planned use of learning interruptions immediately on the job
IT Technology-
Based learning
technology
Electronic
Performance
Support
System
(EPSS)
Information Technology
Monitoring,
assessment & Expert knowledge
On-line
feedback system base
documentation
Integrated
Electronic integrated On-line help
training & job
reference system
aids
EPSS & the organizational
learning process
EPPS can support learning directly on:
• Performance-centred design
• Performance
• Individual learning
• Generation of new knowledge
• Knowledge capture
Top Strategies for Technology
Application
1. Encourage & enable all staff to 6. Install EPSS
connect into the information 7. Plan & develop a just-in-time
highway learning system
2. Develop multi-media technology- 8. Build internal courseware
based learning centers technology & capability
3. Create or expand video instruction 9. Develop awareness &
4. Use technology to capture appreciation of technology as
knowledge & ideas from people a powerful tool for
within & outside the organization organization-wide learning
5. Acquire & develop competencies in 10. Increase technological
groupware & self-learning responsibilities of
technology Management & Human
Resources Staff
Steps in Becoming
A Learning Organization
A Learning Organization
• There is no single, guaranteed way for
becoming a learning organization
• One never is fully a learning
organization
• Change always continues & therefore
the need for learning is never finished.
• Learning organizations practice &
perform the disciplines of learning in all
five sub-systems
Steps in the ladder of organizational
learning
16. Continuous adaptation, improvement & learning
15. Learn more about learning organizations
4. How do we
2. How do we
maintain the
successfully
new learning
continue the
organization?
transformation?
organization knowledge
learning
technology people
caterpillar pupa
butterfly
Learning organizations are
where success is more
possible, where quality is
more assured, & where
energetic & talented people
want to be.