35183390 knowledge management learning organizations pnm 14

8/6/2019 35183390 Knowledge Management Learning Organizations PNM 14

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Knowledge ManagementKnowledge ManagementLearning OrganizationsLearning OrganizationsKnowledge ManagementKnowledge ManagementLearning OrganizationsLearning Organizations

P Narayan MurthyP Narayan Murthy


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Emergence of LearningOrganizations

Only by venturing into the unknown do we enable newideas & new results to take place. Margaret Wheatley


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Organizations must learnfaster & adapt to the rapid

changes in theenvironment.

Otherwise, remember them?


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Many organizations do not

grasp what a learningorganization is.

Six blind men

No problem can be solved from the sameconsciousness that created it; we must learnto see the world anew. Albert Einstein


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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 everyones job description.

What organizations know is less important to what & how quickly theycan learn.


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The New Learning in Organizations(contd)

Learning is, in part, a product of an activity, context, & culture in whichit is developed.

People are more willing & able to learn that which they have helpedcreate.

A critical skill is the ability to know what one must know & learn on onesown.

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.


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A learning organization has thecapability 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 toanother.

Learn more effectively from its mistakes.

Make greater organizational use of employees at all levels of theorganization.

Shorten the time required to implement strategic changes. Stimulate continuous improvement in all areas of the organization.


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Difference between learningorganizations & organizational learning

Learning organizations focussed on thewhat, & describes the systems,principles, & characteristic oforganizations that learn & produce as a

collective entity. Organizational learning, refers to how

organizational learning occurs, i.e., theskills & processes of building & utilizingknowledge.

Organizational learning is just onedimension or element of a learningorganization.

Learningorganizat

ion

Organizational

learning


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Important dimensions &characteristics of a learning

organizations Learning is accomplished by the organizational system as a whole, almost as if

the organization were a single brain.

Everyone recognize the critical importance of on-going organization learning

for the current as well as future successes. Learning is a continuous, strategically used process integrated with &

parallel to work.

Focus on creative & generative learning.

Systems thinking is fundamental.

Everyone has access to information & data sources. Encourages, rewards, & accelerate individual & group learning.


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Important dimensions &characteristics of a learning

organization (contd) Everyone network in an innovative, community-like manner inside &

outside the organization.

Change is embraced, & unexpected surprises & even failures are viewed

as opportunities. It is agile & flexible.

Everyone is driven by a desire for quality & continuous improvement.

Activities are inspired by aspiration, reflection, & conceptualization.

There are well placed core competencies that serve as take-off point

for new initiatives. Able to continuously adapt, renew, & revitalize itself.


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The Systems-Linked

Organization ModelLearning inside must be equal to orgreater than change outside theorganization or the organization is

in decline, & may not survive.Reg Revans.


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model

people

knowledge technology

organization

learning


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Five closely interrelated subsystemsthat interface & support one another

The core is learning which permeates theother subsystems.

Each of the other subsystems arenecessary to enhance & augment thequality & impact of learning.

The five subsystems are dynamicallyinter-related & complement each other.


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Building

Dynamic Learning Throughoutthe Organization

Learning is the new form oflabour. Shoshana Zuboff


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Learning subsystems

learning

Types

Adaptive Anticipatory Deutero Action

Levels

Individual Group

Organization

Skills

Systems

Thinking

Mental modelsPersonal MasteryTeam learningShared visionDialogue


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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)


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Learning

A process by

whichindividualsgain newknowledge &insights thatresult in achange of

behaviour &actions.

Cognitive (intellectual)

psychomotor (physical)

Affective(emotional)

3 Domains


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Three kinds

of learning

Edgar Schein,

Harvard

Habit & skill learningSlow, calls for practice,opportunities for practice,

& making errors, &Consistent rewards

KnowledgeacquisitionAcquiring

information &knowledge throughvarious cognitiveactivities.

But,learning can onlyhappen, if thelearner recognizesa problem & iswilling to learn; thelearner oftencannot produce theright type of

behaviour or skill;

Emotionalconditioning

& learnedanxietyMost potent,continue for a

long time


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Learning has very little to do with taking ininformation. Learning, instead, is a process that is

about enhancing capacity. Learning is aboutbuilding the capability to create that which you

previously couldnt create. Its ultimately relatedto action, which information is not. Peter Senge,

The Fifth Discipline

Learning, ultimately, is a social phenomenon- ourability to learn & what we can know is determined by

the quality & openness of our relationships withothers. Michael Marquardt


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Three levels of learning

Promote inquiryCreate continuouslearning opportunitiesindividuals

Collaborate&

sharegains

teams

Empower people

Integrate quality &Quality of work lifeCreate free spaceFor learning

organizations


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Learning organization

Is a union of individuals (the lower triangle) &organizations (upper triangle)

The key is the overlap, which where teams

function & benefit the learning organization. The utilization of the combined resources &

energies of the individuals, teams & the

organization creates the learning organization.


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Four Types

of Learningin

Organizations

Adaptive

Anticipatory

Deutero

Action


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Adaptive learning

Single Loop learning: focused on gaining informationto stabilize & maintain existing systems, emphasis onerror detection & corrections; obtaining direct

solutions to the immediate problem; used in mostorganizations

Double Loop learning: more in-depth & involvesquestioning the system itself; looks deeper at norms &

structures; raises questions about their validity;organizations unwilling to engage in double looplearning

action outcome results

datareflection


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Anticipatory learning

Learns from expecting the future; Seeks to avoid negative results &

experiences;

Planning as learning approach

vision reflection actionapproach


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Deutero learning

Learns from critically reflecting uponits taken-for-granted assumptions;

Learning about learning; Members become cognizant about

previous organizational contexts for

learning


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Comparisons

Adaptive learning is more a coping formof learning

Anticipatory & deutero learning are

much more generative or creative - theorganization is greatly empowered sincestaff is more proactive, reflective &

creative in their learning


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Action Learning

Involves working on real problems, focusing on the learningacquired, & actually implementing solutions

There is no learning without action, & no action withoutlearning

L = P + Q; where L = learning

P = programmed instructions (knowledge in current use)

Q = questioning (fresh insights)


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learning disciplines or skills

Peter Senge, Fifth Discipline

Systemsthinking

Personalmastery

Mental

models

Teamlearning

Shared

vision


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Systems Thinking

It is a discipline for seeing wholes, a framework forseeing interrelationships rather than linear cause-effectchains, for seeing underlying structures rather thanevents, for seeing patterns of change rather than

snapshots. Small well focussed action can sometimes produce

significant enduring improvements.

Changes planned or unplanned in one part of the

organization can effect other parts with surprising , oftennegative consequences.


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Personal Mastery

Essential cornerstone of a learningorganization.

Entails a commitment to continuouslearning at all levels.

A discipline of continually clarifying &

deepening personal vision, energies &patience.


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Team Learning

The process of aligning & developing thecapacity of a team to create the learning &results that its members seek.

Involves the need to think insightfully aboutcomplex issues.

Need innovative coordinated action.

Must encourage & stimulate learning in otherteams.


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Mental Models

An image or perspective of an event, situation,activity or concept.

A deeply ingrained assumption that influenceshow we understand the world & how we takeaction.

Turning the mirror inward, of learning how tounearth internal or images of the world & thento bring them to surface.


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Shared Vision

Provides a focus & energy for learning.

Leads to generative learning.

People tend to excel & learn, not because theyare forced to, but because they sincerely wantto.

Foster heartfelt commitment by people

throughout the organization to seek, toimprove, to learn.


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Learning Capacity ofOrganizations

Speed: how fast the organization is able to rotate around the learningcycle (planning, implementing & reflecting & complete the iteration.

Depth: the degree to which organizations are able to learn at the endof each iteration of the cycle by questioning underlying assumptions &improving their capacity to learn in the future.

Breadth: how extensively organizations are able to transfer newinsights & knowledge derived from each iteration of the learning cycleto other issues & parts of the organization.


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Learning & Training

Training

Outside in, done by others,assumes relative stability

Focuses on knowledge, skills & jobperformance accomplishment

Appropriate for developingcompetencies

Emphasizes improvement

Not necessarily linked toorganizations mission &

strategies Structured learning experiences

with short-term focus

Learning

Inside out, seek to do for self,assumes continuous change

Focuses on values,attitudes,innovation & outcomes

Helps organizations & individualslearn how to learn and create ownsolutions

Emphasizes breakthrough

Directly aligned withorganizations vision &

requirements for success Formal & informal, long-termfuture-oriented, learner-initiated


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Action Learning: Coaching &continuous learning framework

planning

applicationreflection

learner

learner

coach

coach

Shared responsibilityOpen communication


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Top Strategies to BuildLearning Subsystem

1. Develop Action LearningProgrammes throughout theorganization

2. Increase individuals abilityto learn how to learn

3. Develop a discipline ofdialogue

4. Create career developmentplans for employability

5. Establish self-developmentcash programmes

6. Build team-learning skills7. Encourage & practice

systems thinking8. Use scanning & scenario

planning for AnticipatoryLearning

9. Encourage & expanddiversity, multicultural &global mindsets & learnings

10. Change the mental modelrelative to learning


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OrganizationTransformation forLearning Excellence

The prime business of business islearning. Harrison Owen


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Organization

subsystemsorganization

Culture

Strate

gy

Struct

ure

Vision


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Stars to steer by Energize the organization

Exhilarating

Create the spark & excitement

Shared by everyone Learning must be part of the vision

Vision


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Distinctive ways of believing, thinking & acting manifested bysymbols, 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

Culture


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Intertwine & align organization-wide learning with business & personalsuccess.

Build learning into all operations & activities.

Relate staff policies to becoming a learning organization.

Recognize & reward learning.

Measure & broadcast impact & benefits of learning.

Generate a large number of learning opportunities.

Set aside time for learning.

Create physical environment & space for learning.

Maximize learning on the job.

Strategy


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Workplace learning processUses assignments, businessproblems & experiences aslearning opportunities

Manag

es selfas alearner

PlanIdentify what needsto be learned to dealWith new & unfamiliarsituations

Ask questionsIdentify & use tools& resources to gainknowledge

Reflect on PlanRestructure problems

by incorporatingdifferentperspectives

TransferRecord lessonslearned and sharewith others

Reflect on

ActionObtain and usefeedback to improveperformance Act

Continuousworkplacelearning model

k l lC i


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Workplace learning processUses assignments, businessproblems & experiences aslearning opportunities

Help

OthersLearn

PlanEstablish an environmentconducive to workplacelearning

Assist others in setting &meeting goals

Help others identify tools &resources

Reflect on PlanHelp othersrestructure problems

by incorporatingdifferentperspectives

TransferRecord lessonslearned and sharewith others

Reflect onActionEncourage reflection

Provide feedback toothers on learningaccomplishments

Act

Continuousworkplacelearning model


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Streamlined, flat hierarchy

Seamless, boundary-less, & holistic

Project form of organizing & implementing

Networking

Small units with entrepreneurial thinking

Bureaucracies are rooted out

Structure


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Top Strategies for OrganizationTransformation to Learning

1. Hold a Future SearchConference

2. Gain top level managementsupport

3. Create a corporate climatefor continuous learning

4. Reengineer policies &structures around learning

5. Recognize & rewardindividual & team learning

6. Make learning a part of allpolicies & procedures

7. Establish centers ofexcellence & demonstrationprojects.

8. Use measurement of financial& non-financial areas as alearning activity

9. Create time, space, &physical environment forlearning

10. Make learning intentional atall times & in all locations


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Empowering&

Enabling PeoplePeople are the masters.

Edmund Burke


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Peoplesubsystems

people

Customers

Alliance

partnersVendors &

Suppliers

Employees

Community

Managers/

Leaders


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People need to be empowered &enabled. Otherwise .

Empowered

but not

enabled

Enabled

but not

empowered

mad pilots caged eagles

l d l f


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Principles & guidelines forempowering & enabling staff

Treat them as mature, capable workers & learners

Encourage freedom, energy & enthusiasm

Maximize the delegation of authority &responsibility

Involve employees in developing strategies &planning

Strike a balance between individual & organizationneeds


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Striking a balance betweenindividual & organization needs

PerformanceNeeds of

theorganization

Performancecapability Needs

of the individual


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Changes In Organizations

From ToContinual change Transformation

Quality Improvement Process engineering

Matrix Network

Performance appraisal Performance management

Technophobia Application of technology

Functions Process

Control EmpowermentEmployment Employability


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New Leadership Roles

Instructor, Coach, Mentor Knowledge Manager

Co-learner & model for learning

Architect & designer

Co-ordinator

Advocate & champion for learningprocesses & projects


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New Leadership Skills

Build a shared vision

Co-ordinate multiple, task-focused Teams

Surface & test mental models

Engage in systems thinking Encourage creativity, innovation, & willingness to

risk

Conceptualize & inspire learning & action

T p Str te ies f r


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Top Strategies forEmpowerment & Enablement

1. Institute personnel policiesthat reward learning

2. Create self-managed workteams

3. Empower employees tolearn & produce

4. Encourage leaders to model& demonstrate learning

5. Invite leaders to champion

learning processes &projects

6. Balance learning &development needs of theindividual & organization

7. Encourage & enhance client

participation inorganization learning

8. Provide educationopportunities for thecommunity

9. Build long term learningpartnerships with vendors& suppliers

10. Maximize learning fromalliances & joint ventures


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Knowledge Managementin Learning

Organizations

Knowledge is power. Francis Bacon


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Knowledge

subsystem

Acquisition

knowledge

Creation

Transfer

&

utilization

Storage


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Knowledge

Acquisition

Internal Sources Tapping intoknowledge of its

staff Learning fromexperience Implementingcontinuous changeprocess

External Sources Benchmarking from otherorganizations Attending conferences

Hiring consultants Reading print materials Viewing TV, video & film Monitoring economic, social& technological trends Collecting data

Hiring new staff Collaborating with otherorganizations

P


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Two Important Points

There is not a one-to-one correspondencebetween what is happening & what is collecteddue to the numerous filters that influenceswhat information the organization listens to &ultimately accepts;

Acquiring knowledge is not always intentionalbut learning organizations build moreintentionality into the acquiring of knowledge.


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Knowledge Creation

Generative & imperative forlearningorganizations

Should be at the epicenter of anorganizations corporate strategy

T i


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Tacit-to-Tacit

Tacit-to-Explicit

Fourpatterns

of

producing

creativeknowled

ge

Fourpatterns

ofproducin

gcreativeknowled

ge

Explicit-to-Explicit

Explicit-to-Tacit

Tacitknowledge:The knowledge

we hold inside,but havedifficulty inexpressing

Explicitknowledge:The formal,systematic &easily shared

form ofknowledge

A i i i i i


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Activities an organization cantake to create knowledge

Action Learning

Systematic Problem Solving Experimentation

Learning from past experiences

Kn l d St


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Knowledge Storage& Retrieval

Knowledge stored shouldbe:structured & stored sothat the system can find &deliver it quickly &correctly

Divided into categorieson a learning-needs basis Organized so that it canbe delivered in a clear &concise way to the user Accurate, timely, &available to those who

need it

Functional & effective KnowledgeStorage systems are categorizedaround:Learning needs Work objectives User Expertise

Function/Use of information Location where & how theinformation is stored

Knowledge Retrieval:Either controlled (by memoryor records of individuals orgroups) or automatic Processes must be designedto ensure that the retrieval ofinformation occurs accurately


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KnowledgeTransfer &Utilization

mechanical electronic & interpersonalmovement ofinformation &knowledge

Intentional Transfer1. Individually written

communication

2. Training3. Internal conferences4. Briefings5. Internal publications6. Tours7. Job rotation/transfer8. Mentoring

Unintentional Transfer1. Job rotation2. Stories & myths3. Task Forces4. Informal Networks

Limiting factors in transfer of


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Limiting factors in transfer ofknowledge

Costs

Cognitive capacity of receiving unit

Message delay due to priorities ofsending knowledge; and

Message modification or distortion of

meaning either intentionally orunintentionally

Learning Less than 10% of the learning


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gTransferenceStrategies

Before the course:

(guidelines for what to

expect from the course &

how to prepare for it)

During the course:

(what skills & tools to

practice)

After the course:

(follow-on activities)

Manager Familiarize oneself with

the course & discuss

planned use of learning

Protect learner from

work-related

interruptions

Develop opportunities to

use new behaviours

immediately on the job

Learner Confer with the manager &

previous trainees on course

objectives, content,

process & job application

Maintain an ideas-&-

application notebook to

note key concepts &

applications to the job

Regularly assess

performance & give

stokes for progress

Trainer Confer with supervisors on

possible barriers to

transfer of training back

on the job & identify ways

to reduce or eliminate.

Help learners for mutual

support groups to learn

together & help each

other back on the job

Contact learners to

provide support & help

with problems in

transferring new skills to

the job

Less than 10% of the learningthat occurs in the classroom isever transferred to the job

Broad & Newstrom

Top Strategies for Knowledge


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Top Strategies for KnowledgeManagement

1. Create expectation thateveryone is responsible forcollecting & transferringknowledge

2. Systematically capturerelevant knowledge external tothe organization

3. Organize learning events tocapture & share knowledge

4. Develop creative & generativeways of thinking & learning

5. Encourage & rewardinnovations & inventions

6. Train staff in storage &retrieval of knowledge

7. Encourage team mixing & jobrotation

8. Develop a knowledge base

around values & learning needs9. Create mechanisms forcollecting & storing learning's

10. Transfer classroom learningto the job


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Harnessing Technological Power

for Organizational Learning

Organizations that know how to harness

technology to enhance their learning capacitywill possess a decided competitive advantage.

Micheal Marquardt

T hn l b t m


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Technology subsystems

technology

Technology-Based learning

IT

Electroni

cPerformanceSupportSystem(EPSS)

I f ti T h l


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Information Technology

Present new strategic opportunitiesfor organizations to learn

It enables organization to automate,informate & transform themselves

New rules of management, change,


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New rules of management, change,development & learning

Information can appear simultaneously in as manyplaces as needed

A generalist can do the work of an expert

Organizations can simultaneously reap the benefits ofcentralization & decentralization

Decision-making is part of everyones job

Field personnel can send & receive information

wherever they are Plans can be revised instantaneously

IT & flow of knowledge


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IT & flow of knowledge

Improves the ability of people to communicate withone another because it blurs the boundaries & increase

the possible relationships beyond hierarchies Makes it easier for people to communicate directly

with one another across time & space

Reduces the number of management levels needed &

yet provide an enhanced potential for span of control Contributes to the flexibility

Impact of IT on organizations


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Impact of IT on organizations

IT changes the way work is done

IT enables integration of business functions

IT causes shifts in the competitive climate

IT presents new strategic opportunities

IT demands basic changes

IT forces transformation

T h l b d l i


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Technology-based learning

Includes computers, multimedia, interactive video,& distance learning

The corporate learning environment will be:

Modular

Multi-sensory

Portable

Transferable

Interruptible

Electronic performance support


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Electronic performance supportsystems (EPSS)

The learning tool of the 21st century

Use computers to capture, store & distributeknowledge throughout the organization, helpingworkers to reach the highest level of performancein the fastest possible time, with the leastpersonnel support

The goal of EPSS is to provide whatever is

necessary to generate performance & learning atthe point of need

Components of EPSS


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Components of EPSS

Competencyprofile

Expert knowledgebase

On-line helpIntegrate

d

training& jobaids

Electronicintegrated

referencesystem

On-linedocumentation

Monitoring,assessment

& feedbacksystem

Link toexternal

applications

Systeminformat

ion

EPSS & the organizational


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EPSS & the organizationallearning process

EPPS can support learning directly on:

Performance-centred design

Performance Individual learning

Generation of new knowledge

Knowledge capture

Top Strategies for Technology


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Top Strategies for TechnologyApplication

1. Encourage & enable all staff toconnect into the informationhighway

2. Develop multi-media technology-based learning centers

3. Create or expand video instruction4. Use technology to capture

knowledge & ideas from peoplewithin & outside the organization

5. Acquire & develop competencies in

groupware & self-learningtechnology

6. Install EPSS

7. Plan & develop a just-in-timelearning system

8. Build internal coursewaretechnology & capability

9. Develop awareness &appreciation of technology asa powerful tool fororganization-wide learning

10. Increase technological

responsibilities ofManagement & HumanResources Staff


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Steps in Becoming

A Learning Organization



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There is no single, guaranteed way forbecoming a learning organization

One never is fully a learningorganization

Change always continues & thereforethe need for learning is never finished.

Learning organizations practice &

perform the disciplines of learning in allfive sub-systems


Steps in the ladder of organizational


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1. Commit to becoming a learning organization

2. Connect learning with business operations

3. Assess capability in each of the 5 sub-systems

4. Communicate the vision of a learning organization5. Recognize the importance of systems thinking & action

6. Leaders demonstrate & model commitment to learning

7. Transform the organizational culture to one of continuous learning

8. Establish Organization-wide strategies for learning

9. Cut bureaucracy & streamline the structure

10. Empower & enable employees

11. Extend organizational learning to the entire business chain

12. Capture learning & release knowledge

13. Acquire & apply best of technology

14. Encourage, expect & enhance at all levels

15. Learn more about learning organizations

16. Continuous adaptation, improvement & learning

Steps in the ladder of organizationallearning


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Building, Maintaining &

Sustaining the LearningOrganization

The toughest thing about being a success iskeeping on being a success.Irving Berlin

1. Where within theF


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organization do webegin the effort?

2. How do wesuccessfullycontinue the

transformation?

3. What are the facilitatingfactors that encourage the

building of a learningorganization?

4. How do wemaintain the

new learningorganization?

Foursignificant

Questions

1. Where within the organization do


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gwe begin the effort?

Begin at any entry point that has thepotential to affect others! Top management

Human Resources Department

Joint management-union initiative

Task Forces

Consciousness-raising developmentprogramme

Strategic planning cycle

Diagnosis of Learning Organization profile

Organization Conference

Focus on one of the key organizationsissues

Start with one department

Whatever you do, dontwait around & hopesomething magicalhappens on its own.

Take the initiative &start climbing the

ladder!

2 How do we successfully continue


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2. How do we successfully continuethe transformation?

Establish a strong sense of urgency

Form a powerful coalition

Create the vision

Communicate & practice the vision

Remove obstacles that prevent others from acting on the new vision Create short-term wins

Consolidate progress achieved & push for continued movement

Anchor changes in the organizations culture

3. What are the facilitating


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gfactors that encourage the building

of a learning organization? Scanning Imperative

Performance gap

Concern for movement

Experimental mindset

Climate of openness

Continuous education

Operational variety

Multiple advocates or champions

Involved leadership

Systems perspective

4. How do we maintain the new learning


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gorganization?

Caterpillars, Pupas & Butterflies Transition to a Learning Organization

pupa

butterfly

learning

organization knowledge

technology people

caterpillar


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Learning organizations arewhere success is more

possible, where quality ismore assured, & where

energetic & talented peoplewant to be.

35183390 knowledge management learning organizations pnm 14

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