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 LearningEmergence of LearningOrganizationsOrganizations
Emergence of LearningEmergence of LearningOrganizationsOrganizations
Only by venturing into the unknown do we enable newOnly by venturing into the unknown do we enable newideas & new results to take place. Margaret Wheatleyideas & new results to take place. Margaret Wheatley
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Organizations must learn
faster & adapt to the rapidchanges in theenvironment.
Organizations must learn
faster & adapt to the rapidchanges in theenvironment.
Otherwise, remember them?
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Many organizations do not
grasp what a learningorganization is.
Many organizations do not
grasp what a learningorganization is.
Six blind men
No problem can be solved from the same consciousness that
created it; we must learn to see the world anew. Albert Einstein
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The New Learningin
Organizations
The New Learningin
Organizations Learningis performance-based (tiedtoobjectives/results).
Importanceisplacedonlearningprocesses (learninghowtolearn).
Theabilitytodefinelearningneedsisasimportantastheanswers.
Organization-wideopportunitiesarecreatedtodevelopknowledge,skills, &attitudes.
Learningispartof work,apartofeveryonesjobdescription. Whatorganizationsknowislessimportantto what &howquicklytheycanlearn.
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TheNew LearninginOrganizations(contd)
TheNew LearninginOrganizations(contd)
Learningis,inpart,aproductofanactivity,context, &culturein whichitisdeveloped.
Peoplearemore willing &abletolearnthat whichtheyhavehelpedcreate.
Acriticalskillistheabilitytoknowwhatonemustknow &learnononesown.
Continuouslearningisessential.
Facilitatorscanacceleratelearningbyhelpingpeoplethinkcritically.
Learningshouldaccommodate &challengedifferentlearningstyle
preferences. Learninginvolvesacyclical,iterativeprocessofplanning,implementing,
&reflectingonaction.
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Alearningorganizationhasthe
capabilityto:
Alearningorganizationhasthe
capabilityto: Anticipate &adaptmorereadilytoenvironmentalimpacts.
Acceleratethedevelopmentofnewprocesses &services.
Becomemoreproficientatlearningfromothers.
Expeditethetransferofknowledgefromonepartoftheorganizationtoanother.
Learnmoreeffectivelyfromitsmistakes.
Makegreaterorganizationaluseofemployeesatalllevelsoftheorganization.
Shortenthetimerequiredtoimplementstrategicchanges.
Stimulatecontinuousimprovementinallareasoftheorganization.
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Difference between learningorganizations & organizational learning
Difference between learningorganizations & organizational learning
Learningorganizationsfocussedonthewhat, &describesthesystems,principles, &characteristicoforganizationsthatlearn &produceasa
collectiveentity. Organizationallearning,referstohow
organizationallearningoccurs,i.e.,theskills &processesofbuilding &utilizingknowledge.
Organizationallearningisjustonedimensionorelementofalearningorganization.
Learning
organizationOrganizational
learning
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Important dimensions &characteristics of a learning
organizations
Important dimensions &characteristics of a learning
organizations
Learningisaccomplishedbytheorganizationalsystemasawhole,almostasiftheorganizationwereasinglebrain.
Everyonerecognizethecriticalimportanceofon-goingorganizationlearningforthecurrentaswellasfuturesuccesses.
Learningisacontinuous,strategicallyusedprocess integratedwith¶lleltowork.
Focusoncreative &generativelearning.
Systemsthinkingisfundamental. Everyonehasaccesstoinformation &datasources.
Encourages,rewards, &accelerateindividual &grouplearning.
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Important dimensions &characteristics of a learning
organization (contd)
Important dimensions &characteristics of a learning
organization (contd)
Everyonenetworkinaninnovative,community-likemannerinside &outsidetheorganization.
Changeisembraced, &unexpectedsurprises &evenfailuresareviewedasopportunities.
Itisagile &flexible.
Everyoneisdrivenbyadesirefor quality &continuousimprovement.
Activitiesareinspiredbyaspiration,reflection, &conceptualization.
Therearewellplacedcorecompetenciesthatserveastake-offpoint
fornewinitiatives. Abletocontinuouslyadapt,renew, &revitalizeitself.
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The SystemsThe Systems--LinkedLinked
Organization ModelOrganization Model
The SystemsThe Systems--LinkedLinked
Organization ModelOrganization Model
Learning inside must be equal to orLearning inside must be equal to orgreater than change outside thegreater than change outside theorganization or the organization isorganization or the organization is
in decline, & may not survive.in decline, & may not survive.Reg Revans.Reg Revans.
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Systems learning organization
model
Systems learning organization
model
people
knowledge technology
organization
learning
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Five closely interrelated subsystemsthat interface & support one anotherFive closely interrelated subsystemsthat interface & support one another
Thecoreislearning whichpermeatestheothersubsystems.
Eachoftheothersubsystemsarenecessarytoenhance &augmentthequality &impactoflearning.
Thefivesubsystemsaredynamicallyinter-related &complementeachother.
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BuildingBuilding
Dynamic Learning ThroughoutDynamic Learning Throughoutthe Organizationthe Organization
BuildingBuilding
Dynamic Learning ThroughoutDynamic Learning Throughoutthe Organizationthe Organization
LLearning is the new form ofearning is the new form oflabour.labour. Shoshana ZuboffShoshana Zuboff
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Learning subsystemsLearning subsystems
learning
Types Adaptive
Anticipatory
Deutero
Action
Levels Individual
Group
Organization
Skills
Systems
Thinking
Mental modelsPersonal Mastery
Team learning
Shared vision
Dialogue
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Learning subsystemLearning subsystem
Coreofthelearningorganization.
Composedof 3 complementarydimensions: Levelsoflearning (individual,group, &
organizational) Typesoflearning (adaptive,anticipatory,deutero,
single &doubleloop, &action-reflection)
Skills (systemsthinking,mentalmodels,personal
mastery,teamlearning,sharedvision &dialogue)
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LearningLearning
Aprocessbywhichindividualsgainnew
knowledge &insightsthatresultinachangeof
behaviour &actions.
Cognitive (intellectual)
psychomotor (physical)
Affective
(emotional)
3 Domains
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Three kinds
of learning
Three kinds
of learning
Edgar Schein, Harvard
Habit & skill learning
Slow, calls for practice,
opportunities for practice,
& making errors, &Consistent rewards
Knowledge acquisition
Acquiring information &
knowledge throughvarious cognitive
activities.
But,
learning can only
happen, if the learnerrecognizes a problem &
is willing to learn; the
learner often cannot
produce the right type of
behaviour or skill;
insight does not
automatically change
behaviour.
Emotional conditioning
& learned anxiety
Most potent, continuefor a long time
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Learninghasverylittletodowithtakingininformation. Learning,instead,isaprocessthatis
aboutenhancingcapacity. Learningisaboutbuildingthecapabilitytocreatethatwhichyou
previouslycouldntcreate. Itsultimatelyrelatedtoaction,whichinformationisnot.PeterSenge,
TheFifth Discipline
Learninghasverylittletodowithtakingininformation. Learning,instead,isaprocessthatis
aboutenhancingcapacity. Learningisaboutbuildingthecapabilitytocreatethatwhichyou
previouslycouldntcreate. Itsultimatelyrelatedtoaction,whichinformationisnot.PeterSenge,
TheFifth Discipline
Learning,ultimately,isasocialphenomenon- ourabilitytolearn &whatwecanknowisdeterminedby
the quality &opennessofourrelationshipswithothers.MichaelMarquardt
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Three levels of learningThree levels of learning
Promote inquiry
Create continuous
learning opportunitiesindividuals
Collaborate
&
share gains
teams
Empower peopleIntegrate quality &
Quality of work life
Create free space
For learning
organizations
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Learning organizationLearning organization
Isaunionofindividuals (thelowertriangle) &organizations (uppertriangle)
Thekeyistheoverlap,whichwhereteamsfunction &benefitthelearningorganization.
Theutilizationofthecombinedresources &energiesoftheindividuals,teams &the
organizationcreatesthelearningorganization.
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Four Types
of Learningin
Organizations
Four Types
of Learningin
Organizations
Adaptive
Anticipatory Deutero
Action
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Adaptive learningAdaptive learning
Single Loop learning:focusedongaininginformationtostabilize &maintainexistingsystems,emphasisonerrordetection &corrections;obtainingdirect
solutionstotheimmediateproblem;usedinmostorganizations
Double Loop learning:morein-depth &involvesquestioningthesystemitself;looksdeeperatnorms
&structures;raises questionsabouttheirvalidity;organizationsunwillingtoengageindoublelooplearning
action outcome results data reflection
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Anticipatory learningAnticipatory learning
Learnsfromexpectingthefuture; Seekstoavoidnegativeresults &
experiences;
Planningaslearningapproach
vision reflection action approach
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Deutero learningDeutero learning
Learnsfromcriticallyreflectinguponitstaken-for-grantedassumptions;
Learningaboutlearning; Membersbecomecognizantabout
previousorganizationalcontextsfor
learning
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ComparisonsComparisons
Adaptivelearningismoreacopingformoflearning
Anticipatory &deuterolearningaremuchmoregenerativeorcreative-theorganizationisgreatlyempoweredsincestaffismore
proactive,reflective &creativeintheirlearning
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Action LearningAction Learning
Involvesworkingonrealproblems,focusingonthelearningacquired, &actuallyimplementingsolutions
Thereisnolearningwithoutaction, &noaction
withoutlearning L = P + Q;where
L = learning
P = programmedinstructions (knowledgeincurrent
use) Q = questioning (freshinsights)
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learningdisciplinesorskillslearningdisciplinesorskills
Peter Senge, Fifth Discipline
Systems
thinking
Personal
mastery
Mental
models
Team
learning
Shared
vision
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Systems ThinkingSystems Thinking
Itisadisciplineforseeingwholes,aframeworkforseeinginterrelationshipsratherthanlinearcause-effectchains,forseeingunderlyingstructures
ratherthanevents,forseeingpatternsofchangeratherthansnapshots.
Smallwellfocussedactioncansometimesproducesignificantenduringimprovements.
Changesplannedorunplannedinonepartoftheorganizationcaneffectotherpartswithsurprising,oftennegativeconsequences.
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Personal MasteryPersonal Mastery
Essentialcornerstoneof alearningorganization.
Entailsacommitmenttocontinuouslearningatalllevels.
Adisciplineofcontinuallyclarifying &
deepeningpersonalvision,energies &patience.
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Team LearningTeam Learning
Theprocessofaligning &developingthecapacityofateamtocreatethelearning &
resultsthatitsmembersseek. Involvestheneedtothinkinsightfullyaboutcomplexissues.
Needinnovativecoordinatedaction.
Mustencourage &stimulatelearninginotherteams.
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Mental ModelsMental Models
Animageorperspectiveofanevent,situation,activityorconcept.
Adeeplyingrainedassumptionthatinfluenceshowweunderstandtheworld &howwetakeaction.
Turningthemirrorinward,oflearninghowtounearthinternalorimagesoftheworld &thentobringthemtosurface.
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Shared VisionShared Vision
Providesafocus &energyforlearning.
Leadstogenerativelearning.
Peopletendtoexcel &learn,notbecausetheyareforcedto,butbecausetheysincerelywantto.
Fosterheartfeltcommitmentbypeople
throughouttheorganizationtoseek,toimprove,tolearn.
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LearningCapacityof
Organizations
LearningCapacityof
Organizations Speed: howfasttheorganizationisabletorotatearoundthe
learningcycle (planning,implementing &reflecting &completethe
iteration. Depth: thedegreetowhichorganizationsareabletolearnatthe
endofeachiterationofthecycleby questioningunderlyingassumptions &improvingtheircapacitytolearninthefuture.
Breadth:howextensivelyorganizationsareabletotransfernew
insights &knowledgederivedfromeachiterationofthelearningcycletootherissues &partsoftheorganization.
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Learning & TrainingLearning & Training
Training
Outsidein,donebyothers,assumesrelativestability
Focusesonknowledge,skills &jobperformanceaccomplishment
Appropriatefordevelopingcompetencies
Emphasizesimprovement
Notnecessarilylinkedtoorganizationsmission &
strategies Structuredlearningexperiences
withshort-termfocus
Learning
Insideout,seektodoforself,assumescontinuouschange
Focusesonvalues,attitudes,innovation &outcomes
Helpsorganizations &individualslearnhowtolearnandcreateownsolutions
Emphasizesbreakthrough
Directlyalignedwithorganizationsvision &
requirementsforsuccess Formal &informal,long-term
future-oriented,learner-initiated
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Action Learning: Coaching &
continuous learning framework
Action Learning: Coaching &
continuous learning framework
planning
applicationreflection
learnerlearner coachcoach
Shared responsibility
Open communication
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Top Strategies to Build
Learning Subsystem
Top Strategies to Build
Learning Subsystem1. DevelopActionLearning
Programmesthroughouttheorganization
2. Increaseindividualsability
tolearnhowtolearn3. Developadisciplineofdialogue
4. Createcareerdevelopmentplansforemployability
5. Establishself-developmentcashprogrammes
6. Buildteam-learningskills7. Encourage &practice
systemsthinking8. Usescanning &scenario
planningforAnticipatoryLearning9. Encourage &expand
diversity,multicultural &globalmindsets &learnings
10. Changethementalmodelrelativetolearning
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OrganizationOrganizationTransformation forTransformation forLearning ExcellenceLearning Excellence
OrganizationOrganizationTransformation forTransformation forLearning ExcellenceLearning Excellence
The prime business of business isThe prime business of business islearning. Harrison Owenlearning. Harrison Owen
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Organization
subsystems
Organization
subsystemsorganization
Culture
StrategyStructure
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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Distinctivewaysofbelieving,thinking &actingmanifestedbysymbols,heroes,rituals,ideology &values
Alearningorganizationencourages &rewardslearning
Responsibilityforlearningissharedbyall Peopletrust &careforeachother
Peoplearewillingtotakerisks &innovate
Financial &humanresourcesareprovidedforlearning
Differentlearningstylesarerecognized &appreciated
Howcanthisbedonebetter?isalwaysasked
Responsivetochanges &chaos
Culture
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Intertwine &alignorganization-widelearningwithbusiness &personalsuccess.
Buildlearningintoalloperations &activities.
Relatestaffpoliciestobecomingalearningorganization. Recognize &rewardlearning.
Measure &broadcastimpact &benefitsoflearning.
Generatealargenumberoflearningopportunities.
Setasidetimeforlearning.
Createphysicalenvironment &spaceforlearning.
Maximizelearningonthejob.
Strategy
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Workplace learning processUsesassignments,businessproblems &experiencesaslearningopportunities
Manages
self as a
learner
PlanIdentifywhatneedstobelearnedtodealWithnew &unfamiliarsituations
Ask questionsIdentify &usetools&resourcestogainknowledge
Reflect on PlanRestructureproblems
byincorporatingdifferentperspectives
TransferRecordlessonslearnedandsharewithothers
Reflect on
ActionObtainandusefeedbacktoimproveperformance Act
Continuousworkplace
learning model
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Workplace learning processUsesassignments,businessproblems& experiencesaslearningopportunities
Help
OthersLearn
PlanEstablishanenvironmentconducivetoworkplacelearning
Assistothersinsetting&meetinggoals
Helpothersidentifytools&resources
Reflect on PlanHelpothersrestructureproblems
byincorporatingdifferentperspectives
TransferRecordlessonslearnedandsharewithothers
Reflect onActionEncouragereflection
Providefeedbacktoothersonlearningaccomplishments
Act
Continuousworkplacelearning model
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Streamlined,flathierarchy
Seamless,boundary-less,&holistic Projectformoforganizing&implementing
Networking
Smallunitswithentrepreneurialthinking
Bureaucraciesarerootedout
Structure
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Top Strategies for OrganizationTransformation to Learning
Top Strategies for OrganizationTransformation to Learning
1. HoldaFutureSearchConference
2. Gaintoplevelmanagementsupport
3. Createacorporateclimateforcontinuouslearning4. Reengineerpolicies&
structuresaroundlearning5. Recognize&reward
individual&teamlearning
6. Makelearningapartofallpolicies& procedures
7. Establishcentersofexcellence&demonstrationprojects.
8. Usemeasurementoffinancial&non-financialareasasalearningactivity
9. Createtime,space,&physicalenvironmentforlearning
10. Makelearningintentionalatalltimes&inalllocations
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EmpoweringEmpowering&&
Enabling PeopleEnabling People
EmpoweringEmpowering&&
Enabling PeopleEnabling PeoplePeople are the masters.People are the masters.
Edmun
dBurke
Edmun
dBurke
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People
subsystems
People
subsystemspeople
Customers
Alliance
partnersVendors &
Suppliers
Employees
Community
Managers/
Leaders
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People need to be empowered &enabled. Otherwise .
People need to be empowered &enabled. Otherwise .
Empowered
but not
enabled
Enabled
but not
empowered
mad pilots caged eagles
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Principles & guidelines forempowering & enabling staffPrinciples & guidelines for
empowering & enabling staff
Treatthemasmature,capableworkers&learners
Encouragefreedom,energy&enthusiasm
Maximizethedelegationofauthority&responsibility
Involveemployeesindevelopingstrategies&planning
Strikeabalancebetweenindividual&organizationneeds
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Striking a balance betweenindividual & organization needsStriking a balance between
individual & organization needs
PerformanceNeeds of
theorganization
Performancecapability Needs
of the individual
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Changes In OrganizationsChanges In Organizations
From ToContinualchange Transformation
QualityImprovement Processengineering
Matrix NetworkPerformanceappraisal Performancemanagement
Technophobia Applicationoftechnology
Functions Process
Control EmpowermentEmployment Employability
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New Leadership RolesNew Leadership Roles
Instructor,Coach,Mentor
KnowledgeManager
Co-learner&modelforlearning Architect&designer
Co-ordinator
Advocate&championforlearningprocesses&projects
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New Leadership SkillsNew Leadership Skills
Buildasharedvision
Co-ordinatemultiple,task-focusedTeams
Surface&testmentalmodels
Engageinsystemsthinking
Encouragecreativity,innovation,&willingnesstorisk
Conceptualize&inspirelearning&action
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Top Strategies forEmpowerment & EnablementTop Strategies for
Empowerment & Enablement
1. Institutepersonnelpoliciesthatrewardlearning
2. Createself-managedworkteams
3. Empoweremployeestolearn&produce
4. Encourageleaderstomodel&demonstratelearning
5. Inviteleaderstochampion
learningprocesses&projects
6. Balancelearning&developmentneedsoftheindividual&organization
7. Encourage&enhanceclient
participationinorganizationlearning
8. Provideeducationopportunitiesforthecommunity
9. Buildlongtermlearningpartnershipswithvendors&suppliers
10. Maximizelearningfromalliances&jointventures
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Knowledge ManagementKnowledge Managementin Learningin LearningOrganizationsOrganizations
Knowledge ManagementKnowledge Managementin Learningin LearningOrganizationsOrganizations
Knowledgeispower.FrancisBaconKnowledgeispower.FrancisBacon
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Knowledge
subsystem
Knowledge
subsystem
Acquisition
knowledge
Creation
Transfer
&
utilization
Storage
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Knowledge
Acquisition
Knowledge
Acquisition
Internal Sources Tappingintoknowledgeofits
staff Learningfromexperience Implementingcontinuouschangeprocess
External Sources Benchmarkingfromotherorganizations
Attendingconferences Hiringconsultants Readingprintmaterials ViewingTV,video&film Monitoringeconomic,social&technologicaltrends Collectingdata
Hiringnewstaff Collaboratingwithotherorganizations
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Two Important PointsTwo Important Points
Thereisnotaone-to-onecorrespondencebetweenwhatishappening&whatiscollectedduetothenumerousfiltersthatinfluenceswhatinformationthe
organizationlistensto&ultimatelyaccepts;
Acquiringknowledgeisnotalwaysintentionalbutlearningorganizationsbuildmoreintentionalityintotheacquiringofknowledge.
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Knowledge CreationKnowledge Creation
Generative&imperativeforlearningorganizations
Shouldbeattheepicenterofanorganizationscorporatestrategy
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Tacit-to-Tacit
Tacit-to-Explicit
Four
patterns of
producingcreative
knowledge
Four
patterns of
producingcreative
knowledge
Explicit-to-Explicit
Explicit-to-Tacit
Tacitknowledge:Theknowledge
weholdinside,buthavedifficultyinexpressing
Explicitknowledge:Theformal,systematic&easilyshared
formofknowledge
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Activities an organization cantake to create knowledge
Activities an organization cantake to create knowledge
ActionLearning
SystematicProblemSolving
Experimentation
Learningfrompastexperiences
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Knowledge Storage& Retrieval
Knowledge Storage& Retrieval
Knowledge stored shouldbe: structured&storedsothatthesystemcanfind&deliverit quickly&correctly
Dividedintocategoriesonalearning-needsbasis Organizedsothatitcanbedeliveredinaclear&concisewaytotheuser Accurate,timely,&availabletothosewho
needit
Functional & effective KnowledgeStorage systems are categorizedaround: Learningneeds Workobjectives UserExpertise Function/Useofinformation Location where&howtheinformationisstored
Knowledge Retrieval: Eithercontrolled (bymemoryorrecordsofindividualsor
groups)orautomatic Processesmustbedesignedtoensurethattheretrievalofinformationoccursaccurately
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KnowledgeTransfer &Utilization
mechanical electronic & interpersonalmovement ofinformation &knowledge
Intentional Transfer1. Individually written
communication2. Training3. Internal conferences4. Briefings5. Internal publications6. Tours7. Job rotation/transfer
8. Mentoring
Unintentional Transfer1. Job rotation2. Stories & myths3. Task Forces4. Informal Networks
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Limiting factors in transfer ofknowledge
Limiting factors in transfer ofknowledge
Costs
Cognitivecapacityofreceivingunit
Messagedelayduetoprioritiesofsendingknowledge;and
Messagemodificationordistortionof
meaningeitherintentionallyorunintentionally
LearningLearning
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LearningTransference
Strategies
LearningTransference
StrategiesBefore the course:
(guidelinesforwhattoexpectfromthecourse&howtoprepareforit)
During the course:
(whatskills&toolstopractice)
After the course:
(follow-onactivities)
Manager Familiarizeoneselfwiththecourse&discussplanneduseoflearning
Protectlearnerfromwork-relatedinterruptions
Developopportunitiestousenewbehavioursimmediatelyonthejob
Learner Conferwiththemanager&previoustraineesoncourseobjectives,
content,process&jobapplication
Maintainanideas-&-applicationnotebooktonotekeyconcepts&
applicationstothejob
Regularlyassessperformance&givestokesforprogress
Trainer Conferwithsupervisorsonpossiblebarrierstotransferoftrainingbackonthejob&identifywaystoreduceor
eliminate.
Helplearnersformutualsupportgroupstolearntogether&helpeachotherbackonthejob
Contactlearnerstoprovidesupport&helpwithproblemsintransferringnewskillstothejob
Less than 10% of the learning that occurs in
the classroom is ever transferred to the job
Broad & Newstrom
T i f K l dT i f K l d
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Top Strategies for KnowledgeManagement
Top Strategies for KnowledgeManagement
1. Createexpectationthateveryoneisresponsibleforcollecting&transferringknowledge
2. Systematicallycapture
relevantknowledgeexternaltotheorganization
3. Organizelearningeventstocapture&shareknowledge
4. Developcreative&generativewaysofthinking&learning
5. Encourage&rewardinnovations&inventions
6. Trainstaffinstorage&retrievalofknowledge
7. Encourageteammixing&jobrotation
8. Developaknowledgebase
aroundvalues&learningneeds9. Createmechanismsfor
collecting&storinglearning's
10. Transferclassroomlearningtothejob
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Harnessing Technological PowerHarnessing Technological Power
for Organizational Learningfor Organizational Learning
Harnessing Technological PowerHarnessing Technological Power
for Organizational Learningfor Organizational Learning
Organizations that know how to harnessOrganizations that know how to harnesstechnology to enhance their learning capacitytechnology to enhance their learning capacitywill possess a decided competitive advantage.will possess a decided competitive advantage.
MichealMarquardtMichealMarquardt
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8/9/2019 Knowledge Management - Learning Organizations = PNM 14
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Technology subsystemsTechnology subsystems
technology
Technology-
Based learningIT
Electronic
PerformanceSupport
System
(EPSS)
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Information TechnologyInformation Technology
Presentnewstrategicopportunitiesfororganizationstolearn
Itenablesorganizationtoautomate,informate&transformthemselves
New rules of management changeNew rules of management change
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New rules of management, change,development & learning
New rules of management, change,development & learning
Informationcanappearsimultaneouslyinasmanyplacesasneeded
Ageneralistcandotheworkofanexpert
Organizationscansimultaneouslyreapthebenefitsofcentralization&decentralization
Decision-makingispartofeveryonesjob
Fieldpersonnelcansend&receiveinformation
wherevertheyare Planscanberevisedinstantaneously
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IT & flow of knowledgeIT & flow of knowledge
Improvestheabilityofpeopletocommunicatewithoneanotherbecauseitblurstheboundaries&increase
thepossiblerelationshipsbeyondhierarchies Makesiteasierforpeopletocommunicatedirectly
withoneanotheracrosstime&space
Reducesthenumberofmanagementlevelsneeded&
yetprovideanenhancedpotentialforspanofcontrol Contributestotheflexibility
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Impact of IT on organizationsImpact of IT on organizations
ITchangesthewayworkisdone
ITenablesintegrationofbusinessfunctions ITcausesshiftsinthecompetitiveclimate
ITpresentsnewstrategicopportunities
ITdemandsbasicchanges ITforcestransformation
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Technology-based learningTechnology-based learning
Includescomputers,multimedia,interactivevideo,&distancelearning
Thecorporatelearningenvironmentwillbe:
Modular Multi-sensory
Portable
Transferable Interruptible
El t i f tEl t i f t
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8/9/2019 Knowledge Management - Learning Organizations = PNM 14
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Electronic performance supportsystems (EPSS)
Electronic performance supportsystems (EPSS)
Thelearningtoolofthe 21stcentury
Usecomputerstocapture,store&distribute
knowledgethroughouttheorganization,helpingworkerstoreachthehighestlevelofperformanceinthefastestpossibletime,withtheleastpersonnelsupport
ThegoalofEPSSistoprovidewhateveris
necessarytogenerateperformance&learningatthepointofneed
C t f EPSSC t f EPSS
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Components of EPSSComponents of EPSS
Competency
profile
Expert knowledgebase
On-line help
Integrated
training & job
aids
Electronic
integrated
reference system
On-linedocumentation
Monitoring,
assessment &feedback system
Link to externalapplications
System
information
h lh l
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EPSS & the organizational
learning process
EPSS & the organizational
learning processEPPScansupportlearningdirectlyon:
Performance-centreddesign
Performance
Individuallearning
Generationofnewknowledge
Knowledgecapture
Top Strate ies for Technolo yTop Strate ies for Technolo y
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Top Strategies for TechnologyApplication
Top Strategies for TechnologyApplication
1. Encourage&enableallstafftoconnectintotheinformationhighway
2. Developmulti-mediatechnology-basedlearningcenters
3. Createorexpandvideoinstruction4. Usetechnologytocapture
knowledge&ideasfrompeoplewithin&outsidetheorganization
5. Acquire&developcompetenciesin
groupware&self-learningtechnology
6. InstallEPSS
7. Plan&developajust-in-timelearningsystem
8. Buildinternalcoursewaretechnology&capability
9. Developawareness&appreciationoftechnologyasapowerfultoolfororganization-widelearning
10. Increasetechnological
responsibilitiesofManagement&HumanResourcesStaff
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Steps in BecomingSteps in BecomingSteps in BecomingSteps in Becoming
A Learning OrganizationA Learning Organization
A L i O i tiA L i O i ti
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Thereisnosingle,guaranteedwayforThereisnosingle,guaranteedwayforbecomingalearningorganizationbecomingalearningorganization
OneneverisfullyalearningOneneverisfullyalearningorganizationorganization
Changealwayscontinues&thereforeChangealwayscontinues&thereforetheneedforlearningisneverfinished.theneedforlearningisneverfinished.
Learningorganizationspractice&Learningorganizationspractice&
performthedisciplinesoflearninginallperformthedisciplinesoflearninginallfivesubfivesub--systemssystems
A Learning OrganizationA Learning Organization
St p in th l dd f ni ti n l
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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 organizations16. Continuous adaptation, improvement & learning
Steps in the ladder of organizationallearning
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Building, Maintaining &Building, Maintaining &Sustaining the LearningSustaining the Learning
OrganizationOrganization
Building, Maintaining &Building, Maintaining &Sustaining the LearningSustaining the Learning
OrganizationOrganization
The toughest thing about being a success isThe toughest thing about being a success iskeeping on being a success.keeping on being a success.IrvingBerlinIrvingBerlin
1 Wh h h
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1. Where within theorganization do webegin the effort?
2. How do we
successfullycontinue thetransformation?
3. What are the facilitatingfactors that encourage the
building of a learningorganization?
4. How do wemaintain the
new learningorganization?
FoursignificantQuestions
1 Where within the organization do1 Where within the organization do
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1. Where within the organization dowe begin the effort?
1. Where within the organization dowe begin the effort?
Beginatanyentrypointthathasthepotentialtoaffectothers! Topmanagement
HumanResources Department
Jointmanagement-unioninitiative
TaskForces Consciousness-raisingdevelopment
programme
Strategicplanningcycle
DiagnosisofLearningOrganizationprofile
OrganizationConference
Focusononeofthekeyorganizationsissues
Startwithonedepartment
Whateveryoudo,dontwaitaround&hope
somethingmagicalhappensonitsown.Taketheinitiative&
startclimbingtheladder!
2 H d f ll ntin2 H d f ll ntin
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2. How do we successfully continuethe transformation?
2. How do we successfully continuethe transformation?
Establishastrongsenseofurgency
Formapowerfulcoalition
Createthevision
Communicate&practicethevision Removeobstaclesthatpreventothersfromactingonthe
newvision
Createshort-termwins
Consolidateprogressachieved&pushforcontinued
movement Anchorchangesintheorganizationsculture
3 What are the facilitating3 What are the facilitating
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3. What are the facilitatingfactors that encourage the building
of a learning organization?
3. What are the facilitatingfactors that encourage the building
of a learning organization? ScanningImperative
Performancegap
Concernformovement
Experimentalmindset Climateofopenness
Continuouseducation
Operationalvariety
Multipleadvocatesorchampions Involvedleadership
Systemsperspective
4 How do we maintain the new learning4 How do we maintain the new learning
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4. How do we maintain the new learningorganization?
Caterpillars, Pupas & Butterflies Transition to a Learning Organization
4. How do we maintain the new learningorganization?
Caterpillars, Pupas & Butterflies Transition to a Learning Organization
pupa
butterfly
learning
organization knowledge
technology people
caterpillar
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Learning organizations areLearning organizations arewhere success is morewhere success is more
possible, where quality ispossible, where quality ismore assured, & wheremore assured, & where
energetic & talented peopleenergetic & talented peoplewant to be.want to be.
Learning organizations areLearning organizations arewhere success is morewhere success is more
possible, where quality ispossible, where quality ismore assured, & wheremore assured, & where
energetic & talented peopleenergetic & talented peoplewant to be.want to be.