13- organizational learning
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Organizational Learning –
TM 298 –
SDTalisayon
Organizational Learning
Technology Management 298
First Semester, 2011-2012
Dr. Serafin D. TalisayonProfessor, Technology Management CenterUniversity of the Philippines
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Organizational Learning –
TM 298 –
SDTalisayon
Poll: What percent of what you know now came
from your formal training and schooling?
Write your answers in a small piece of paper. Wewill compute the average of your answers.
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Organizational Learning –
TM 298 –
SDTalisayon
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Organizational Learning –
TM 298 –
SDTalisayon
A Big Gap in Managing Our Learning
Formal Training andEducation
Learning from Work and the rest of Life
Percent where yourknowledge now came
from
32% 68%
Years you devoted 14+ Depends on your age
Money invested byparents and taxpayers None or nil
Systems set up by the
government Zero
HowConscious planningand deliberate effort
Unconscious or largelyunplanned
Supportive tools andtechnologies
OrganizationalLearning
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Organizational Learning –
TM 298 –
SDTalisayon
Stanford Professors Jeffrey Pfeffer andRobert Sutton noted that despite:
• 1,700 business books published yearly
(1996 data)• $60 billion spent on training
• an estimated $43 billion spent onmanagement consultants, and
• 80,000 MBAs doing business studies,
the changes in actual managementpractice is, correspondingly,
disappointingly little.
―Knowing-Doing Gap‖
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Organizational Learning –
TM 298 –
SDTalisayon
After four years of studying this ―knowing-doing gap‖, they concluded:
―...one of the most important insightsfrom our research is that knowledge
that is actually implemented is muchmore likely to be acquired from
learning by doing than from learning
by reading, listening, or even thinking.‖
Conclusion of 4-Year Study
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Organizational Learning –
TM 298 –
SDTalisayon
Scope of Organizational LearningContext of K Acquisition ~ Context of K Use
Outside the WorkSetting
Within theWork Setting
Remote from
knowledge use
Academic degreeprograms, conferences,
Professional journals
Corporate universities,
In-house training programs
Proximate
(before or after useof knowledge)
Case studies,Industry benchmarks and
best practices
Work templates & manuals,Reuse of “tips” e.g. Eureka,
Process documentation,Lessons-learned session,
CoP e.g. Solutions Exchange
Immediate
(during use ofknowledge)
Management games,Computerized
simulations, Role playing
Mentoring/coaching,Learning-in-action e.g. CALL,
On-the-job training
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Organizational Learning –
TM 298 –
SDTalisayon
Definition
―A learning organization is anorganization skilled at creating,
acquiring, interpreting, and retaining
knowledge, and at purposefullymodifying its behavior to reflect new
knowledge and new insights.‖
— David Garvin, ―Learning in Action: aGuide to Putting the LearningOrganization to Work‖, Harvard BusinessSchool Press, 2000.
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Organizational Learning –
TM 298 –
SDTalisayon
5 Skills in Learning Organizations(from Garvin)
• Systematic problem solvingReliance on the scientific method for diagnosing problems
• Experimentation with new approaches
• Learning from past experienceCompanies must review their successes and failures, assess them systematically,
and record the lessons in a form that employees find open and accessible.
• Learning from best practices of othersExample: benchmarking that ensures that best industry practices are uncovered,analyzed, adopted and implemented
• Transferring knowledge quickly and efficiently throughout theorganizationLearning has to be more than a local affair. The art of open, attentive listeninghas to be cultivated. Managers must be open to criticism.
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Organizational Learning –
TM 298 –
SDTalisayon
5 Skills in Learning Organizations(from Garvin)
Pastexperiences
In YOUR UNITlearning by doing
New practices
Other units inyour organization
Other organizationsin your industry
lessonslearned
testing
transferof bestpractices
knowledgetransfer
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Organizational Learning –
TM 298 –
SDTalisayon
5 Disciplines in Learning Organizations(from Senge)
• Mental models: Ability to surface beliefs/assumptions about
how the world works (sub-personal level)
• Personal mastery: Capacity for self-learning and self-
management, and for managing the creative tension betweenideal and reality (personal level)
• Team learning: Group skills and aptitudes for thinking and
deciding together (interpersonal level)
• Shared vision: Crafting and holding to a common direction
(organizational level)
• Systems thinking (= ―The Fifth Discipline‖): Ability to see interrelationships in the bigger picture (supra-
organizational level and sub-personal level)
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Organizational Learning –
TM 298 –
SDTalisayon
5 Disciplines in Learning Organizations(from Senge)
―The central message of The FifthDiscipline is…that our organizationswork the way they work, ultimately,because of how we think and how weinteract.‖
— Peter Senge
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Organizational Learning –
TM 298 –
SDTalisayon
Senge complements Garvin
• Behavioral & psychological
• Intra- & interpersonal
• Remote from bottom line
• Phenomenologically inclined• Systems dynamics
• Applicable to allorganizations
•Managing thinking
• Focus on internal or selfdisciplines
• Operational & managerial
• Intra- & inter-organizational
• Linked to bottom line
• Empirically grounded• Analyses of components
• More applicable to businessorganizations
•Managing actions
• Focus on external orbureaucratic procedures
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Organizational Learning –
TM 298 –
SDTalisayon
Discipline #1: Mental Models
• Awareness of one’s assumptions, premises, concepts andbeliefs (=watching one’s thoughts and thought processes or
―metacognition‖)
• Willingness and ability to make one’s assumptions explicitbefore a group (=making public what is private)
• Willingness to place one’s assumptions to reality check and
utility check (=does not equate mental model with reality)
• Willingness to accept mistakes (=ability to disinvest one’s
ego from one’s assumptions)• Readiness to revise one’s assumptions if warranted
(=readiness to unlearn)
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Organizational Learning –
TM 298 –
SDTalisayon
If I die a martyr,
God will bring me
direct to Paradise
God gave this
land to me
―Last Palestinian vs. Last Israeli‖
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Organizational Learning –
TM 298 –
SDTalisayon
Our mental models ≠ RealityMental models = Representations of reality
―The problems in the world
stem from the differencebetween how we think andhow the world works.‖
– Gregory Bateson
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Organizational Learning –
TM 298 –
SDTalisayon
Some Tools under Discipline #1
• Left-Hand Column: documentation of one’s thoughtsduring a meeting; the formal minutes of a meeting is the
Right-Hand Column (from Peter Senge)
• Ladder of Inference: detailed description of one’sreasoning processes between one’s observation andresulting conclusion (from Peter Senge)
• Mind Mapping: the ideas one associates with a central
idea, and the interconnections among them (from TonyBuzan)
• Reflection-in-Action e.g. during Double-Loop Learning(from Chris Argyris and Donald Schön)
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Organizational Learning –
TM 298 –
SDTalisayon
Example of a Mind Map
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Organizational Learning –
TM 298 –
SDTalisayon
Discipline #2: Personal Mastery
• Awareness of one’s goals and motives, and ability toconsciously adopt, reexamine or revise them
• Ability to manage the creative tension between the ideal
and reality; commitment to accurately see and acceptreality
• Ability to continuously monitor and evaluate one’s actionsfor self-learning and self-improvement towards a goal
• Willingness to take personal responsibility over one’slearning and growth, and to take initiatives therefrom(Rotter’s ―locus of control‖ is more internal than external)
• Inclination and ability to learn from all experiences
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Organizational Learning –
TM 298 –
SDTalisayon
Continuous Learning and Self-
Improvement: a Personal Responsibility
“Learn as if you will live forever; live as if you
will die tomorrow.”
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Organizational Learning –
TM 298 –
SDTalisayon
Responsibility of National EducationalSystems
(from the UNESCO Delor Commission)
Four important skills forthe 21st Century:
• Learning to do
• Learning to relate
• Learning how to learn
• Learning to be
KM/OL
KM/OL
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Organizational Learning –
TM 298 –
SDTalisayon
Discipline #3: Team Learning
• Ability listen to people from different perspectives andpersuasions (=ability to suspend judgment)
• Ability of a group to explore underlying causes, rules andassumptions to get to deeper questions and creative reframing
of problems (=―out-of-the-box thinking‖)
• Ability of a group to examine what went wrong with minimumdefensive reactions and maximum constructive insights(=mutual goodwill, trust and respect; focus on underlyingcauses of behavior)
• Ability of a group to handle conflicts, reconcile or benefit fromdiversity of viewpoints, and synergize the collection of individualknowledge, insights and thinking styles
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Organizational Learning –
TM 298 –
SDTalisayon
Some Toolsunder Disciplines #2 and #3
• Psychometric assessments of one’s thinking styles andlearning preferences, e.g. MBTI, enneagram, multipleintelligence tests
• Fishbone diagram and Problem tree analysis: groupprocess of discovering the causes of a particular problem
• 5 Whys: group process of discovering the root cause(s) of aparticular problem
• Double-loop learning: discovering through reflection theunderlying systemic and personal causes behind a problem
• Dialogue: set of behavioral tools to help a team think anddecide productively together
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Organizational Learning –
TM 298 –
SDTalisayon
Sample Problem Tree Analysis
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Organizational Learning –
TM 298 –
SDTalisayon
Discipline #4: Shared Vision
• Ability of a group to craft a vision that fosters genuinecommitment rather than compliance
• The vision affirms and overlaps with personal visions ofmembers thus providing them intrinsic motivation and energy
• The vision is a rudder that focuses group and individual learningespecially when stresses affect the organization
• The shared vision builds corporate persona or identity.
―We commissioned the study… to examine the question of corporatelongevity… After all of our detective work, we found… [that] Long -livedcompanies were cohesive, with a strong sense of identity.‖
– Arie de Geuz
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Organizational Learning –
TM 298 –
SDTalisayon
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Organizational Learning –
TM 298 –
SDTalisayon
Discipline #5: Systems Thinking
• Ability to see the whole (=―seeing the forest‖ and not just the trees)
• Ability to see multiple interrelationships, and new or unexpectedconnections
• Ability to see how policies and structures create patterns of behavior
• Ability to see non-linear relationships: negative and positivefeedback loops, discontinuities, economies/diseconomies of scale,
delayed effects
• Careful in drawing conceptual boundaries and categories; awareness
of how labels and constructs limit perception and judgment
• Deep respect for reality and desire to see it with greatest clarity,
completeness and accuracy
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Organizational Learning –
TM 298 –
SDTalisayon
Some Tools under Discipline #5
• Causal flow diagram or system digraph: identifyingall factors or variables relevant to an issue and the
assumptions or beliefs about the causal connections
between these variables• Multifunctional team: a team intentionally composed of
members from different disciplines or functional areas
• Systems dynamics: a computerized mathematical
modelling and simulation of how the variables in acomplex system behaves together
• Cross-posting: short period of work assignment of aknowledge worker in a different functional division
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Organizational Learning –
TM 298 –
SDTalisayon
Organizational Learning ProcessesIndividual tacit K Group explicit K back to individual tacit K
ExplicitKnowledge
TacitKnowledge
InstitutionalMemory
Individual Knowledge Group Knowledge
D o c u m e n t g o o d
p r a c t i c e ,
M a n u a l i z a t i o n ,
b l o g
mentoring, storytelling
lecture, e-learning
V i s i o n i n g e x e r c i s e
practice
OrganizationalBrain
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Organizational Learning –
TM 298 –
SDTalisayon
Single-loop learningvery common: vertical
Boss = learner
Action by staff
Monitors and evaluates Orders corrective action
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Organizational Learning –
TM 298 –
SDTalisayon
Single-loop learningalso common: vertical
Project evaluator
Action by project staff
Reviews and evaluatesSubmits evaluationreport which guides nextprojects
Administrators
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Organizational Learning –
TM 298 –
SDTalisayon
Single-loop learningLess common: horizontal
Examples: quality circles, productivityimprovement teams
E =learner
A =learner
D =learner
C =learner
B =learner
Teamlearning
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Organizational Learning –
TM 298 –
SDTalisayon
Vertical and Horizontal LearningOrganizations display a mix of the two modes
CEO,
owner orfinancier
employee,
worker
orders,
corrective
instructions
reports,
monitoring,
evaluation
A
D
B
C
F
E
feedback
feedback feedback
feedback
feedback feedback
Appropriate for urgent andstandardized tasks
Appropriate for tasksrequiring creativity or
continuous improvement
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Organizational Learning –
TM 298 –
SDTalisayon
Double-loop learningLeast common
B =learner C =learner A =learner
An additional learning loop is installed within
each team member (conscious self-feedback):
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Organizational Learning –
TM 298 –
SDTalisayon
Executive
subordinates
A, B, C…
monitoring &
evaluationcorrections
Vertical learning orauthority feedback: very
common (only the boss
learns; subordinates obey)
A
B
C
Horizontal learning or
peer feedback or team
learning: less common
(everyone learns)
B CA
Personal learning or conscious self feedback: rare
D o
u b l e - l o o p l e a r n
i n g
Double-Loop Learning(from Argyris)
Team
feedback feedback
feedback
S i n g l e - l o o
p l e a r n i n g
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Organizational Learning –
TM 298 –
SDTalisayon
Double-loop learningleast common
In double-loop learning, each member:
• Habitually practices ―reflection in action‖
• Checks/discusses his learning with others in
his team
• Takes personal responsibility in taking needed
action at his level
―Leaders and subordinates alike… must all begin struggling witha new level of self- awareness, candor and responsibility.‖ – Chris Argyris
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Organizational Learning –
TM 298 –
SDTalisayon
Stretching the Envelope ofProductivity
Type of Learning What are Addressed
Single-loopvertical
skills
behavior
Single-loopvertical and horizontal
mental models
skillsbehavior
Double-loopincludes vertical and/or
horizontal loops
behavioral blocks/defenses
mental modelsskills
behavior
Senge’scontribution
Argyris’contribution
conventionalapproaches
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Organizational Learning –
TM 298 –
SDTalisayon
Learning of the Second Kind
―The state at the bottom of the ―U‖is presencing – seeing from thedeepest source and becoming a
vehicle for that source.‖ – Peter Senge et al., 2004
Peter Senge
…a ―second type‖ of learning …from afuture that has not yet happened andfrom …discovering our part in bringing
that future to pass.‖
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Organizational Learning –
TM 298 –
SDTalisayon
Presencing: Drawing from theWellspring of Innovation
Bestpractitioner
NEXT PRACTICE
Transfer ofbest practice =copying from
the past
Innovating NEXTPRACTICE =
learning from thefuture
Underground Stream
conscious
unconscious
Presencing
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Organizational Learning –
TM 298 –
SDTalisayon
The Third Envelope: Psychological
―Peter Senge’s advocacy of the learning organizationhelped begin a revolution in the workplace. And, the
relevance of Senge’s work is growing rather thandiminishing over time. As more businesses go global,the need to overcome psychological barriers to
necessary organizational change increases.‖
— Management Today, 1999
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Organizational Learning –
TM 298 –
SDTalisayon
The ―Living Company‖ Royal Dutch Shell study of Fortune 500 firms (de Geus):
• Average life expectancy: 40-50 yrs
• 1/3 of 1970 firms were gone by 1983
• Four key attributes of long-lived (>100 years old) firms:
“Living Company” Living Organisms
1- Ability to learn or adapt - Responds, learns, adapts
2- Cohesion and identity (corporate persona) - Integrity, self-repair
3- Tolerance of differences, eccentricities andexperimentations; decentralized; open to otherpossibilities
- Grows, reproduces,mutates/evolves
4- Financially conservative - Self-preservation/defense
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Organizational Learning –
TM 298 –
SDTalisayon
Business Case for KM
• Winners in 2006 Global MAKE (Most AdmiredKnowledge Enterprises) Award earned in 1995-2005 anaverage of 24.2% Total Return to Investors comparedto Fortune 500 median of 10.8% (2x better)
• Winners in 2007:
2007 Global MAKE Winners
Accenture Google Royal Dutch Shell
Apple IBM Samsung Group
BP Infosys 3MBBC Intel Toyota
Ernst & Young McKinsey Wikipedia
Fluor Microsoft Wipro
GE Nokia
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Organizational Learning –
TM 298 –
SDTalisayon
8-Part Framework of MAKE Award(from Rory Chase of Teleos)
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Organizational Learning –
TM 298 –
SDTalisayon
Organizational Learning is Crucial
―The ultimate competitiveadvantage lies in an
organization’s ability to learn andto rapidly transform that learninginto action.‖
— Jack WelchFormer CEO, General Electric
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