Can departments act purposefully as learning systems? The ENT case…
Can departments act purposefully as learning systems? The ENT case
Situation- matters at issue
the department as a system (boundaries)
official job roles
skills & knowledge needed for work
informal roles- (knowledge brokering)
WHAT IS THE FUTURE OF THE DEPARTMENT?
purpose of inquiry
can performance be increased?
can individual growth/satisfaction be improved?
can there be clear assessment processes?
can managers adopt the use of coaching interactions when necessary?
can the system take ownership of its own learning needs?
approach- (possible actions for systemic desireable and culturally feasible change)
training to fill knowledge and "teachable" gaps
encourage feedback culture
career group workshops
un-conferences (peer-to-peer exchange)
apprenticeship? / internship
role of the organisation's
define/agree time frame
adoption/use of learning resources
mid-year/end of year appraisals against goals
evaluation process criteria
service level agreement-SLA
use of skills > learning
use of resources to achieve best performance
agree operating principles
(role of ethics)
use of feedback and learning to adapt the plans
assess whether it is the right time for an idea
assess whether an idea is suitable for the organisation
consideration towards people whose ideas are not used
assume positive intent in people
respect people and their ideas
should we be getting feedback/input from somebody else?
(stakeholder identification and management)
distinguish voice and influence on change
shared values (identity)
Who needs to know about this project?
people in other departments that interact with them
to learn similarly
orchestrators/facilitators of change