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CHAPTER 8 The Learning Organizations - Coggle Diagram
CHAPTER 8
The Learning Organizations
Learning Terminology
Training
- Learning processes guided by an expert
Learning
- Changes in knowledge, skills and abilities which influence how people act in the future
Development
- Ongoing process of growth and change which occurs as new influences are encountered
Capabilities
- The competencies that enable the individual to meet the challenges associated with performing complex work roles
Competencies
- Areas of knowledge and skills which contribute to job-related behaviors
Individual Learning Styles
Physical/Kinesthetic
Prefer using your body, hands and sense of touch
Logical/Mathematical
Prefer using logic, reasoning and systems
Verbal
Prefer using words, both speech and writing
Social
Prefer to learn in groups or with other people
Music/Auditory
Prefer using sound and music
Solitary
Prefer to work alone and self-study
Visual
Prefer using images and spatial understanding.
Learning Approaches
Organisational
On-the-job training
Induction programmes
Lectures
Seminars and workshops
Individual
Authentic learning
Online learning
Action learning
Impromptu learning
Organisational Learning
Behavioural learning
‘single-loop learning’ involves maintaining an organisation’s ‘theory-in-use’
Cognitive learning
‘double-loop learning’ involves questioning assumptions and values
Learning phases (Huber,1991)
Information distribution
Probability that A will route information to B
(member or unit)
Probability of delay in routing information by A to B
Links with organisational communication
Probability and extent of information distortion by A when communicating to B
Information interpretation
Media richness
– variety of cues medium can convey and rapidity of feedback
Information overload
– detracts from effective interpretation
Cognitive maps and framing
Unlearning
– discarding obsolete and misleading knowledge
Knowledge acquisition
Vicarious
learning (modelling)
Grafting
(creating out of nothing)
Experiential
learning (experiments, self-appraisal, unintentional, learning curve)
Searching and noticing
(scanning, focused search, performance monitoring)
Congenital
learning (birth traits)
Organisational memory
Who has the information I want?
Storing and retrieving information
Non-anticipation of future needs means that memory may not be stored
Computer-based organisational memory
Personnel turnover results in loss of organisational memory
Factors Affecting Organisational Learning
Individual Factors
Commitment to / perceived value of learning
Career aspirations
Ability / reflective skills / risk-taking capacity
Time management
Prior learning experiences
Creativity / innovativeness
Organisational Factors
Performance management system
Strategic focus
Leadership
Learning culture / attitude to errors
Rewards for and recognition of learning
Learning philosophy
Organisational values
Operational Factors
Available operational support
Knowledge sharing operational practices
Leadership / learning sponsorship
Available content
Learning transfer
Learning Context
CoP orientation
Appropriate resources
Contextual support available
Relevance to contextual problem-solving
Range and forms of learning opportunities
Knowledge system and structural support
Creating Holistic Development Approach
Early Professionals
Individual
Seek mentors
Attend learning opportunities
Apply knowledge
Ask questions
Develop new competencies
Operational Unit
Give feedback
Assist with on the job learning
Plan, provide, monitor learning opportunities
Encourage growth
Locate mentors
Reward efforts
Organisational
Sponsor and encourage
CoP involvement
Provide orientations
Monitor learning participation of members
Plan and promote learning activities
Mid career professionals / project managers / team leaders
Operational unit
Encourage interaction
Support participation
Ongoing learning opportunities
Encourage sharing of learning
Organisational
Provide development opportunities
Encourage peer learning / sharing
Recognize needs and roles
Individual
Communication
Time management
Leadership
Planning
New roles
Applied competencies
Leadership Stage
Operational unit
Give feedback
Encourage leadership roles
Provide appropriate learning opportunities
Organisational
Leadership programmes
Nurture talent
Assist with political capacity building
Support risk taking /innovation
Recognize new leaders
Individual
Share knowledge
Mentor others
Develop new capabilities
Seek new learning challenges
Senge's Five Principles
Personal Mastery
To do with ‘self-awareness’ – how much we know about ourselves and the impact our behaviour has on others.
Systems Thinking
A framework for seeing inter-relationships that underlie complex situations and interactions.
Mental Models
Key to change success is in surfacing deep-seated mental models - beliefs, values, mind-sets and assumptions that determine the way people think and act.
Shared Vision
Taking time early in the change process to have the conversations needed to shape a truly shared vision is crucial to build common understandings
Team Learning
Happens when teams start
‘thinking together’ – sharing their experience, insights, knowledge and skills with each other about how to do things better.