Learning in Action

Learning in Action

Amarin Tawata

Basic elements of and primary processes of knowledge workers for developing a learning organization

About the Learning in Action?

Requiring a framework for actionLearning is a process that unfolds over time and link it with knowledge acquisition, deeper understanding, and improved performance.

Learning organization

The learning process Stages of learning ActionsAcquiring information

• Understanding to allow new ideas to flourish• Distinguishing relevant and irrelevant

information• Remaining open to unexpected and

occasionally unwelcomeInterpreting information

• Classifying, grouping or placing within a larger context

Applying information

• Translating interpretation into concrete behavior• Actions is essential as behavior to reflect

new knowledge.

Biased informationFlawed interpretationInaction

Learning disabilities

Blind spots arise when scanning and search activities are narrow or misdirected.

Filtering occurs when critical data are downplayed or ignored.

Lack of information sharing

Biased informaion

Since the underlying processes are complex and poorly understood.

Flawed interpretation

An inability or unwillingness to act on new interpretations◦A problem of incentives and the frequent

lack of support for new initiatives◦A certain level of self-awareness◦Espoused theories vs theories-in-use

Inaction

Recognize and accept differences Provide timely feedback Stimulate new ideas Tolerate errors and mistakes

Supportive learning environments

Types of learningTypes of learning

Actions Results

Intelligence gathering

• Search• Inquiry• Observation

• Attending to currently available information

Experiential learning

• Learning and experience curve • Reflection and review

• Single case or comparison reviews• Individual, group, or

organizational reviews

• Drawing lessons from activities

Experimentation

• Exploration• The probe-and-learn process• Demonstration projects• Hypothesis testing

• Trying out new designs or theories to test their validity

Intelligence gathering

Obtaining currently available information

Using information from diverse sources Cross-checking the findings Ensuring reliability Shifting smoothly between passive and

active mode Devoting effort to analysis and

interpretation Connecting with decision making

Search

Providing choice of respondents Carefully framing questions Respondents as representative and appropriate 2 forms

◦ Descriptive Focus group and structured conversation Easy to summarize results

◦ Exploratory Using open-ended questions to elicit perceptions and

needs Respondents on their minds

Inquiry

Carrying out in real context Acceptance of an observer Attentive looking and listening Suspending judgment and postpone

analysis long as possible 2 approaches

◦ Passive observation To record experience for later review

◦ Participation and interaction To clarify and refine understanding

Observation

Search matches with settings of published information.

Inquiry suits to settings of identifying key sources.

Observation suits to settings of gaining insights by watching people.

Combination of them provides intelligence of the highest order.

Suitable technique

Experiential learningDrawing lessons from the past activities

Repetition◦Efficiently performing the same tasks

over time Exposure

◦Getting a new set of talent◦Added skill by the exploration of

unfamiliar engagement

Two distinct ways of experience

Learning and experience curves

Taking time to reflect on experiences and developing lessons for the future

Reflection and review

Single case ◦Writing a report as practical advice◦Distinguishing effective from ineffective

process◦Making recommendations for the future

Comparison◦Assessments of success and failures◦Contrasts of superior and average

performers

Single case or comparison reviews

Individual◦ To distill and disseminate effective practice

Group◦ To identify a few critical processes and procedures

for keeping quality high, schedules on track and costs under control

Organizational◦ Studies on going operations (focusing on best

practice for dissemination)◦ Assessments of change programs

Individual, Group, or Organizational reviews

Reflection and review processes are weak due to late in game.

After-the-fact reviews as alternating periods of learning and doing

Focusing on tangible and result-oriented programs

Experiential learning

Problems or concrete challenges ensuring active participation◦Real problems to motivate learners by

putting them on the firing line◦Simulated problems to offer a solution◦Program design to share complexity,

scope, an unexpected surprises.

A focus on problems

Experimentation

Try-it-and –see approach Knowledge as provisional and conclusions as tentative

Designed activities to generate knowledge

Experimentaion

Exploratory experiments◦To see what would happen if

Hypothesis-testing experiments◦To discriminate among alternative explanations and confirm prevailing views

Types of experiments

Lack of information leading to difficult to identity solution

Probe-and-learn process◦4 elements such as a starting point, one

or more feedback loops, a process for rapid redesign and a stopping rule

Demonstration projects◦On-line experiments◦Large scale simulation

Exploration

Deductive rather than inductiveDisciplined rather than playfulTargeted rather than open-endGenerating data, validating theories, and ensuring new ideas to be accepted

Hypothesis testing

Experimentation should be associated reasoning process.

Various names to make hypothesis testing less burdensome but to preserve insights and discriminating power◦ Quasi-experimentation◦ Adaptive experimentation◦ Field experimentation

A way of Thinking

Be clear about the purpose of the experiments Begin with a hypothesis in mind Ensure that all needed measures (pretest and

posttest) are in place Reproduce real-world conditions as closely as

possible Manipulate a single variable at a time Use comparison groups or other natural controls Involve diverse, complementary observers Search for distinctive patterns Employ multiple, repeated trials

Conducting experiments

Leading learningMethods that leaders use to work with people of an organization moving in the desired direction. Leading learning

Teaching and learning

Creating the opportunity

Learning forums

Exploratory assignments

Shared experiences

Setting the tone

Challenge and dissent

Security and support

Open communication

Leading the discussion

Questioning

Listening

Responding

Concepts and ideas flow from the top down or the center out.

The focus is on knowledge transfer. The effectiveness measuring by the degree

of important information without distortion or loss

Learn how to learn for developing an organization

Teaching and learning

Creating the opportunity

To foster learning by assignments, activities, and events

Many forms◦ System audits◦ Cross-functional processes◦ Internal benchmarking projects◦ Studying mission

Shifting from a pure performance orientation to balance performance and learning goals

Learning forums

To clear ambiguous problemsChallenging and setting enough time and space

Requiring exploratory assignments and atmosphere of give and take

Exploratory assignments

A learning process to mimic personal experiences◦Understanding rationale◦Acting a new behaviors

Shared experiences

Setting the tone

Creating warm and fuzzy cultures that lack tension and pressure.

Learning should be channeled and directed by executives.

Challenges as encouraging inquiry to generate open-minded discussion

Dissent as sense of security to create a more supportive setting

Challenge and dissent

Opening to access to information Executives should send the signal that

knowledge is to be shared.◦ Rewarding individuals if they share knowledge◦ Redesigning work processes as knowledge

sharing as a form of behavior◦ Imposing policies and directives to managers for

seeking help from others

Open communication

Leading the discussion

Motivating and forcing to develop an organization

Questions depends on the situation and current needs.

Questions can◦ Frame issues◦ Offer instructions◦ Solicit information◦ Probing for analysis◦ Drawing connections◦ Seeking opinions◦ Ratifying decisions

Questioning

Real learning as active listeningRequiring attentivenessPracticing patience

◦Executives must learn to listen for disconnects during discussion.

◦Effective discussion requires leaders who are able to listen at multiple levels.

Listening

Executives should be able to respond. Responding

◦Keeping the focus on the speaker◦Injecting a supportive point of view◦Injecting a negative point of view◦Involving the open use of power or

authority

Responding

The first step in building a learning organization is a personal one: they need to develop their own skills as learners.

From organizational to individual learning

Leaders should accept the provisional nature of knowledge.◦Curious or open-mind learners

Indicators of openness ◦Leaders’ attitude toward challenging

questions◦Amount of exposure in thought-

provoking environments

Openness to new perspectives

Distinctive cognitive styles such as◦Written form◦Discussion

Pervasive learning disabilities◦Trouble separating signals from noise◦Poor to estimate probabilities◦Relying on misleading rules of thumb

Awareness of personal biases

Leaders should improve their learning by contacting with raw or unfiltered data.◦Finding ways of confronting the realities

of organization life

Exposure to unfiltered data

Recognizing that leaders do not have all the answers

Acknowledging that superior insights lie elsewhere

Learning is a profession of faith in the future.

A sense of humility

Select a mode of learning to develop your organization◦ Why did you select the mode?◦ How will the mode develop your organization?

Illustrate the learning processes in your organization

Assignment