Knowledge Management - Learning Organizations = PNM 14

8/9/2019 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


organizations

Learningisaccomplishedbytheorganizationalsystemasawhole,almostasiftheorganizationwereasinglebrain.

Everyonerecognizethecriticalimportanceofon-goingorganizationlearningforthecurrentaswellasfuturesuccesses.

Learningisacontinuous,strategicallyusedprocess integratedwith&paralleltowork.

Focusoncreative &generativelearning.

Systemsthinkingisfundamental. Everyonehasaccesstoinformation &datasources.

Encourages,rewards, &accelerateindividual &grouplearning.


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organization (contd)


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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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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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.

Documents

Knowledge Management - Learning Organizations = PNM 14