Organizational Learning

Week 3 BBB3163 Knowledge Management

ORGANIZATIONAL LEARNING DEFINED

Organizational learning refers broadly to an organizations acquisition of understanding knowhow, techniques and practices of any kind and by any means.
Source: Argyris, C and Schon, D A (1996) Organizational Learning: A theory of action perspective, Addison Wesley

CONCERNS OF ORGANIZATIONAL LEARNING

How individual and team learning can be turned into an organizational resource. How effective systems for linking individual and organizational learning can be developed. How organizational capability can be increased by making the best use of the hidden learning that individual and communities of practice acquire.
The concept of organizational learning is therefore closely linked to the concepts of knowledge management and intellectual capital

THE PROCESS OF ORGANIZATIONAL LEARNING

Organizational learning has been described as an intricate three-stage process consisting of knowledge acquisition, dissemination and shared implementation.
Source: Dale, M (1994) Learning organizations, in Managing Learning, ed C Mabey and P Iles, Routledge

Argyris suggests that organizational learning occurs under two conditions: 1. when an organization achieves what is intended

2.

when a mismatch between intentions and outcomes is identified and corrected.

He distinguishes between: single-loop learning in which expectations are defined and monitored and corrective action is taken as necessary to complete the loop, and

double-loop learning in which the monitoring process indicates that expectations need to be redefined and corrective action is taken to ensure that these amended expectations are met .

Source: Argyris, C (1992) On Oganizational Learning, Blackwell, Cambridge, MA

This process is modelled on the following slide

SINGLE- AND DOUBLE-LOOP LEARNING

Define expectations

Take action

Plan corrective
action Single-loop learning

Monitor and review

Re-define expectations as necessary Double-loop learning

THE LEARNING CYCLE

Questioning Exploring with others the outcomes and behaviour required Reviewing and consultation Consider broader implications and changes Agreeing Working with others to explore learning needs

Implementation By all parties meeting their part of the agreement Negotiation To agree rights and opportunities to support change

Modelling Identifying with other types of learning opportunities

Source: New Learning for New Work Consortium (1999) Managing Learning for Added Value, IPD

DEVELOPING ORGANIZATIONAL LEARNING

Build into the value set of the organization the belief that organizational learning as a means of improving performance is important. Top management must set the lead by insisting that learning opportunities are seized whenever they arise noting what has been learnt and ensuring that it is disseminated. Leadership and example line managers must be encouraged to take every opportunity to learn and encourage others to learn from experiences singleand double-loop learning. Knowledge management processes to capture and disseminate knowledge and learning should be used. Learning and knowledge could be recorded in databanks, manuals and the Intranet but the knowledge gained from experience should be exchanged and shared by creating networks and encouraging face to face communication between individuals and teams by means of informal conferences, workshops, communities of interest and one-to-one sessions. HR can provide valuable support by constantly emphasizing the importance of organizational learning and encouraging it by such means as conferences, workshops, seminars and the development of communities of interest.

THE LEARNING ORGANIZATION DEFINED

Senge, who originated the concept, defined a learning organization as one where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and when people are continually learning to learn together.
Source: Senge, P (1990) The Fifth Discipline: The art and practice of the learning organization, Doubleday

A more down to earth definition was produced by Pedler et al who stated that a learning organization is one which facilitates the learning of all its members and continually transforms itself.
Source: Pedler, M, Burgoyne, J and Boydell, T (1991) The Learning Company: A strategy for sustainable development, McGraw-Hill

Organizational Learning (OL)

Concept introduced by Argyris and Schon (1976) Different views of organizational learning
Aggregate of individual learning that takes place in an organizational setting Learning embedded in the organizations policies, operations, and culture Mystical combination of the aggregate learning of individuals embedded in an organizational collective unconscious
9

Actualizing Organizational Learning

A learning organization that promotes, rewards, and captures individual learning for the benefit of the organization.

Four unanswered questions arise:

How to promote individual learning? How to reward individual learning? How to capture individual learning? How does an organization benefit from organizational learning?
10

Prerequisites for Learning Organizations

Self-directed, self-initiated learning should pervade the organization (SDL) Not focuses on simply adding skills Every individual at every level engaged in ongoing, job-related learning SDL is necessary for developing a learning organization
11

Characteristics of SDL Environments*

(1) Tolerance for errors, support for experimentation and risk-taking, with an emphasis on creativity and innovation (2) Use of a participative leadership style and delegation of responsibility to organizational members (3) Support for learning initiatives that are linked to the organizations goals/values (4) Encouragement of open communication and of information systems that provide for collaboration and teamwork (5) Provision of opportunities and situations for individual learning 12
*Confessore and Kops (1998)

Role of Independent Learning

Learning independent of teachers and institutions
Self-directed learning has been strongly promoted within distance learning settings

Self-directed learning in institutional settings (Knowles, 1979)

13

Limitations on SDL
Some intelligent adults are not psychologically equipped for, or ready to succeed at SDL (Long, 1989) Some subject matters are not appropriate for SDL (Guglielmino and Guglielmino, 1991)
E.g., Accounting
14

Psychological Aspects of SDL

Self-directed learners share the following:
Self-confidence Self-awareness Self-reflectiveness Strong goal orientation Aptitude for systematic procedures

15

Continuum of Business Education

Teacher-Directed (Training) Technical Skills Courses Accounting Finance People Skills Learner-Directed (Development) Conceptual Skills Courses Leadership Strategy

Courses Team Building Conflict Management

16

When is SDL Appropriate?

Three variables to be assessed
Teacher characteristics Learner characteristics Subject matter characteristics

Goal is to determine most appropriate learning approach Both styles of learning should take place within organizations
17

Promoting Individual Learning

Developing a learning culture, featuring SDL
Presence of a participative management style Supportive environment in which employees enjoy autonomy and in which management believes employees are competent and motivated Support for experimentation and tolerance for error Support for unplanned, non-sequential learning activities 18

Promoting Individual Learning

(continued)

Employees can contribute to organzations goals and values Environment of trust and mutual respect must exist Support for risk taking and innovation must be in place Collaboration among organizational members must be encouraged
19

Imperatives for Organizations to Benefit from Learning

Creating continuous learning opportunities Promoting inquiry and dialogue Encouraging collaboration and team learning Establishing systems to capture and share learning Empowering people to have a collective vision Connecting the organization to its larger 20 environment

Summary
The learning organization will remain only a concept unless OC interventions are implemented to convert theory into practice Promoting, rewarding, and capturing individual learning for the benefit of the organization is facilitated by the promotion of self-directed, self-initiated learning, and the use of learning agreements
21

Summary (continued)
An organizational culture in which continuous learning occurs at every level should be goal of a learning organization

22