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Knowledge ManagementKnowledge ManagementLearning OrganizationsLearning OrganizationsKnowledge ManagementKnowledge ManagementLearning OrganizationsLearning Organizations
P Narayan MurthyP Narayan Murthy
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Emergence of LearningOrganizations
Only by venturing into the unknown do we enable newideas & new results to take place. Margaret Wheatley
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Organizations must learnfaster & adapt to the rapid
changes in theenvironment.
Otherwise, remember them?
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Many organizations do not
grasp what a learningorganization is.
Six blind men
No problem can be solved from the sameconsciousness that created it; we must learnto see the world anew. Albert Einstein
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The New Learning in
Organizations Learning is performance-based (tied to objectives/results).
Importance is placed on learning processes (learning how to learn).
The ability to define learning needs is as important as the answers.
Organization-wide opportunities are created to develop knowledge,skills, & attitudes.
Learning is part of work, a part of everyones job description.
What organizations know is less important to what & how quickly theycan learn.
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The New Learning in Organizations(contd)
Learning is, in part, a product of an activity, context, & culture in whichit is developed.
People are more willing & able to learn that which they have helpedcreate.
A critical skill is the ability to know what one must know & learn on onesown.
Continuous learning is essential.
Facilitators can accelerate learning by helping people think critically.
Learning should accommodate & challenge different learning style
preferences. Learning involves a cyclical, iterative process of planning, implementing,
& reflecting on action.
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A learning organization has thecapability to:
Anticipate & adapt more readily to environmental impacts.
Accelerate the development of new processes & services.
Become more proficient at learning from others.
Expedite the transfer of knowledge from one part of the organization toanother.
Learn more effectively from its mistakes.
Make greater organizational use of employees at all levels of theorganization.
Shorten the time required to implement strategic changes. Stimulate continuous improvement in all areas of the organization.
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Difference between learningorganizations & organizational learning
Learning organizations focussed on thewhat, & describes the systems,principles, & characteristic oforganizations that learn & produce as a
collective entity. Organizational learning, refers to how
organizational learning occurs, i.e., theskills & processes of building & utilizingknowledge.
Organizational learning is just onedimension or element of a learningorganization.
Learningorganizat
ion
Organizational
learning
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Important dimensions &characteristics of a learning
organizations Learning is accomplished by the organizational system as a whole, almost as if
the organization were a single brain.
Everyone recognize the critical importance of on-going organization learning
for the current as well as future successes. Learning is a continuous, strategically used process integrated with &
parallel to work.
Focus on creative & generative learning.
Systems thinking is fundamental.
Everyone has access to information & data sources. Encourages, rewards, & accelerate individual & group learning.
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Important dimensions &characteristics of a learning
organization (contd) Everyone network in an innovative, community-like manner inside &
outside the organization.
Change is embraced, & unexpected surprises & even failures are viewed
as opportunities. It is agile & flexible.
Everyone is driven by a desire for quality & continuous improvement.
Activities are inspired by aspiration, reflection, & conceptualization.
There are well placed core competencies that serve as take-off point
for new initiatives. Able to continuously adapt, renew, & revitalize itself.
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The Systems-Linked
Organization ModelLearning inside must be equal to orgreater than change outside theorganization or the organization is
in decline, & may not survive.Reg Revans.
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model
people
knowledge technology
organization
learning
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Five closely interrelated subsystemsthat interface & support one another
The core is learning which permeates theother subsystems.
Each of the other subsystems arenecessary to enhance & augment thequality & impact of learning.
The five subsystems are dynamicallyinter-related & complement each other.
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Building
Dynamic Learning Throughoutthe Organization
Learning is the new form oflabour. Shoshana Zuboff
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Learning subsystems
learning
Types
Adaptive Anticipatory Deutero Action
Levels
Individual Group
Organization
Skills
Systems
Thinking
Mental modelsPersonal MasteryTeam learningShared visionDialogue
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Learning subsystem
Core of the learning organization.
Composed of 3 complementary dimensions: Levels of learning (individual, group, &
organizational) Types of learning (adaptive, anticipatory, deutero,
single & double loop, & action-reflection)
Skills (systems thinking, mental models, personal
mastery, team learning, shared vision & dialogue)
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Learning
A process by
whichindividualsgain newknowledge &insights thatresult in achange of
behaviour &actions.
Cognitive (intellectual)
psychomotor (physical)
Affective(emotional)
3 Domains
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Three kinds
of learning
Edgar Schein,
Harvard
Habit & skill learningSlow, calls for practice,opportunities for practice,
& making errors, &Consistent rewards
KnowledgeacquisitionAcquiring
information &knowledge throughvarious cognitiveactivities.
But,learning can onlyhappen, if thelearner recognizesa problem & iswilling to learn; thelearner oftencannot produce theright type of
behaviour or skill;
Emotionalconditioning
& learnedanxietyMost potent,continue for a
long time
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Learning has very little to do with taking ininformation. Learning, instead, is a process that is
about enhancing capacity. Learning is aboutbuilding the capability to create that which you
previously couldnt create. Its ultimately relatedto action, which information is not. Peter Senge,
The Fifth Discipline
Learning, ultimately, is a social phenomenon- ourability to learn & what we can know is determined by
the quality & openness of our relationships withothers. Michael Marquardt
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Three levels of learning
Promote inquiryCreate continuouslearning opportunitiesindividuals
Collaborate&
sharegains
teams
Empower people
Integrate quality &Quality of work lifeCreate free spaceFor learning
organizations
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Learning organization
Is a union of individuals (the lower triangle) &organizations (upper triangle)
The key is the overlap, which where teams
function & benefit the learning organization. The utilization of the combined resources &
energies of the individuals, teams & the
organization creates the learning organization.
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Four Types
of Learningin
Organizations
Adaptive
Anticipatory
Deutero
Action
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Adaptive learning
Single Loop learning: focused on gaining informationto stabilize & maintain existing systems, emphasis onerror detection & corrections; obtaining direct
solutions to the immediate problem; used in mostorganizations
Double Loop learning: more in-depth & involvesquestioning the system itself; looks deeper at norms &
structures; raises questions about their validity;organizations unwilling to engage in double looplearning
action outcome results
datareflection
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Anticipatory learning
Learns from expecting the future; Seeks to avoid negative results &
experiences;
Planning as learning approach
vision reflection actionapproach
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Deutero learning
Learns from critically reflecting uponits taken-for-granted assumptions;
Learning about learning; Members become cognizant about
previous organizational contexts for
learning
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Comparisons
Adaptive learning is more a coping formof learning
Anticipatory & deutero learning are
much more generative or creative - theorganization is greatly empowered sincestaff is more proactive, reflective &
creative in their learning
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Action Learning
Involves working on real problems, focusing on the learningacquired, & actually implementing solutions
There is no learning without action, & no action withoutlearning
L = P + Q; where L = learning
P = programmed instructions (knowledge in current use)
Q = questioning (fresh insights)
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learning disciplines or skills
Peter Senge, Fifth Discipline
Systemsthinking
Personalmastery
Mental
models
Teamlearning
Shared
vision
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Systems Thinking
It is a discipline for seeing wholes, a framework forseeing interrelationships rather than linear cause-effectchains, for seeing underlying structures rather thanevents, for seeing patterns of change rather than
snapshots. Small well focussed action can sometimes produce
significant enduring improvements.
Changes planned or unplanned in one part of the
organization can effect other parts with surprising , oftennegative consequences.
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Personal Mastery
Essential cornerstone of a learningorganization.
Entails a commitment to continuouslearning at all levels.
A discipline of continually clarifying &
deepening personal vision, energies &patience.
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Team Learning
The process of aligning & developing thecapacity of a team to create the learning &results that its members seek.
Involves the need to think insightfully aboutcomplex issues.
Need innovative coordinated action.
Must encourage & stimulate learning in otherteams.
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Mental Models
An image or perspective of an event, situation,activity or concept.
A deeply ingrained assumption that influenceshow we understand the world & how we takeaction.
Turning the mirror inward, of learning how tounearth internal or images of the world & thento bring them to surface.
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Shared Vision
Provides a focus & energy for learning.
Leads to generative learning.
People tend to excel & learn, not because theyare forced to, but because they sincerely wantto.
Foster heartfelt commitment by people
throughout the organization to seek, toimprove, to learn.
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Learning Capacity ofOrganizations
Speed: how fast the organization is able to rotate around the learningcycle (planning, implementing & reflecting & complete the iteration.
Depth: the degree to which organizations are able to learn at the endof each iteration of the cycle by questioning underlying assumptions &improving their capacity to learn in the future.
Breadth: how extensively organizations are able to transfer newinsights & knowledge derived from each iteration of the learning cycleto other issues & parts of the organization.
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Learning & Training
Training
Outside in, done by others,assumes relative stability
Focuses on knowledge, skills & jobperformance accomplishment
Appropriate for developingcompetencies
Emphasizes improvement
Not necessarily linked toorganizations mission &
strategies Structured learning experiences
with short-term focus
Learning
Inside out, seek to do for self,assumes continuous change
Focuses on values,attitudes,innovation & outcomes
Helps organizations & individualslearn how to learn and create ownsolutions
Emphasizes breakthrough
Directly aligned withorganizations vision &
requirements for success Formal & informal, long-termfuture-oriented, learner-initiated
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Action Learning: Coaching &continuous learning framework
planning
applicationreflection
learner
learner
coach
coach
Shared responsibilityOpen communication
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Top Strategies to BuildLearning Subsystem
1. Develop Action LearningProgrammes throughout theorganization
2. Increase individuals abilityto learn how to learn
3. Develop a discipline ofdialogue
4. Create career developmentplans for employability
5. Establish self-developmentcash programmes
6. Build team-learning skills7. Encourage & practice
systems thinking8. Use scanning & scenario
planning for AnticipatoryLearning
9. Encourage & expanddiversity, multicultural &global mindsets & learnings
10. Change the mental modelrelative to learning
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OrganizationTransformation forLearning Excellence
The prime business of business islearning. Harrison Owen
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Organization
subsystemsorganization
Culture
Strate
gy
Struct
ure
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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Distinctive ways of believing, thinking & acting manifested bysymbols, heroes, rituals, ideology & values
A learning organization encourages & rewards learning
Responsibility for learning is shared by all People trust & care for each other
People are willing to take risks & innovate
Financial & human resources are provided for learning
Different learning styles are recognized & appreciated
How can this be done better? is always asked
Responsive to changes & chaos
Culture
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Intertwine & align organization-wide learning with business & personalsuccess.
Build learning into all operations & activities.
Relate staff policies to becoming a learning organization.
Recognize & reward learning.
Measure & broadcast impact & benefits of learning.
Generate a large number of learning opportunities.
Set aside time for learning.
Create physical environment & space for learning.
Maximize learning on the job.
Strategy
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Workplace learning processUses assignments, businessproblems & experiences aslearning opportunities
Manag
es selfas alearner
PlanIdentify what needsto be learned to dealWith new & unfamiliarsituations
Ask questionsIdentify & use tools& resources to gainknowledge
Reflect on PlanRestructure problems
by incorporatingdifferentperspectives
TransferRecord lessonslearned and sharewith others
Reflect on
ActionObtain and usefeedback to improveperformance Act
Continuousworkplacelearning model
k l lC i
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Workplace learning processUses assignments, businessproblems & experiences aslearning opportunities
Help
OthersLearn
PlanEstablish an environmentconducive to workplacelearning
Assist others in setting &meeting goals
Help others identify tools &resources
Reflect on PlanHelp othersrestructure problems
by incorporatingdifferentperspectives
TransferRecord lessonslearned and sharewith others
Reflect onActionEncourage reflection
Provide feedback toothers on learningaccomplishments
Act
Continuousworkplacelearning model
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Streamlined, flat hierarchy
Seamless, boundary-less, & holistic
Project form of organizing & implementing
Networking
Small units with entrepreneurial thinking
Bureaucracies are rooted out
Structure
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Top Strategies for OrganizationTransformation to Learning
1. Hold a Future SearchConference
2. Gain top level managementsupport
3. Create a corporate climatefor continuous learning
4. Reengineer policies &structures around learning
5. Recognize & rewardindividual & team learning
6. Make learning a part of allpolicies & procedures
7. Establish centers ofexcellence & demonstrationprojects.
8. Use measurement of financial& non-financial areas as alearning activity
9. Create time, space, &physical environment forlearning
10. Make learning intentional atall times & in all locations
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Empowering&
Enabling PeoplePeople are the masters.
Edmund Burke
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Peoplesubsystems
people
Customers
Alliance
partnersVendors &
Suppliers
Employees
Community
Managers/
Leaders
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People need to be empowered &enabled. Otherwise .
Empowered
but not
enabled
Enabled
but not
empowered
mad pilots caged eagles
l d l f
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Principles & guidelines forempowering & enabling staff
Treat them as mature, capable workers & learners
Encourage freedom, energy & enthusiasm
Maximize the delegation of authority &responsibility
Involve employees in developing strategies &planning
Strike a balance between individual & organizationneeds
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Striking a balance betweenindividual & organization needs
PerformanceNeeds of
theorganization
Performancecapability Needs
of the individual
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Changes In Organizations
From ToContinual change Transformation
Quality Improvement Process engineering
Matrix Network
Performance appraisal Performance management
Technophobia Application of technology
Functions Process
Control EmpowermentEmployment Employability
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New Leadership Roles
Instructor, Coach, Mentor Knowledge Manager
Co-learner & model for learning
Architect & designer
Co-ordinator
Advocate & champion for learningprocesses & projects
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New Leadership Skills
Build a shared vision
Co-ordinate multiple, task-focused Teams
Surface & test mental models
Engage in systems thinking Encourage creativity, innovation, & willingness to
risk
Conceptualize & inspire learning & action
T p Str te ies f r
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Top Strategies forEmpowerment & Enablement
1. Institute personnel policiesthat reward learning
2. Create self-managed workteams
3. Empower employees tolearn & produce
4. Encourage leaders to model& demonstrate learning
5. Invite leaders to champion
learning processes &projects
6. Balance learning &development needs of theindividual & organization
7. Encourage & enhance client
participation inorganization learning
8. Provide educationopportunities for thecommunity
9. Build long term learningpartnerships with vendors& suppliers
10. Maximize learning fromalliances & joint ventures
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Knowledge Managementin Learning
Organizations
Knowledge is power. Francis Bacon
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Knowledge
subsystem
Acquisition
knowledge
Creation
Transfer
&
utilization
Storage
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Knowledge
Acquisition
Internal Sources Tapping intoknowledge of its
staff Learning fromexperience Implementingcontinuous changeprocess
External Sources Benchmarking from otherorganizations Attending conferences
Hiring consultants Reading print materials Viewing TV, video & film Monitoring economic, social& technological trends Collecting data
Hiring new staff Collaborating with otherorganizations
P
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Two Important Points
There is not a one-to-one correspondencebetween what is happening & what is collecteddue to the numerous filters that influenceswhat information the organization listens to &ultimately accepts;
Acquiring knowledge is not always intentionalbut learning organizations build moreintentionality into the acquiring of knowledge.
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Knowledge Creation
Generative & imperative forlearningorganizations
Should be at the epicenter of anorganizations corporate strategy
T i
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Tacit-to-Tacit
Tacit-to-Explicit
Fourpatterns
of
producing
creativeknowled
ge
Fourpatterns
ofproducin
gcreativeknowled
ge
Explicit-to-Explicit
Explicit-to-Tacit
Tacitknowledge:The knowledge
we hold inside,but havedifficulty inexpressing
Explicitknowledge:The formal,systematic &easily shared
form ofknowledge
A i i i i i
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Activities an organization cantake to create knowledge
Action Learning
Systematic Problem Solving Experimentation
Learning from past experiences
Kn l d St
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Knowledge Storage& Retrieval
Knowledge stored shouldbe:structured & stored sothat the system can find &deliver it quickly &correctly
Divided into categorieson a learning-needs basis Organized so that it canbe delivered in a clear &concise way to the user Accurate, timely, &available to those who
need it
Functional & effective KnowledgeStorage systems are categorizedaround:Learning needs Work objectives User Expertise
Function/Use of information Location where & how theinformation is stored
Knowledge Retrieval:Either controlled (by memoryor records of individuals orgroups) or automatic Processes must be designedto ensure that the retrieval ofinformation occurs accurately
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KnowledgeTransfer &Utilization
mechanical electronic & interpersonalmovement ofinformation &knowledge
Intentional Transfer1. Individually written
communication
2. Training3. Internal conferences4. Briefings5. Internal publications6. Tours7. Job rotation/transfer8. Mentoring
Unintentional Transfer1. Job rotation2. Stories & myths3. Task Forces4. Informal Networks
Limiting factors in transfer of
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Limiting factors in transfer ofknowledge
Costs
Cognitive capacity of receiving unit
Message delay due to priorities ofsending knowledge; and
Message modification or distortion of
meaning either intentionally orunintentionally
Learning Less than 10% of the learning
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gTransferenceStrategies
Before the course:
(guidelines for what to
expect from the course &
how to prepare for it)
During the course:
(what skills & tools to
practice)
After the course:
(follow-on activities)
Manager Familiarize oneself with
the course & discuss
planned use of learning
Protect learner from
work-related
interruptions
Develop opportunities to
use new behaviours
immediately on the job
Learner Confer with the manager &
previous trainees on course
objectives, content,
process & job application
Maintain an ideas-&-
application notebook to
note key concepts &
applications to the job
Regularly assess
performance & give
stokes for progress
Trainer Confer with supervisors on
possible barriers to
transfer of training back
on the job & identify ways
to reduce or eliminate.
Help learners for mutual
support groups to learn
together & help each
other back on the job
Contact learners to
provide support & help
with problems in
transferring new skills to
the job
Less than 10% of the learningthat occurs in the classroom isever transferred to the job
Broad & Newstrom
Top Strategies for Knowledge
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Top Strategies for KnowledgeManagement
1. Create expectation thateveryone is responsible forcollecting & transferringknowledge
2. Systematically capturerelevant knowledge external tothe organization
3. Organize learning events tocapture & share knowledge
4. Develop creative & generativeways of thinking & learning
5. Encourage & rewardinnovations & inventions
6. Train staff in storage &retrieval of knowledge
7. Encourage team mixing & jobrotation
8. Develop a knowledge base
around values & learning needs9. Create mechanisms forcollecting & storing learning's
10. Transfer classroom learningto the job
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Harnessing Technological Power
for Organizational Learning
Organizations that know how to harness
technology to enhance their learning capacitywill possess a decided competitive advantage.
Micheal Marquardt
T hn l b t m
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Technology subsystems
technology
Technology-Based learning
IT
Electroni
cPerformanceSupportSystem(EPSS)
I f ti T h l
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Information Technology
Present new strategic opportunitiesfor organizations to learn
It enables organization to automate,informate & transform themselves
New rules of management, change,
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New rules of management, change,development & learning
Information can appear simultaneously in as manyplaces as needed
A generalist can do the work of an expert
Organizations can simultaneously reap the benefits ofcentralization & decentralization
Decision-making is part of everyones job
Field personnel can send & receive information
wherever they are Plans can be revised instantaneously
IT & flow of knowledge
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IT & flow of knowledge
Improves the ability of people to communicate withone another because it blurs the boundaries & increase
the possible relationships beyond hierarchies Makes it easier for people to communicate directly
with one another across time & space
Reduces the number of management levels needed &
yet provide an enhanced potential for span of control Contributes to the flexibility
Impact of IT on organizations
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Impact of IT on organizations
IT changes the way work is done
IT enables integration of business functions
IT causes shifts in the competitive climate
IT presents new strategic opportunities
IT demands basic changes
IT forces transformation
T h l b d l i
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Technology-based learning
Includes computers, multimedia, interactive video,& distance learning
The corporate learning environment will be:
Modular
Multi-sensory
Portable
Transferable
Interruptible
Electronic performance support
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Electronic performance supportsystems (EPSS)
The learning tool of the 21st century
Use computers to capture, store & distributeknowledge throughout the organization, helpingworkers to reach the highest level of performancein the fastest possible time, with the leastpersonnel support
The goal of EPSS is to provide whatever is
necessary to generate performance & learning atthe point of need
Components of EPSS
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Components of EPSS
Competencyprofile
Expert knowledgebase
On-line helpIntegrate
d
training& jobaids
Electronicintegrated
referencesystem
On-linedocumentation
Monitoring,assessment
& feedbacksystem
Link toexternal
applications
Systeminformat
ion
EPSS & the organizational
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EPSS & the organizationallearning process
EPPS can support learning directly on:
Performance-centred design
Performance Individual learning
Generation of new knowledge
Knowledge capture
Top Strategies for Technology
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Top Strategies for TechnologyApplication
1. Encourage & enable all staff toconnect into the informationhighway
2. Develop multi-media technology-based learning centers
3. Create or expand video instruction4. Use technology to capture
knowledge & ideas from peoplewithin & outside the organization
5. Acquire & develop competencies in
groupware & self-learningtechnology
6. Install EPSS
7. Plan & develop a just-in-timelearning system
8. Build internal coursewaretechnology & capability
9. Develop awareness &appreciation of technology asa powerful tool fororganization-wide learning
10. Increase technological
responsibilities ofManagement & HumanResources Staff
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Steps in Becoming
A Learning Organization
A Learning Organization
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There is no single, guaranteed way forbecoming a learning organization
One never is fully a learningorganization
Change always continues & thereforethe need for learning is never finished.
Learning organizations practice &
perform the disciplines of learning in allfive sub-systems
A Learning Organization
Steps in the ladder of organizational
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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 organizations
16. Continuous adaptation, improvement & learning
Steps in the ladder of organizationallearning
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Building, Maintaining &
Sustaining the LearningOrganization
The toughest thing about being a success iskeeping on being a success.Irving Berlin
1. Where within theF
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organization do webegin the effort?
2. How do wesuccessfullycontinue the
transformation?
3. What are the facilitatingfactors that encourage the
building of a learningorganization?
4. How do wemaintain the
new learningorganization?
Foursignificant
Questions
1. Where within the organization do
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gwe begin the effort?
Begin at any entry point that has thepotential to affect others! Top management
Human Resources Department
Joint management-union initiative
Task Forces
Consciousness-raising developmentprogramme
Strategic planning cycle
Diagnosis of Learning Organization profile
Organization Conference
Focus on one of the key organizationsissues
Start with one department
Whatever you do, dontwait around & hopesomething magicalhappens on its own.
Take the initiative &start climbing the
ladder!
2 How do we successfully continue
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2. How do we successfully continuethe transformation?
Establish a strong sense of urgency
Form a powerful coalition
Create the vision
Communicate & practice the vision
Remove obstacles that prevent others from acting on the new vision Create short-term wins
Consolidate progress achieved & push for continued movement
Anchor changes in the organizations culture
3. What are the facilitating
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gfactors that encourage the building
of a learning organization? Scanning Imperative
Performance gap
Concern for movement
Experimental mindset
Climate of openness
Continuous education
Operational variety
Multiple advocates or champions
Involved leadership
Systems perspective
4. How do we maintain the new learning
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gorganization?
Caterpillars, Pupas & Butterflies Transition to a Learning Organization
pupa
butterfly
learning
organization knowledge
technology people
caterpillar
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Learning organizations arewhere success is more
possible, where quality ismore assured, & where
energetic & talented peoplewant to be.