Lecture 4: Organizational Learning and Learning
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Lecture 4: Organizational Learning and Learning Organization Erik Perjons perjonsdsv.su.se Individual Learning Two major views of individual learning A traditional and teacher centric way of learning also called the transmission model
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Lecture 4: Organizational Learning and Learning Organization Erik Perjons
perjons@dsv.su.se<br>
perjons@dsv.su.se<br>
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Individual Learning<br>
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Two major views of individual learning A traditional and teacher centric way of learning – also called ”the transmission model”
A modern and more learner centric way of learning – also called the ”constructive learning”<br>
A modern and more learner centric way of learning – also called the ”constructive learning”<br>
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Two major views on individual learning: The transmission model According to this traditional model, knowledge should be transfered from the teacher (i.e., the expert) to the learners (i.e., the students)
The learners will memorising the knowledge that the teacher has presented.
The learners are rather passive in this model<br>
The learners will memorising the knowledge that the teacher has presented.
The learners are rather passive in this model<br>
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Two major views on individual learning: Constructive learning 1(2) According to constructive learning, which is a modern view on the learners, the learners should construct their knowledge themselves.
The teacher’s task is to create effective teaching and learning activities - called constructive learning practices - that support this way of learning.
Example of constructive learning practices: the learners should work with the learning material (for example, books, papers, tools etc) by creating reports that present the constructed knowledge
…<br>
The teacher’s task is to create effective teaching and learning activities - called constructive learning practices - that support this way of learning.
Example of constructive learning practices: the learners should work with the learning material (for example, books, papers, tools etc) by creating reports that present the constructed knowledge
…<br>
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Two major views on individual learning: Constructive learning 2(2) …
Example of constructive learning practices: Teachers and peers should provide feedback during the process
Example of constructive learning practices: Learning occures when individuals engage in social activities around shared tasks and problems – this is the base for social learning theory, but also see situated and experimental learning later in this presentation
The learners need to understand how their learning process works – that is, so called self-regulated learning should be promoted<br>
Example of constructive learning practices: Teachers and peers should provide feedback during the process
Example of constructive learning practices: Learning occures when individuals engage in social activities around shared tasks and problems – this is the base for social learning theory, but also see situated and experimental learning later in this presentation
The learners need to understand how their learning process works – that is, so called self-regulated learning should be promoted<br>
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Self-regulated learning 1(2) Self-regulated learning - is the process of taking control and evaluate your own learning and behavior
Self-regulated learning - has proven to be very effective
Self-regulated learning - is guided by:
metacognition (that is, thinking about your own thinking),
strategic action (that is, planning, monitoring, and evaluating your own learning activities as well as assessing your personal progress against a standard),
motivation to learn<br>
Self-regulated learning - has proven to be very effective
Self-regulated learning - is guided by:
metacognition (that is, thinking about your own thinking),
strategic action (that is, planning, monitoring, and evaluating your own learning activities as well as assessing your personal progress against a standard),
motivation to learn<br>
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Self-regulated learning 2(2) Self-regulated learners - have knowledge of their academic strengths and weaknesses
Self-regulated learners - have a repertoire of strategies they appropriately apply to tackle the day-to-day challenges of academic tasks
Self-regulated learners - believe that successes or failures are attributes to factors within their control, for example, effort they spend on a task, effective use of strategies, etc. That is, they believe they can be successful by acting in a certain way<br>
Self-regulated learners - have a repertoire of strategies they appropriately apply to tackle the day-to-day challenges of academic tasks
Self-regulated learners - believe that successes or failures are attributes to factors within their control, for example, effort they spend on a task, effective use of strategies, etc. That is, they believe they can be successful by acting in a certain way<br>
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Feedback Feedback and feedback techniques are very useful for supporting constructive and self-regulated learning<br>
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Situated learning Situated learning – is learning in a certain practice. That is, learning that take part in the same context as it is practiced
A major idea in situated learning - is that knowledge is embedded in the practice. Knowledge is not isolated from practice
See the case Patriotta: ”Knowledge-in-the-Making: The Construction of the Fiat’s Melfi Factory” presented in the end of this presentation
Closely related to situated learning is experimental learning<br>
A major idea in situated learning - is that knowledge is embedded in the practice. Knowledge is not isolated from practice
See the case Patriotta: ”Knowledge-in-the-Making: The Construction of the Fiat’s Melfi Factory” presented in the end of this presentation
Closely related to situated learning is experimental learning<br>
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Experimental learning – is about learning from doing instead of reading about it
Experimental learning – is, more precisely, learning from the reflection on doing, and, as in ELM (see next slide), creating abstract concepts base on that reflection
Experimental learning – focuses on the learner and the individual learning process Experimental learning<br>
Experimental learning – is, more precisely, learning from the reflection on doing, and, as in ELM (see next slide), creating abstract concepts base on that reflection
Experimental learning – focuses on the learner and the individual learning process Experimental learning<br>
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Experimental Learning Model 1(4) Concrete Experience:
Doing and thereby receiving a concrete experience Reflective observation of the experience Abstract Conceptualizing:
Create new abstract concept based on the result of the reflection – from which new implication can be drawn Active Experimentation
Planing a new concrete experience based on implication drawn from the previous step<br>
Doing and thereby receiving a concrete experience Reflective observation of the experience Abstract Conceptualizing:
Create new abstract concept based on the result of the reflection – from which new implication can be drawn Active Experimentation
Planing a new concrete experience based on implication drawn from the previous step<br>
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Experiential Learning Model (ELM) - represents a spiral of learning for individuals
ELM - was developed by David Kolb and Ron Fry in the early 1970s.
ELM - consist of four aspects of learning: concrete experience, observation of and reflection on that experience, formation of abstract concepts based upon the reflection, testing the new concepts
According to Kolb and Fry, learning can begin with any one of the four elements, but typically it begins with a concrete experience Experimental Learning Model 2(4)<br>
ELM - was developed by David Kolb and Ron Fry in the early 1970s.
ELM - consist of four aspects of learning: concrete experience, observation of and reflection on that experience, formation of abstract concepts based upon the reflection, testing the new concepts
According to Kolb and Fry, learning can begin with any one of the four elements, but typically it begins with a concrete experience Experimental Learning Model 2(4)<br>
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A faciltator/teacher can support the experimental learning process by asking questions, such as:
What happend?
Why did it happend?
What did you learn?
How can you use that?
The learner can use ELM to understand his/her strength and weaknesses in the learning process Experimental Learning Model 3(4)<br>
What happend?
Why did it happend?
What did you learn?
How can you use that?
The learner can use ELM to understand his/her strength and weaknesses in the learning process Experimental Learning Model 3(4)<br>
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Criticizing ELM
ELM does not include motivation to learn
In reality reflection is often ignored – there is seldom time given for that Experimental Learning Model 4(4)<br>
ELM does not include motivation to learn
In reality reflection is often ignored – there is seldom time given for that Experimental Learning Model 4(4)<br>
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Sensemaking Sensemaking - is the process of bridging a coginitve gap between an individual’s mental model based on previous experiences and new observations that do not fit this model.
Sensemaking - means that the gap is bridged by developing a changed and more refined mental model of the observed phenomena
Sensemaking - is often needed in ambigous situations of high complexity and uncertainty<br>
Sensemaking - means that the gap is bridged by developing a changed and more refined mental model of the observed phenomena
Sensemaking - is often needed in ambigous situations of high complexity and uncertainty<br>
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Situational awareness Sensemaking - is the process that leads to the outcome of ”situational awareness”
Situational awareness - is a state where individuals and organizations can understand the complex links between people, places, information, action and events - and how these things influence present and future goals - that is, the state allow individuals and organizations to make inferences of future scenarios and act accordingly<br>
Situational awareness - is a state where individuals and organizations can understand the complex links between people, places, information, action and events - and how these things influence present and future goals - that is, the state allow individuals and organizations to make inferences of future scenarios and act accordingly<br>
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Team Learning<br>
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Team learning Definitions:
Individual learning – can be view as the increased capacity of an individual to take effective actions (Kim, 1993)
Team learning - can be view as the increased capacity of the group to engage appropriately in dialog and discussion (Senge, 1990)<br>
Individual learning – can be view as the increased capacity of an individual to take effective actions (Kim, 1993)
Team learning - can be view as the increased capacity of the group to engage appropriately in dialog and discussion (Senge, 1990)<br>
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Dialog Dialog - is a free and creative exploration of complex issues
Dialog - can be seen as a flock of birds taking flights –individuals in the flock are permitted to take of in another direction and others are then following – but everybody is in some way interconnected
Dialog - involves active listening
Dialog - includes that you observe your own thinking and go beyond your own understanding and assumption
Dialog - means treating each participant equally
Dialog - is useful for divergent thinking<br>
Dialog - can be seen as a flock of birds taking flights –individuals in the flock are permitted to take of in another direction and others are then following – but everybody is in some way interconnected
Dialog - involves active listening
Dialog - includes that you observe your own thinking and go beyond your own understanding and assumption
Dialog - means treating each participant equally
Dialog - is useful for divergent thinking<br>
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Discussion Discussion - means that different views are presented and defended with arguments
Discussion - often ends up in a conclusion and a course of action
Discussion - is a complement to dialog
Discussion - is useful for convergent thinking<br>
Discussion - often ends up in a conclusion and a course of action
Discussion - is a complement to dialog
Discussion - is useful for convergent thinking<br>
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Sensemaking again Sensemaking has similarities to dialog – and sensemaking often make use of dialog<br>
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Bring together the collective intelligence of the team instead of insights of dominant individuals
Provide innovative and coordinated actions, which implies alignments of minds among team members
Ability to share practices and skills betweem teams Three characteristic of effective team learning<br>
Provide innovative and coordinated actions, which implies alignments of minds among team members
Ability to share practices and skills betweem teams Three characteristic of effective team learning<br>
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Argote Regarding team learning – also check the chapter of Argote<br>
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Organizational Learning<br>
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Organizational learning Two different definitions for organizational learning:
Organizational learning - is the area studying of how organizations learn based on their gained experiences (Vasenska, 2013).
Organizational learning - is the process of improving actions through better knowledge and understanding (Fiol&Lyles, 1985)
The area of organizational learning includes theories, models, methods and processes of organizational learning<br>
Organizational learning - is the area studying of how organizations learn based on their gained experiences (Vasenska, 2013).
Organizational learning - is the process of improving actions through better knowledge and understanding (Fiol&Lyles, 1985)
The area of organizational learning includes theories, models, methods and processes of organizational learning<br>
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Organizational learning The processes of organizational learning include:
creating,
organizing,
retaining,
sharing/transferring, and
applying knowledge within an organizations (as well as between organizations).
These processes can be seen as adaptive as the organization learn from experiences.<br>
creating,
organizing,
retaining,
sharing/transferring, and
applying knowledge within an organizations (as well as between organizations).
These processes can be seen as adaptive as the organization learn from experiences.<br>
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Organizational learning The knowledge in organizational learning could be anything that could improve an organization’s behavior, such as:
improve customer relations
increase number of promising innovations
make production more efficient, and
produce higher quality products<br>
improve customer relations
increase number of promising innovations
make production more efficient, and
produce higher quality products<br>
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Organizational learning The area of organizational learning is an important part of, or similar to, knowledge management - depending on the definitions of organizational learning and knowledge management respectively<br>
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Organizational learning Organization learning is one of the three levels of learning, which are all studied and compared in the area of organizational learning:
Individual learning
Team learning
Organizational learning<br>
Individual learning
Team learning
Organizational learning<br>
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Organizational learning The 4I model Crossan et al, 1999) specify for each of the three levels of learning, the processes and outcome, thereby providing an understanding how they differs from each other:<br>
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Organizational learning models Important models and theories in the area of organizational learning are:
SECI model
Single and double loop learning
Behavioral theory of the firm<br>
SECI model
Single and double loop learning
Behavioral theory of the firm<br>
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The SECI model can be viewed as organizational learning in form of a continuous learning process SECI model<br>
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Single loop learning Strategies
and Methods Result What we get? What we do? SINGLE LOOP LEARNING
The most common style of learning: Solve a problem by using a strategy and/or method, and if not solved use a different strategy and/or method . The learning style improve the system as it exists it finds strategies and methods within the given system<br>
and Methods Result What we get? What we do? SINGLE LOOP LEARNING
The most common style of learning: Solve a problem by using a strategy and/or method, and if not solved use a different strategy and/or method . The learning style improve the system as it exists it finds strategies and methods within the given system<br>
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Double loop learning Strategies
and Techniques Result Assumptions What we get? What we do? Why we do what we do? DOUBLE LOOP LEARNING
Learning by analyzing the underlying assumption, goals, policies, values and/or beliefs behind what we do. If these change, the stategies and/or methods used need to be aligned with the changed assumptions, goals, policies, values and/or beliefs or changes, that is, new stategies and/or methods will be used<br>
and Techniques Result Assumptions What we get? What we do? Why we do what we do? DOUBLE LOOP LEARNING
Learning by analyzing the underlying assumption, goals, policies, values and/or beliefs behind what we do. If these change, the stategies and/or methods used need to be aligned with the changed assumptions, goals, policies, values and/or beliefs or changes, that is, new stategies and/or methods will be used<br>
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Single and double loop learning Strategies
and Methods Result Assumptions What we get? What we do? Why we do what we do? SINGLE LOOP LEARNING DOUBLE LOOP LEARNING<br>
and Methods Result Assumptions What we get? What we do? Why we do what we do? SINGLE LOOP LEARNING DOUBLE LOOP LEARNING<br>
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Chris Argyris coined the terms “Single Loop Learning” and “Double Loop Learning”. He claimed that these are two types of organizational learning
The terms were related to George Bateson´s concepts of first and second order learning. Single and double loop learning<br>
The terms were related to George Bateson´s concepts of first and second order learning. Single and double loop learning<br>
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Single loop learning – is a learning that occurs when an organization solve problems by using strategies and/or methods within present assumptions, goals, policies, values and/or beliefs
Single loop learning - is a form of exploitation behavior, that is, learning to perform the same process better or faster
Single loop learning – is an approach similar to the behaviour perspective of learning as the latter view learning as a change in response based on stimuli such as positive reinforcement Single loop learning<br>
Single loop learning - is a form of exploitation behavior, that is, learning to perform the same process better or faster
Single loop learning – is an approach similar to the behaviour perspective of learning as the latter view learning as a change in response based on stimuli such as positive reinforcement Single loop learning<br>
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Double loop learning – is a learning that occurs when an organization solve a problem by first changing the assumptions, goals, policies, values and/or beliefs before deciding which strategies and/or methods to apply.
Double loop learning – is a form of exploration behavior, that is, experimenting with new strategies and processes to work differently
Double loop learning – is an approach similar to the cognitive perspective of learning as the latter view learning as a mental process (including perception, reasoning, memory) and is focusing on understanding the different levels of experiences and meaning Double loop learning<br>
Double loop learning – is a form of exploration behavior, that is, experimenting with new strategies and processes to work differently
Double loop learning – is an approach similar to the cognitive perspective of learning as the latter view learning as a mental process (including perception, reasoning, memory) and is focusing on understanding the different levels of experiences and meaning Double loop learning<br>
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An example: A firm’s sales numbers are decreasing dramatically
Single-loop learning: In this scenario, the sales force team is blamed. Therefore, measures were introduced to force the sales team to work harder.
Double-loop learning: In this alternative scenario, the underlying assumptions are questioned - such as the quality of the products and services. For example, the customer may find the products and services outdated, unappealing and non valuable. Therefore, the firm may decide to invest resources on developing more innovative and appealing products and services Single and double loop learning<br>
Single-loop learning: In this scenario, the sales force team is blamed. Therefore, measures were introduced to force the sales team to work harder.
Double-loop learning: In this alternative scenario, the underlying assumptions are questioned - such as the quality of the products and services. For example, the customer may find the products and services outdated, unappealing and non valuable. Therefore, the firm may decide to invest resources on developing more innovative and appealing products and services Single and double loop learning<br>
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How to measure organizational learning There are many way to measure organizational learning, such as:
Changes in organizational processes and practices that improve the behavior of the organization
Number of innovations, patents etc
...<br>
Changes in organizational processes and practices that improve the behavior of the organization
Number of innovations, patents etc
...<br>
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The learning organization A learning organization is an organization that support organizational learning and constantly adapt to its environment in order to be successful
The term was coined by Peter Senge<br>
The term was coined by Peter Senge<br>
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Peter Senge Senge (1990) means that organizations should be like communities. The employees will, thereby, feel committed to the organization and work harder
In The Fifth Discipline (1990), Senge stated that a learning organization has five main characteristics, presented in the following slides<br>
In The Fifth Discipline (1990), Senge stated that a learning organization has five main characteristics, presented in the following slides<br>
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The Fifth Discipline System thinking – is the thinking where an organization is seen as system, where all its parts must be analyzed at once, as a whole. The focus is on the relationships between the parts and to identify, analyze and manage the problems of these relationships<br>
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The Fifth Discipline Personal mastery – is the empowerment of the employees by introducing organizational learning in the organization. This require, according to Senge, a culture of learning since learning cannot be forced upon individuals. The employees need to be committed to learn<br>
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The Fifth Discipline Mental models – are the models (in the head of the employees) that guide the actions of the employees. These models need, according to Senge, to be challenged in order to create an open organizational culture supporting organizational learning<br>
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The Fifth Discipline Shared vision – is a long term goal that need to be developed to create a common identity and a culture motivating employees to learn. The employees’ own personal goals need to be aligned with this vision<br>
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The Fifth Discipline Team learning – the organizations need to facilitate team learning, which require that the organizations create structures that support dialogues and discussions, and thereby an open communication and a shared understanding. Team learning improve problem solving capacities and learning practices in an organization<br>
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Critics againts the concept of the learning organisation It is difficult to find learning organizations in real life
Learning initiatives, which is the focus of the learning organization, are not enough for transforming an organization, since the work practices and processes need to be changed as well
There is too much focus on culture in Senges’ description. In order to transform an organization, the work practices and processes need to be considered as well [Finger & Brand, 1999]<br>
Learning initiatives, which is the focus of the learning organization, are not enough for transforming an organization, since the work practices and processes need to be changed as well
There is too much focus on culture in Senges’ description. In order to transform an organization, the work practices and processes need to be considered as well [Finger & Brand, 1999]<br>
50
The adaptive or agile organisation The concepts of learning organization is closely related to the concepts of adaptive and the agile organization
An adaptive organization is an organization that is adapting its behavior when needed because of changes in the environment.
Therefore, an adaptive organization needs to monitor and senses signals from its environment
Similar, an agile organization is an organization that sense environmental changes and respond accordingly (Overby et al, 2006)<br>
An adaptive organization is an organization that is adapting its behavior when needed because of changes in the environment.
Therefore, an adaptive organization needs to monitor and senses signals from its environment
Similar, an agile organization is an organization that sense environmental changes and respond accordingly (Overby et al, 2006)<br>
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Case: Patriotta: ”Knowledge-in-the-Making: The Construction of the Fiat’s Melfi Factory” An advanced experiment at the Fiat plant in Melfi, with the goal of changing the traditional way of working in Fiat plants and and instead introducing a holistic view on work practices:
choosing non-experienced workers (i.e. green workers); instead of choosing experienced
apply a social technical system approach, focus on the workers interaction with the technical system; instead of focus on just management and/or just the technical system
…<br>
choosing non-experienced workers (i.e. green workers); instead of choosing experienced
apply a social technical system approach, focus on the workers interaction with the technical system; instead of focus on just management and/or just the technical system
…<br>
52
Case: Patriotta: ”Knowledge-in-the-Making: The Construction of the Fiat’s Melfi Factory” …
apply team work and promote the construction of knowledge – and this construction of knowledge is done in teams
the teams were responsible for designing the structure of the plant (i.e., working spaces, etc)
the teams were resposnible for designing the business and production processes of the plant<br>
apply team work and promote the construction of knowledge – and this construction of knowledge is done in teams
the teams were responsible for designing the structure of the plant (i.e., working spaces, etc)
the teams were resposnible for designing the business and production processes of the plant<br>
53
Case: Parise&Prusak: ”Partnership for Knowledge Creation” Critical Success Factors (CSF) for creation of knowledge through partnership:
Build trust. Develop a working relationsship with the partners in order to foster and maintain trust. Select the right persons in the alliance team. OBS! Do not change important persons since they are important for foster and maintain trust
Built awareness and transparancy. Build awareness and transparancy with the partner. Review meeting results regularly, including summerise knowledge/lesson learned. Understand the partners’ goals, values and resources
…<br>
Build trust. Develop a working relationsship with the partners in order to foster and maintain trust. Select the right persons in the alliance team. OBS! Do not change important persons since they are important for foster and maintain trust
Built awareness and transparancy. Build awareness and transparancy with the partner. Review meeting results regularly, including summerise knowledge/lesson learned. Understand the partners’ goals, values and resources
…<br>
54
Case: Parise&Prusak: ”Partnership for Knowledge Creation” Critical Success Factors (CSF) for creation of knowledge through partnership:
…
Identify and communicating learning objectives. Identify and communicate the alliance’s learning objectives constantly.
Knowledge management. Review meeting results regular, including summerise lesson learned. Introduce a person that have information where the knowledge exists among the partners<br>
…
Identify and communicating learning objectives. Identify and communicate the alliance’s learning objectives constantly.
Knowledge management. Review meeting results regular, including summerise lesson learned. Introduce a person that have information where the knowledge exists among the partners<br>