Learning organizations are self-aware, introspective and constantly scan their environments
1- Knowing Organization (example: McDonald's) discover what works, commit it to memory and repeat it
efficiency, predictability and control
design machines so not relying on unpredicatble (imperfect) people
react to their environment
2- Understanding organization= guides strategy and actions via core values (sometimes called ruling myth)
3 - Thinking organization = fix the problem, don't look to prevent the cause )example: Foley's TLC)
4- Learning organization = committed to improvement via experiment. Behaviors such as (openness,
systemic thinking, creativity, empathy, personal efificacy) result from managment practices
that promote learning.
everyone sees opportunities to learn and grow
punishment for failure and dissent are eliminated
selects people for what they are able to learn
regenerating, dealing with new things, coming up with new approaches
structural characteristics of learning organizations: permeability (no boundaries for info flow), flexibility,
network intimacy
unlearning is the necessary precursor to learning
Wednesday, January 31, 2007
Tuesday, January 30, 2007
Innovating Our Way to the Next Inductrial Revolution, Senge, Carstedt & Porter (2001),
WHAT AN ARTICLE!
"People are born with intrinsic, motivation, self-esteem, dignity, curiousity to learn, joy in learning" W. Edwards Deming (total quality pioneer)
"Humans are learning organisms par excellence. The drive to learn is as strong as the sexual drive - it begins earlier and lasts longer", Edward Hall (anthropologist).
what we do becomes inseparable from who we are.
(unleashing the passion that comes from personal vision, increasing imagination and creativity) How can I incorporate these concepts into my classroom-especially if the learner doesn't want to be there?
creating =make things we care about come into being
problem-solving = make things we don't kiek go away
Is this organization's life about survival or bringing into reality things people care about?
The traditional employment contract = good pay and benefits in exchange for loyalty is vanishing in many industries.
If empoloyes are thought of as free agents, managers must treat them with respect
People stay with an organization wwhen they see an alignment with their personal values and those of the
organization
company is from the latin: com-panis, sharing of bread
"People are born with intrinsic, motivation, self-esteem, dignity, curiousity to learn, joy in learning" W. Edwards Deming (total quality pioneer)
"Humans are learning organisms par excellence. The drive to learn is as strong as the sexual drive - it begins earlier and lasts longer", Edward Hall (anthropologist).
what we do becomes inseparable from who we are.
(unleashing the passion that comes from personal vision, increasing imagination and creativity) How can I incorporate these concepts into my classroom-especially if the learner doesn't want to be there?
creating =make things we care about come into being
problem-solving = make things we don't kiek go away
Is this organization's life about survival or bringing into reality things people care about?
The traditional employment contract = good pay and benefits in exchange for loyalty is vanishing in many industries.
If empoloyes are thought of as free agents, managers must treat them with respect
People stay with an organization wwhen they see an alignment with their personal values and those of the
organization
company is from the latin: com-panis, sharing of bread
Organizational learning, Levitt & March (1988)
This article views organizational learning as routine-based, history-dependent, and target-oriented.
Organizations learn by encoding inferences from history into routines that guide behavior. (and decision making?) Problems: past does not perfectly predict the future, experience can be incomplete due to complexities and instabilities, the causal systems are complex
Organizations learn from direct experience and from the experience of other organizations. organizations develop paradigms for interpreting expereince.
Learning from experience includes trial-and-error and organizational-search
People are not perfect and make errors in their inferences from events. Conflicts of interest within the organization spawn conflicting interpretations of expereince and success.
The lessons of history encoded in routines are an important basis for the intelligence of organizations
Learning needs to be compared with other serious alternatives not with perfection.
Organizations learn by encoding inferences from history into routines that guide behavior. (and decision making?) Problems: past does not perfectly predict the future, experience can be incomplete due to complexities and instabilities, the causal systems are complex
Organizations learn from direct experience and from the experience of other organizations. organizations develop paradigms for interpreting expereince.
Learning from experience includes trial-and-error and organizational-search
People are not perfect and make errors in their inferences from events. Conflicts of interest within the organization spawn conflicting interpretations of expereince and success.
The lessons of history encoded in routines are an important basis for the intelligence of organizations
Learning needs to be compared with other serious alternatives not with perfection.
Monday, January 29, 2007
3rd week
read about 1/5 of Von Krogh, Ichijo & nonaka (2000) book. It is everything I hoped it would be. The authors give very practical steps to be take. There is a whole chapter on the caring organization. They define caring as
the concern for a person to grow. That is exactly what I want to do: cultivate personal and organization growth.
thought about the implications of my research project at AIS. The people that I inrterview will be changed by the experience of the interview. I must craft my questions carefully.
Organizational learning is NOT just individual learning with lots of people. Organizational learning occurs through individuals. Organizations influence members' learning and retain past learninjg after members have left
the concern for a person to grow. That is exactly what I want to do: cultivate personal and organization growth.
thought about the implications of my research project at AIS. The people that I inrterview will be changed by the experience of the interview. I must craft my questions carefully.
Organizational learning is NOT just individual learning with lots of people. Organizational learning occurs through individuals. Organizations influence members' learning and retain past learninjg after members have left
Friday, January 26, 2007
January 26, end of 2nd week
plowing through the introductory articles and Argyris & Schon text
Identified a fascinating area and requested approval for book review on tacit knowledga and innovation.
requested and picked up book from Pattee Library - if book report topic not accepted for this course I still need to master the info in this book for my future endeavors.
Suggested research project with Administrative Information Services at PSU. I will work alone.
Two of the items I must cover in my personal reflective paper are:
the inclusion of decision making with performance as the desired outcomes of training
role is not prescribed behavior but prescribed decision premisis (LET MY PEOPLE THINK!)
This is very much related to my WFED 550 topic Appreciative Inquiry and area I want to research.
Identified a fascinating area and requested approval for book review on tacit knowledga and innovation.
requested and picked up book from Pattee Library - if book report topic not accepted for this course I still need to master the info in this book for my future endeavors.
Suggested research project with Administrative Information Services at PSU. I will work alone.
Two of the items I must cover in my personal reflective paper are:
the inclusion of decision making with performance as the desired outcomes of training
role is not prescribed behavior but prescribed decision premisis (LET MY PEOPLE THINK!)
This is very much related to my WFED 550 topic Appreciative Inquiry and area I want to research.
Thursday, January 25, 2007
How Organizations Learn and Unlearn - Bo Hedberg (1981)
Do organizations only learn and remember through current members? Organizations have cognitive systems and memories, develop world views and ideaologies. For me this means, just as it is important to place the right people in the right positions, I need to consider the organization's identity story stems from all those who have gone before. Removing a person from a position that doesn't fit will not remove the organization's idenity story that person influenced. Organizations retain the sediments of past learning after the original learners have left.
unlearning (discarding obsolete thoughts and information) is as important as learning new knowledge
Organizational learning is the defensive process of adjusting to reality and the offensive process of fitting the
organization to the environmnet.
Cognitive limitations can distort organization's interpretation and block learning cycle
How researchers understand learning:
- learning that cumulates, maintains and restructures knowledge
- learning that enslaves and learning that liberates. Which do I prefer giving?
- learning that changes environemnts-the purpose of learning is to improve performance AND TO MASTER
THE ENVIRONMENT!
-learning as the result of adaptive and manipulative elationship between a system and environemnt (too
much stability or turbulence hinders learning)
Incompletedness in learning cycles:
role-consreined learning - individual beliefs and actions are blocked
audience learning - couplings of individuals' and organization's actions are weak
superstitious learning - individuals' actions affect organization's actions but couplings between organizational
actions and environmental repsonses are ambiguous.
incomplete learning cycles where couplings between environemntal responses and individual's beliefs are
problematic
Environmental benevolence or hostility affects organizational learning
Organizations can to some ectent control their external environment
Learning can be triggered by opportunity or by people
How one conceptualizes organizational development is also a matter of attitude
Unlearning cycles can also be blocked and incomplete.
Organizational unlearning is typically problem -triggered
development ends when one of these is missing: learning, unlearning, relearning
unlearning (discarding obsolete thoughts and information) is as important as learning new knowledge
Organizational learning is the defensive process of adjusting to reality and the offensive process of fitting the
organization to the environmnet.
Cognitive limitations can distort organization's interpretation and block learning cycle
How researchers understand learning:
- learning that cumulates, maintains and restructures knowledge
- learning that enslaves and learning that liberates. Which do I prefer giving?
- learning that changes environemnts-the purpose of learning is to improve performance AND TO MASTER
THE ENVIRONMENT!
-learning as the result of adaptive and manipulative elationship between a system and environemnt (too
much stability or turbulence hinders learning)
Incompletedness in learning cycles:
role-consreined learning - individual beliefs and actions are blocked
audience learning - couplings of individuals' and organization's actions are weak
superstitious learning - individuals' actions affect organization's actions but couplings between organizational
actions and environmental repsonses are ambiguous.
incomplete learning cycles where couplings between environemntal responses and individual's beliefs are
problematic
Environmental benevolence or hostility affects organizational learning
Organizations can to some ectent control their external environment
Learning can be triggered by opportunity or by people
How one conceptualizes organizational development is also a matter of attitude
Unlearning cycles can also be blocked and incomplete.
Organizational unlearning is typically problem -triggered
development ends when one of these is missing: learning, unlearning, relearning
Monday, January 22, 2007
Organizational Learning and Communities of Practice: Toward a unified view of working, learning,and innovation. Brown & Duguid (1991)
The purpose of this article is to show that working, learning and innovating must be linked to thrive collectively.
training is the transference of explicit, abstract knowledge from one to another. learning is built out of the materials at hand in relation to the structuring resources of local conditions. To be effective in my facilitation, I need to understand my adult learners as persons and understand the community they inhabit.
One size does not fit all. I must be adaptable.
Legitemate Peripheral Participation is not a method of education but a tool for understanding learning. In LPP learners learn to function in community. The central issue in learning is becoming a practitioner not learning about practices. I must help my adult learners grasp how to use the information presented to them.
Group theory considers groups are bounded entities within an organization and are organized by the organization's view of tasks. Communities are not bound, more fluid and often not recognized by the organization. Consequently, I can not look only at job roles and managment expectations when I assess training needs. I need to know how work and learning are really accomplished. This raises a red flag about forcing a team or work group into the workplace without truly understanding the communities involved.
Employee resistence will occur if I interrupt any process they value.
Legitemacy (how to tasks) and peripherality (manner, technique, producers producing) are necessary so workers are not uncertain about the cause of errors (inevitable or the fault of personal inadequacy.
training is the transference of explicit, abstract knowledge from one to another. learning is built out of the materials at hand in relation to the structuring resources of local conditions. To be effective in my facilitation, I need to understand my adult learners as persons and understand the community they inhabit.
One size does not fit all. I must be adaptable.
Legitemate Peripheral Participation is not a method of education but a tool for understanding learning. In LPP learners learn to function in community. The central issue in learning is becoming a practitioner not learning about practices. I must help my adult learners grasp how to use the information presented to them.
Group theory considers groups are bounded entities within an organization and are organized by the organization's view of tasks. Communities are not bound, more fluid and often not recognized by the organization. Consequently, I can not look only at job roles and managment expectations when I assess training needs. I need to know how work and learning are really accomplished. This raises a red flag about forcing a team or work group into the workplace without truly understanding the communities involved.
Employee resistence will occur if I interrupt any process they value.
Legitemacy (how to tasks) and peripherality (manner, technique, producers producing) are necessary so workers are not uncertain about the cause of errors (inevitable or the fault of personal inadequacy.
2nd week - January 22, 2007
searched the Web for key words: explicit knowledge, tacit knowledge, emancipatory knowledge,
organizational learning, learning organization
need to make a decision about term project by 2/10/07 - most folks in the class are fulltime employed, will
most likely work on a project by myself
began reading the Argyris & Schon text
organizational learning, learning organization
need to make a decision about term project by 2/10/07 - most folks in the class are fulltime employed, will
most likely work on a project by myself
began reading the Argyris & Schon text
Thursday, January 18, 2007
Bounded Rationality and Organizational Learning Simon (2001)
internal learning - transmission of info from one organizational member or group to another
organizations are best viewed as systems of interrelated roles
role is not a system of prescribed behaviors but a system of presribed decision premises
I find this statement curious. Job roles do not presecribe behavior but decisions! That is total quality!
some organizations desire employees already "indoctrinated" with its values and SOPs (forestry & engineering)
I find this statement astounding! "indoctrinated" has such a negative connotation for me. Why would any organization want a pre-programmed employee?
patterns of communication: circle, members communicate only with two immediately adjacent
wheel, members are arranged and communicate only with the leader or coordinator
expertise is based on extensive knowledge, world-class expert holds 50,000 chunks of info
processes of learning inclujde research, instruction, acquiring knowledge of appropriate constraints
bounded rationality = the limits upoin the ability of humans beings to adapt optimally or satisfactorily to
complex environments
organizations are best viewed as systems of interrelated roles
role is not a system of prescribed behaviors but a system of presribed decision premises
I find this statement curious. Job roles do not presecribe behavior but decisions! That is total quality!
some organizations desire employees already "indoctrinated" with its values and SOPs (forestry & engineering)
I find this statement astounding! "indoctrinated" has such a negative connotation for me. Why would any organization want a pre-programmed employee?
patterns of communication: circle, members communicate only with two immediately adjacent
wheel, members are arranged and communicate only with the leader or coordinator
expertise is based on extensive knowledge, world-class expert holds 50,000 chunks of info
processes of learning inclujde research, instruction, acquiring knowledge of appropriate constraints
bounded rationality = the limits upoin the ability of humans beings to adapt optimally or satisfactorily to
complex environments
Tuesday, January 16, 2007
Monday, January 15, 2007
WFED 597C SP07 Week 1
I downloaded the course syllabus, purchased my books, set up a blog, got excited about the course
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