Creating a Learning Organization - Revision history

Tkokotas at 13:11, 18 December 2018

2018-12-18T13:11:05Z

← Older revision		Revision as of 13:11, 18 December 2018
Line 1:		Line 1:
			''Developed by Matilde Nygaard Pedersen''


	A learning organization evaluates projects to capture and interpret information that can benefit future projects by translating new knowledge into ways of behaving. Organizational learning includes both individual and collective learning, which are both important determinants of organizational effectiveness. The ability to learn is a key enabler to organizational success and competitive advantage		A learning organization evaluates projects to capture and interpret information that can benefit future projects by translating new knowledge into ways of behaving. Organizational learning includes both individual and collective learning, which are both important determinants of organizational effectiveness. The ability to learn is a key enabler to organizational success and competitive advantage
	<ref name="The Theory and practice of change management" >''The Theory and practice of change management'', John Hayes, Palgrave Macmillian, Fourth edition, 2014</ref>		<ref name="The Theory and practice of change management" >''The Theory and practice of change management'', John Hayes, Palgrave Macmillian, Fourth edition, 2014</ref>

Matilde Nygaard at 09:11, 9 October 2016

2016-10-09T09:11:05Z

← Older revision		Revision as of 09:11, 9 October 2016
Line 81:		Line 81:
	Learning exist on three levels:		Learning exist on three levels:
	: '''Individual learning:''' the individual human process of consuming and storing new concepts, skills and behaviors <ref name="Understanding Relations of Individual-Collective Learning in Work: A Review of Research" >''Understanding Relations of Individual-Collective Learning in Work: A Review of Research'', Tara Fenwick, University of British Columbia, 2008 </ref>.		: '''Individual learning:''' the individual human process of consuming and storing new concepts, skills and behaviors <ref name="Understanding Relations of Individual-Collective Learning in Work: A Review of Research" >''Understanding Relations of Individual-Collective Learning in Work: A Review of Research'', Tara Fenwick, University of British Columbia, 2008 </ref>.
	The challenge is to translate relevant learning into capabilities that can be useful for the organization.		: The challenge is to translate relevant learning into capabilities that can be useful for the organization.

	: Individuals often hold much more information than they share, because it can be challenging to communicate. ''Tacit Knowledge'' or "know-how" is highly experience based and context-dependent. Though being hard to communicate, tacit knowledge is considered being the most valuable knowledge, and the most likely to lead to breakthroughs in an organization. The challenge is to communicate and translate this information into something useful for others.		: Individuals often hold much more information than they share, because it can be challenging to communicate. ''Tacit Knowledge'' or "know-how" is highly experience based and context-dependent. Though being hard to communicate, tacit knowledge is considered being the most valuable knowledge, and the most likely to lead to breakthroughs in an organization. The challenge is to communicate and translate this information into something useful for others.

Matilde Nygaard at 09:10, 9 October 2016

2016-10-09T09:10:49Z

← Older revision		Revision as of 09:10, 9 October 2016
Line 27:		Line 27:
	Peter Senge advanced the theory of Learning Organizations in 1990, when he published his book ''The Fifth Discipline'', where he outlines five characteristics for a learning organization that he calls the "learning disciplines":		Peter Senge advanced the theory of Learning Organizations in 1990, when he published his book ''The Fifth Discipline'', where he outlines five characteristics for a learning organization that he calls the "learning disciplines":

	: '''1 Develop personal mastery.''' How much we know about our selves and are aware of the impact that our behaviour has on others is called ''self-awareness'' <ref name="The art and practice of the learning organization" >''The art and practice of the learning organization. Emerging strategies for leadership and organizational change'', Senge, P. M., New York: Doubleday, 2006</ref>.		: '''1 Develop personal mastery.''' How much we know about our selves and are aware of the impact that our behaviour has on others is called ''self-awareness'' <ref name="The art and practice of the learning organization" >''The art and practice of the learning organization. Emerging strategies for leadership and organizational change'', Senge, P. M., New York: Doubleday, 2006</ref>. Developing personal mastery focuses on learning to expand our self-awareness and personal capacity to create desired results. Individual learning is acquired through training and encouragement of continuous self-improvement. But learning cannot be forced on an individual, and it is crucial that employees are willing to learn <ref name="The art and practice of the learning organization" >''The art and practice of the learning organization. Emerging strategies for leadership and organizational change'', Senge, P. M., New York: Doubleday, 1990, revised 2006</ref>.
	Developing personal mastery focuses on learning to expand our self-awareness and personal capacity to create desired results. Individual learning is acquired through training and encouragement of continuous self-improvement. But learning cannot be forced on an individual, and it is crucial that employees are willing to learn <ref name="The art and practice of the learning organization" >''The art and practice of the learning organization. Emerging strategies for leadership and organizational change'', Senge, P. M., New York: Doubleday, 1990, revised 2006</ref>.
	Therefore organizations need to make learning part of the culture and create an organizational environment in which organizational members are encouraged to develop learning skills.		Therefore organizations need to make learning part of the culture and create an organizational environment in which organizational members are encouraged to develop learning skills.

Matilde Nygaard at 20:58, 26 September 2016

2016-09-26T20:58:45Z

← Older revision		Revision as of 20:58, 26 September 2016
Line 159:		Line 159:

	There are no disadvantages of organizational learning, other than it requirers time. But the time consumption is an investment in the future, and it is a matter of balance, to customise solutions that fit to the individual organization.		There are no disadvantages of organizational learning, other than it requirers time. But the time consumption is an investment in the future, and it is a matter of balance, to customise solutions that fit to the individual organization.


	== References ==		== References ==

	<references />		<references />


	==Annotated bibliography==		==Annotated bibliography==

Matilde Nygaard at 20:58, 26 September 2016

2016-09-26T20:58:15Z

← Older revision		Revision as of 20:58, 26 September 2016
Line 40:		Line 40:

	== Integrating Learning in an Organization ==		== Integrating Learning in an Organization ==
	[[File:Systems learning.png\|right\|200px\|thumb\|Figure 1 - Systems Learning.<ref name="Building the Learning Organization" >''Building the Learning Organization'', Michael J. Marquardt, ~~American society or Training and Development~~, Second edition, 2002</ref>]]		[[File:Systems learning.png\|right\|200px\|thumb\|Figure 1 - Systems Learning.<ref name="Building the Learning Organization" >''Building the Learning Organization'', Michael J. Marquardt, Davies-Black, Second edition, 2002</ref>]]

	When an organization fails to manage learning, valuable knowledge is thrown away. Learning can and should be implemented in all parts of a process, and on every level of an organization. Integrating learning in a organization requires time and commitment. Peter Senge says "First, you must realize that the very idea of a "learning organization" is a vision" <ref name="The art and practice of the learning organization" >''The art and practice of the learning organization. Emerging strategies for leadership and organizational change'', Senge, P. M., New York: Doubleday, 2006</ref>.		When an organization fails to manage learning, valuable knowledge is thrown away. Learning can and should be implemented in all parts of a process, and on every level of an organization. Integrating learning in a organization requires time and commitment. Peter Senge says "First, you must realize that the very idea of a "learning organization" is a vision" <ref name="The art and practice of the learning organization" >''The art and practice of the learning organization. Emerging strategies for leadership and organizational change'', Senge, P. M., New York: Doubleday, 2006</ref>.
Line 52:		Line 52:
	====Knowledge====		====Knowledge====
	Management of knowledge is the heart of building a learning organization. There are six knowledge elements of organizational learning		Management of knowledge is the heart of building a learning organization. There are six knowledge elements of organizational learning
	<ref name="Building the Learning Organization" >''Building the Learning Organization'', Michael J. Marquardt, ~~American society or Training and Development~~, Second edition, 2002</ref>:		<ref name="Building the Learning Organization" >''Building the Learning Organization'', Michael J. Marquardt, Davies-Black, Second edition, 2002</ref>:

	{\|class="wikitable"		{\|class="wikitable"
Line 166:		Line 166:
	==Annotated bibliography==		==Annotated bibliography==
	* Ref 1: John Hayes. ''The Theory and practice of change management''. Palgrave Macmillian. Fourth edition. 2014.		* Ref 1: John Hayes. ''The Theory and practice of change management''. Palgrave Macmillian. Fourth edition. 2014.
			Annotation: This book provides skills to identify the need for change and ensure that it is successfully implemented. It provides hands-on tools for various change scenarios, as well as tools to reflect on your experiences. It also describes how managers can overcome resistance to change.

	* Ref 2: David A. Garvin. ''Building a Learning Organization''. Harvard Business School. 1993		* Ref 2: David A. Garvin. ''Building a Learning Organization''. Harvard Business School. 1993
			Annotation: The article describes the linkage between learning and continuous improvement. It tries to define what a learning is, and thoroughly describes five building block for having a learning organization. These are 1. Systematic problem solving, 2. Experimentation, 3. Learning from past experience, 4. Learning from others, and 5. Transferring knowledge. Lastly it investigates how to measure learning.

	* Ref 3: Senge, P. M. ''The art and practice of the learning organization. Emerging strategies for leadership and organizational change''. New York: Doubleday. 2006.		* Ref 3: Senge, P. M. ''The art and practice of the learning organization. Emerging strategies for leadership and organizational change''. New York: Doubleday. 2006.
			Annotation: The book by Peter Senge (senior lecturer at MIT) describes his five disciplines for a creating a learning organization. The five disciplines represent theories and methods for developing core learning capabilities.

	* Ref 4: Michael J. Marquardt. ''Building the Learning Organization''. ~~American society or Training and Development~~. Second edition. 2002.		* Ref 4: Michael J. Marquardt. ''Building the Learning Organization''. Davies-Black. Second edition. 2002.
			Annotation: The book describes key forces that have necessitated the emergence of learning organizations. It introduces the total Systems Learning Organization model, which builds on the five sub systems 1. Learning, 2. Organization, 3. People, 4. Knowledge and 5. Technology. It also describes the dimensions of the five sub systems.

	* Ref 5: Tara Fenwick. ''Understanding Relations of Individual-Collective Learning in Work: A Review of Research''. University of British Columbia. 2008.		* Ref 5: Tara Fenwick. ''Understanding Relations of Individual-Collective Learning in Work: A Review of Research''. University of British Columbia. 2008.
			Annotation: The article focus on the relations between individual and collective learning. It discuss similarities and differences stated in the different journals about understanding individual and collective learning.

	* Ref 7: Max Zedtwitz. Post-Project Reviews in R&D. Vol. 32. 2002.		* Ref 7: Max Zedtwitz. Post-Project Reviews in R&D. Vol. 32. 2002.
			Annotation: The article argue that Post-project reviews are one opportunity to systematically improve performance in subsequent projects. It discuss why so many organizations neglects it as a tool. It reviews the role of post-project meetings as a tool to improve organizational learning at the group level, and describes different maturity levels of the tool.

	* Ref 8: Tidd, J. and Bessant, J., 2013. ''Managing innovation: Integrating technological, market and organizational change''. Wiley, 5th edition, 2013		* Ref 8: Tidd, J. and Bessant, J., 2013. ''Managing innovation: Integrating technological, market and organizational change''. Wiley, 5th edition, 2013
	Annotation: Managing Innovation ~~thoroughly~~ describes how innovation ~~can be managed~~ in organizations. In the context of this article, the book provides tools for evaluating and prioritizing new projects. It describes the importance of proper portfolio management to manage uncertainty by spreading the risk and how to build a portfolio. It gives a good understanding about portfolio theory and different approaches to manage development projects.		Annotation: Managing Innovation describes how to manage innovation in organizations.

	* Ref 9: Jeffrey K. Liker. ''The Toyota Way: 14 Management Principles from the World's Greatest Manufacturer''. Jan 2014		* Ref 9: Jeffrey K. Liker. ''The Toyota Way: 14 Management Principles from the World's Greatest Manufacturer''. Jan 2014
			Annotation: The book outlines the 14 management principles that has lead Toyota to be one of the worlds greatest manufacturers. The 14th principle is ''Become a learning organization through relentless reflection and continuous improvement''.

	* Ref 10: Victoria J. Marsick. ''The Learning Organization: An Integrative Vision for HRD.'' Aug 2006.		* Ref 10: Victoria J. Marsick. ''The Learning Organization: An Integrative Vision for HRD.'' Aug 2006.
			The article outlines a number of different learning organization models, and highlights areas of agreement and disagreement among these learning models.

Matilde Nygaard at 20:25, 26 September 2016

2016-09-26T20:25:48Z

@@ Line 159: / Line 159: @@
 There are no disadvantages of organizational learning, other than it requirers time. But the time consumption is an investment in the future, and it is a matter of balance, to customise solutions that fit to the individual organization.
 == References ==
 <references />

Matilde Nygaard at 20:17, 26 September 2016

2016-09-26T20:17:17Z

← Older revision		Revision as of 20:17, 26 September 2016
Line 40:		Line 40:

	== Integrating Learning in an Organization ==		== Integrating Learning in an Organization ==
	[[File:Systems learning.png\|thumb\|~~alt=Systems Learning\|~~Systems Learning <ref name="Building the Learning Organization" >''Building the Learning Organization'', Michael J. Marquardt, American society or Training and Development, Second edition, 2002</ref>]]		[[File:Systems learning.png\|right\|200px\|thumb\|Figure 1 - Systems Learning.<ref name="Building the Learning Organization" >''Building the Learning Organization'', Michael J. Marquardt, American society or Training and Development, Second edition, 2002</ref>]]

	When an organization fails to manage learning, valuable knowledge is thrown away. Learning can and should be implemented in all parts of a process, and on every level of an organization. Integrating learning in a organization requires time and commitment. Peter Senge says "First, you must realize that the very idea of a "learning organization" is a vision" <ref name="The art and practice of the learning organization" >''The art and practice of the learning organization. Emerging strategies for leadership and organizational change'', Senge, P. M., New York: Doubleday, 2006</ref>.		When an organization fails to manage learning, valuable knowledge is thrown away. Learning can and should be implemented in all parts of a process, and on every level of an organization. Integrating learning in a organization requires time and commitment. Peter Senge says "First, you must realize that the very idea of a "learning organization" is a vision" <ref name="The art and practice of the learning organization" >''The art and practice of the learning organization. Emerging strategies for leadership and organizational change'', Senge, P. M., New York: Doubleday, 2006</ref>.

	Michael J. Marquardt argue that before individuals and organizations can adequately learn, they must incorporate five subsystems: (1) Learning, (2) Organization, (3) People, (4) Knowledge, and (5) Technology. All five subsystems are dynamically interrelated, and if any is weak or absent, it will have significant effect on the overall learning. Therefore, focus on all five subsystems is necessary to move from non-learning to learning ~~<ref name="Building the Learning Organization" >''Building the Learning Organization'', Michael J. Marquardt, American society or Training and Development, Second edition, 2002</ref>~~.		Michael J. Marquardt argue that before individuals and organizations can adequately learn, they must incorporate five subsystems: (1) Learning, (2) Organization, (3) People, (4) Knowledge, and (5) Technology. All five subsystems are dynamically interrelated, and if any is weak or absent, it will have significant effect on the overall learning. Therefore, focus on all five subsystems is necessary to move from non-learning to learning.


Line 95:		Line 95:

	==== Singe-loop and Double-loop Learning ====		==== Singe-loop and Double-loop Learning ====
	[[File:S&D_LL.png\|thumb\|~~alt=Single-loop and Double~~-~~loop Learning\|~~Single-loop and Double-loop Learning <ref name="The Theory and practice of change management" >''The Theory and practice of change management'', John Hayes, Palgrave Macmillian, Fourth edition, 2014</ref>]]		[[File:S&D_LL.png\|right\|500px\|thumb\|Figure 2 - Single-loop and Double-loop Learning.<ref name="The Theory and practice of change management" >''The Theory and practice of change management'', John Hayes, Palgrave Macmillian, Fourth edition, 2014</ref>]]

	Argyris and Schön (1978) distinguish between two types of learning; Single-Loop Learning and Double-Loop Learning:		Argyris and Schön (1978) distinguish between two types of learning; Single-Loop Learning and Double-Loop Learning:
Line 133:		Line 133:
	Boundaries in organizations isolate individuals and groups and inhibit flow of important information. Organizations should open these boundaries and simulate exchange of information and ideas among teams and individuals. This can be done through conferences, meetings or project teams. Or more intensely through learning forums, which are programs or events with explicit learning goals, and can bring in internal groups, customers, suppliers and outside experts.		Boundaries in organizations isolate individuals and groups and inhibit flow of important information. Organizations should open these boundaries and simulate exchange of information and ideas among teams and individuals. This can be done through conferences, meetings or project teams. Or more intensely through learning forums, which are programs or events with explicit learning goals, and can bring in internal groups, customers, suppliers and outside experts.

	== ~~Successful story~~ of ~~integrating~~ learning ~~in xxx ==~~		==Example: Toyota's Learning Organization==
	~~Example here…~~		Toyota is considered one of the worlds greatest manufacturers <ref name="The Toyota Way" >''The Toyota Way: 14 Management Principles from the World's Greatest Manufacturer '', Jeffrey K. Liker, Jan 2014 </ref>. In 2001 they outlined 14 management principles and behaviors that they call [https://en.wikipedia.org/wiki/The_Toyota_Way The Toyota Way]. These are sectioned in four categories, which are (1) Long-term philosophy, (2) The right process will produce the right results, (3) Add value to the organization by developing your people, and (4) Continuously solving root problems drives organizational learning. The last principle is ''Become a learning organization through relentless reflection and continuous improvement'', which is the one that ties the other 13 together.

			Toyota realizes the importance of looking back at the changes they make and what the results were. They consider whether the outcome was as expected and why. They often use [https://en.wikipedia.org/wiki/Root_cause_analysis Root cause analysis] as a tool to reflect on results, most often to non-ideal results with the intent of correcting problems.

			Secondly, they use ''policy development'' to move important information and objectives from top management down to the work group level. Measurable and concrete goals are set on the top level of the organization, and then the lower levels develop objectives to support these. The results of any change is therefore always measurable.

			Toyota has not developed into the very well learning organization it is over night. It has taken years and full commitment for Toyota to achieve its success.

	== Implications ==		== Implications ==

Matilde Nygaard at 18:59, 26 September 2016

2016-09-26T18:59:25Z

← Older revision		Revision as of 18:59, 26 September 2016
Line 40:		Line 40:

	== Integrating Learning in an Organization ==		== Integrating Learning in an Organization ==
			[[File:Systems learning.png\|thumb\|alt=Systems Learning\|Systems Learning <ref name="Building the Learning Organization" >''Building the Learning Organization'', Michael J. Marquardt, American society or Training and Development, Second edition, 2002</ref>]]

	When an organization fails to manage learning, valuable knowledge is thrown away. Learning can and should be implemented in all parts of a process, and on every level of an organization. Integrating learning in a organization requires time and commitment. Peter Senge says "First, you must realize that the very idea of a "learning organization" is a vision" <ref name="The art and practice of the learning organization" >''The art and practice of the learning organization. Emerging strategies for leadership and organizational change'', Senge, P. M., New York: Doubleday, 2006</ref>.		When an organization fails to manage learning, valuable knowledge is thrown away. Learning can and should be implemented in all parts of a process, and on every level of an organization. Integrating learning in a organization requires time and commitment. Peter Senge says "First, you must realize that the very idea of a "learning organization" is a vision" <ref name="The art and practice of the learning organization" >''The art and practice of the learning organization. Emerging strategies for leadership and organizational change'', Senge, P. M., New York: Doubleday, 2006</ref>.

Line 45:		Line 47:


	~~[[File:Systems learning.png]]~~


	====Knowledge====		====Knowledge====
Line 92:		Line 95:

	==== Singe-loop and Double-loop Learning ====		==== Singe-loop and Double-loop Learning ====
	~~Argyris~~ and ~~Schön (1978) distinguish between two types of learning;~~ Single-~~Loop Learning~~ and Double-~~Loop~~ Learning		[[File:S&D_LL.png\|thumb\|alt=Single-loop and Double-loop Learning\|Single-loop and Double-loop Learning <ref name="The Theory and practice of change management" >''The Theory and practice of change management'', John Hayes, Palgrave Macmillian, Fourth edition, 2014</ref>]]
	<ref name="The Theory and practice of change management" >''The Theory and practice of change management'', John Hayes, Palgrave Macmillian, Fourth edition, 2014</ref>:

	~~[[File~~:~~S&D_LL.png]]~~		Argyris and Schön (1978) distinguish between two types of learning; Single-Loop Learning and Double-Loop Learning:

	: '''Single-Loop Learning'''. Engaging in Single loop learning means to reflect on what is happening now or in the past, and focus attention on detecting errors. This is used to modify future actions and behaviour, including goals, values, and operating frameworks. Single loop learning can be very useful and is a good tool in continuous improvement, but will never create path-breaking behaviour. Single-loop learning is especially useful in project and program management, but can also to some extent be useful in portfolio management.		: '''Single-Loop Learning'''. Engaging in Single loop learning means to reflect on what is happening now or in the past, and focus attention on detecting errors. This is used to modify future actions and behaviour, including goals, values, and operating frameworks. Single loop learning can be very useful and is a good tool in continuous improvement, but will never create path-breaking behaviour. Single-loop learning is especially useful in project and program management, but can also to some extent be useful in portfolio management.

Matilde Nygaard at 13:39, 26 September 2016

2016-09-26T13:39:55Z

← Older revision		Revision as of 13:39, 26 September 2016
Line 150:		Line 150:
	* The extent of participation from members at different levels in the organization		* The extent of participation from members at different levels in the organization

	There are no disadvantages of organizational learning. ~~The~~ time consumption is an investment in the future, and it is a matter of balance, to customise solutions that fit to the individual organization.		There are no disadvantages of organizational learning, other than it requirers time. But the time consumption is an investment in the future, and it is a matter of balance, to customise solutions that fit to the individual organization.


Line 156:		Line 156:

	<references />		<references />

	~~{{Reflist}}~~

Matilde Nygaard at 13:37, 26 September 2016

2016-09-26T13:37:26Z

← Older revision		Revision as of 13:37, 26 September 2016
Line 120:		Line 120:
	First of all, organizations need to understand and accept that these barriers exist, in order to manage them.		First of all, organizations need to understand and accept that these barriers exist, in order to manage them.

	The most important factor to overcome barriers is to have a ''creative climate'', i.e. foster an environment which allows employees to objectively and honestly explore issues. To allow a creative climate, the organization needs to meet a number of preconditions, which is only possible if members from all organizational levels are included, expectations of outcome and success criteria are aligned, and if organizational members are prepared to take risks and accept failure as an opportunity for learning and development		The most important factor to overcome barriers is to have a ''creative climate'', i.e. foster an environment which allows employees to objectively and honestly explore issues. To allow a creative climate, the organization needs to meet a number of preconditions, which is only possible if members from all organizational levels are included, expectations of outcome and success criteria are aligned, and if organizational members are prepared to take risks and accept failure as an opportunity for learning and development <ref name="Managing Innovation – Integrating Technological, Market, and Organizational Change" >''Managing Innovation – Integrating Technological, Market, and Organizational Change'', Tidd, J. and Bessant, J., Wiley, 5th edition, 2013</ref>. The ''criteria for a creative climate'' are:

	<ref name="Managing Innovation – Integrating Technological, Market, and Organizational Change" >''Managing Innovation – Integrating Technological, Market, and Organizational Change'', Tidd, J. and Bessant, J., Wiley, 5th edition, 2013</ref>. The ''criteria for a creative climate'' are:

	* Trust and openness		* Trust and openness
Line 137:		Line 135:

	== Implications ==		== Implications ==
	There are many different models for organizational learning. While having various different points, there are some areas in which they agree <ref> ~~Marsick~~, Victoria, ~~Learning Organizations~~ </ref>. These include		There are many different models for organizational learning. While having various different points, there are some areas in which they agree <ref name="Learning Organizations" >''The Learning Organization: An Integrative Vision for HRD'', Victoria J. Marsick, Aug 2006 </ref>

			These include
	* Learning is a continuous process		* Learning is a continuous process
	* Work should be structured so that it allows for experimentation, as well as learning from mistakes		* Work should be structured so that it allows for experimentation, as well as learning from mistakes