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Building Learning Dynamics

Levels Organization Group Individual

Skills Systems thinking Mental models Personal mastery Self-directed learning Dialogue

Types Adaptive Anticipatory Action

Building Learning Dynamics


Learning can be defined as a process by which individuals gain new knowledge and insights that result in a change of behaviour and actions. It comprises cognitive (intellectual), affective (emotional), and psychomotor (physical) domains.

Principles of Learning
They have found that we learn best when we are motivated to achieve something as opposed to being motivated to learn. Learning is also most thorough when it involves the whole person mind, values, and emotions. People tend to be more receptive to learning that they have helped to create, and they will know the information they acquire in this way better than anyone else

Levels of Learning: Individual Learning


organizations learn only through individuals who learn. Individual learning does not guarantee organizational learning, but without it no organizational learning occurs Individual learning opportunities include self-managed learning, learning from co-workers, computer-assisted learning, daily work experiences, special assignments on projects, and personal insights. Locus and Focus of Individual Learning Learning should be a constant in the work environment, whether through on-the-job coaching, electronic performance support systems (EPSS), action learning, or reflective planning. Classroom training, whenever possible, should be designed for small just in time formats that provide immediate application to the job.

Levels of Learning: Individual Learning


Accelerated Learning Mnemonics for greater recall and retention Music to engage the whole brain Metaphors and stories to engage the whole learner for concept development and transfer of learning Peripherals to create a richer and more integrated learning environment Lighting, colour, and room arrangements that create receptive learning states Mind mapping or information graphs to aid learning, recall, concept formation, idea generation, and planning Principles for enriching the learning environment: Provide a natural, comfortable, and colourful setting Help people eliminate or reduce fears, stresses, or learning barriers Accommodate different learning styles, speeds, and needs Present material pictorially as well as verbally Treat learning as a collaborative effort of equals

Levels of Learning: Individual Learning


Personal Development Plan Individuals in learning organizations see learning as a way of life rather than an occasional event. Organizations should be as up-front and open as possible about future corporate directions and plans, and then employees can create programs for self-development that will make them valued assets to their companies. And if a firm moves in a direction that no longer matches the skills or interests of an employee, that individual will possess competencies and know-how hat are in demand at other organizations. Learning organizations constantly encourage, support, accelerate, and reward individual learning through an organizational system that promotes continuous self-development and employability. Resources includecourses,workshops,seminars,self-learningmaterials,developmentgroups,coaching,mentoring,and data banks. Employees are expected to learn not only the skills related to their own jobs but the skills of others in their units.

Levels of Learning: Group or Team Learning


Team learning emphasizes self-managed learning, creativity, and the free flow of ideas. A successful team learning system ensures that teams share their experiences, both negative and positive, with other groups in the organization and thereby promote vigorous corporate intellectual growth. Learning organizations seek to create a full range of teams, including continuous improvement, cross-functional, quality management, and organizational learning teams. Outstanding teams develop operational trust, in that each team member remains conscious of the others and acts in ways that complement their actions. Team learning requires these three elements: The need to address complex issues through collective insight The need for innovative, coordinated action The ability to encourage and stimulate learning in other teams

Levels of Learning: Organizational Learning


First, organizational learning occurs through the shared insights, knowledge, and mental models of members of the company. Second, organizational learning builds on past knowledge and experience that is, on organizational memory, which depends on mechanisms such as policies, strategies, and explicit models with which to store knowledge. Individuals and groups are the agents through which organizational learning takes place, but the process is influenced by a much broader set of social, political, and structural variables. It involves the sharing of knowledge, beliefs, or assumptions among individuals and groups

Types of Learning: Adaptive Learning


Adaptive learning occurs when an individual, team, or organization learns from experience and reflection. The company takes an action intended to further an identified goal, the action results in some internal or external outcome, the resultant change is analyzed for congruence with the goal, and the company initiates a new action or modifies the previous action based on the outcome. Adaptive learning moves from action, to outcome, to results assessment, and then to reflection. Adaptive learning may be either single loop or double loop. Single Loop: Learning is focused on gaining information to stabilize and maintain existing systems. Double Loop: Learning involves in-depth questioning of the system itself to ascertain why errors or successes occur in the first place.

Types of Learning: Anticipatory Learning

Anticipatory learning arises when an organization learns from anticipating various futures. This approach seeks to avoid negative results and experiences by identifying the best future opportunities while discovering ways to achieve them. In comparing adaptive and anticipatory learning, we can note that adaptive learning is more a coping form of learning. Anticipatory learning is a more generative or creative type of organizational learning.

Types of Learning: Action Learning


Action learning involves working on real problems, focusing on the acquired knowledge, and actually implementing solutions. Action learning is both a dynamic process and a powerful program. Action learning is built on a well-tested framework that enables people to learn effectively and efficiently as they assess and solve difficult, real-life problems. The Action Learning Group or Team The core entity in action learning is the action learning group, which is composed of four to eight individuals. The group should include people who have the power to carry out the group s recommendations, care about the problem, and know something about it in other words, those who can, who care and who know

Types of Learning: Action Learning


The Action Learning Coach The action learning coach may be a group member who is familiar with the problem being discussed or an external participant who may not necessarily understand the problem or organizational context but possesses the requisite facilitation skills. Insightful Questioning and Reflective Listening By concentrating on the right questions rather than the right answers, action learning focuses on what we do not know as well as what we do know. The procedure of asking questions rather than immediately providing solutions unfreezes the group and defuses defensiveness. Asking the right questions when everything is uncertain and nobody knows what to do next encourages outside-the-box creativity.

Types of Learning: Action Learning


Taking Action Action enhances learning by providing a basis for reflection, and, indeed, the most valuable learning in action learning occurs when participants reflect on their actions, not just on their planning Commitment to Learning Greater learning occurs when we are allowed ample time and space, when a sense of urgency exists, when we can see results, when we are allowed to take risks, and when we are encouraged and supported in our deliberations. Critical learning occurs when we are able to question the assumptions that underlie actions. Learning intensifies when we receive accurate feedback from others, observe the results of our problem-solving actions, and reflect on our actions.

Types of Learning: Action Learning


Action learning is most effective when learners examine the organizational system as a whole. By working cooperatively on real issues, the group can move to higher levels of learning relative to application, synthesis, and evaluation. Action learning is built on the entire learning cycle: learning and creating knowledge through concrete experience, observing and reflecting on this experience, forming generalizations from experiences, testing the implications of those generalizations through new experiences, and beginning the process again.

Types of Learning: Edgar Schein


Habit and skill learning Emotional conditioning and learned anxiety Knowledge acquisition Learning happens only if the learner recognizes a problem and is motivated to learn. Even with insight, the learner often cannot produce the right type of behaviour or skill with enough consistency to solve the problem. Insight does not automatically change behaviour, and until behaviour changes and new results are observed, we do not know whether or not our cognitive learning is valid.

Learning Skills:Systems Thinking


Systems thinking is a conceptual framework that helps us see the overall patterns more clearly and thus improves our ability to change them. It is a discipline for seeing wholes, a framework for seeing interrelationships rather than linear cause effect chains, for seeing underlying structures rather than events, for seeing patterns of change rather than snapshots Systems thinking in particular, systems dynamics can be a powerful tool for facilitating organizational learning. Systems dynamics recognizes that organizations are like networks of interconnected nodes. Changes, planned or unplanned, in one part of the organization can affect other areas, with surprising, often negative, consequences.

Learning Skills: Mental Models


A mental model is our image of or perspective on an event, situation, activity, or concept. It is a deeply ingrained assumption that influences how we understand the world and take action in it. Mental models of what can or cannot be done in different situations vary tremendously from person to person and are often entrenched and difficult to change. It includes the ability to carry on learningful conversations that balance inquiry and advocacy, where people expose their own thinking effectively and make that thinking open to the influences of others

Learning Skills: Personal Mastery


Personal mastery refers to a special level of proficiency, similar to that of the master craftsman who is committed to lifelong learning and continually improves and perfects his or her skills. It is a discipline of constantly clarifying and deepening our personal vision, energies, and patience. Personal mastery entails a commitment to continuous learning at all levels of the organization. This includes pervasive support for any kind of development experience for all members of the organization. Traditional training and development activities are not sufficient; they must be accompanied by a conviction that no member is ever finished with learning or practice.

Learning Skills
Self Directed Learning
All members of a learning organization should be aware of and enthusiastically accept the responsibility both to be learners and to encourage and support the learning of those around them. We must learn how to learn on our own, partly through knowing our preferences regarding learning style in order to optimize our learning opportunities.

Dialogue
Dialogue is intense, high-level, high-quality communication based on the free, creative, and mutual exploration of subtle issues; on listening deeply to one another; and on suspending our own views. By applying the discipline of dialogue, we learn how to recognize the patterns of team interaction that either promote or undermine learning.

Learning Capacity of Organizations


Three dimensions to consider while building the learning capacity of the organization: Speed of learning: Refers to how quickly the organization is able to complete each learning cycle (planning, implementing, and reflecting) and to complete iterations of the cycle. Depth of learning: Refers to the degree of learning the organization achieves at the end of each cycle, which it accomplishes by questioning assumptions and improving its capacity to learn in the future. Breadth of learning: Concerned with how extensively the organization is able to transfer the new insights and knowledge derived from each iteration of the learning cycle to other issues and parts of the organization.

Training and Learning


Training From the outside in, done by others Assumes relative stability Focuses on knowledge, skills, ability, and job performance Learning From the inside out, learner motivated Assumes continuous change Focuses on values, attitudes, innovation, and outcomes

Appropriate for developing basic competencies Helps organizations and individuals learn how to learn and create novel solutions Emphasizes improvement Emphasizes breakthrough

Not necessarily linked to organization's mission Directly aligned with organization s vision and and strategy requirements for success Structured learning experiences with shortterm focus Formal and informal, long-term future oriented, learner initiated

Learning Organization and Organizational Learning

In discussing learning organizations, we are focusing on the what the systems, principles, and characteristics of organizations that learn and produce as a collective entity. In discussing organizational learning we are concerned with how organizational learning occurs the skills and processes of building and utilizing knowledge. As discussed below, organizational learning is just one aspect of a learning organization.

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