how organizations learn: the capability perspective mpa 8002 organization theory richard m. jacobs,...
TRANSCRIPT
How Organizations Learn: How Organizations Learn: The Capability Perspective The Capability Perspective
MPA 8002
Organization Theory
Richard M. Jacobs, OSA, Ph.D.
Organizational life is not conducive to Organizational life is not conducive to learning …learning …
…barriers to learning exist within the organization due to the fundamental, conflicting ways in which individuals have been trained and their subsequent interactions
The concept (DiBella & Nevis, The concept (DiBella & Nevis, 1998)...1998)...
the capability perspective
…the process by which managers/leaders foster the development of behaviors which build an organizational culture characterized by learning
learning is innate to all organizations; it represents a pluralistic view toward organizational learning
…because there is no one best way for organizations to learn…
…and the learning processes need to be embedded in the organization’s structure and culture
management/leadership needs to understand what those learning process are―how, where, and what gets learned―and to expand the potential for the organization to learn
…by considering how the learning styles within the organization conflict with or complement one another
Developing an integrated learning Developing an integrated learning strategy...strategy...
First step: to identify the organization’s predominant “learning style”
Second step: to develop a “learning portfolio”
Third step: to chart a corporate learning strategy that brings strategy and learning into alignment through a “learning charter”
Developing an integrated learning Developing an integrated learning strategy...strategy...
First step: to identify the organization’s predominant “learning style”…a learning style is an acquired capability
which is a function of how an organization currently engages in learning
…organizations have different learning styles that evolve and vary over time
…organizations can be successful in using one or a set of learning styles
…the “correct” learning style depends upon appropriate management/leadership, organizational strategy, market conditions, and performance demand
Identifying an organization’s Identifying an organization’s predominant learning style...predominant learning style...
LOR # ___
Quadrant
# _1_
Quadrant
# _2_
Quadrant
# _4_
Quadrant
# _3_
Organizational Typology #1
Organizational Typology #3
Organizational Typology #4
Organizational Typology #2
LOR # ___
A thought experiment…A thought experiment…
Using LORs to identify predominant Using LORs to identify predominant learning styles of organizationslearning styles of organizations
LOR # 5
LOR # 1
Example #1: Typical organizational Example #1: Typical organizational learning styleslearning styles
knowledge focus
knowledge source
transformativeincremental
external
internal
knowledge focus
correction innovation
acquisitionadaptation
knowledge source
transformativeincremental
external
internal
The organization learns because in some way experience does not match desire, so
needed adjustments are made
The organization learns by using its competence and capabilities to generate
deliverables that transform the market
The organization makes incremental changes or improvements to deliverables based upon knowledge acquired externally
The organization acquires what has been learned by others and incorporates those
learnings into its operations
LOR # 3
LOR # 4
Example #2: Learning styles related to Example #2: Learning styles related to leadership rolesleadership roles
knowledge reserve
dissemination mode
publicpersonal
informal
formal
knowledge reserve
authorized expert
hierarchical bureaucracy
community of practice
rolemodel
dissemination mode
publicpersonal
informal
formal
Individual possessing valuable knowledge and skills prescribe what is to be done
Knowledge developed over time that applies to everyone is documented and subsequently applied
in order to pass on instructions or to avoid mistakes
Learning is not imposed but acquired or shared through informal oftentimes
subconscious means
Learning occurs in a social context wherein the informal dissemination of knowledge fosters new,
collaborative learning
LOR # 6
LOR # 2
Example #3: Learning in for-profit Example #3: Learning in for-profit organizationsorganizations
value chain focus
incrementalism transformation
discoveryinnovation
content-process focus
market/deliverdesign/make
process
content
Learning transpires as improvements to existing processes are envisioned, tested,
and implemented
Learning occurs as currently available knowledge is applied that improve organizational systems
and delivery to the market
Environmental scanning generates new knowledge that is then applied to current
processes
Learning generates knowledge that applies existing technologies and processes in
ways previously not considered
Walmart
Amazon.comBoscov’s
Local store
LOR # 9
LOR # 1
Example #4: Learning styles in criminal Example #4: Learning styles in criminal justice administrationjustice administration
learning time frame
knowledgesource
long termimmediate
external
internal
learning time frame
cop on the beat police captain
national chiefs of police
associationjudge
knowledgesource
long termimmediate
external
internal
Learning occurs as the cop on the beat interacts with people and tests one’s experiences of some content
Learning occurs as police captain implements policy within the precinct
Learning occurs by listening to facts of the case in order to issue a judgment
Learning occurs as police professionals formulate policies to guide actions of local
police organizations
LOR # 9
LOR # 7
Example #5: Learning styles in a universityExample #5: Learning styles in a university
learning time frame
learning focus
long-termimmediate
group
individual
learning time frame
autocracy administration
democracycollaboration
learningfocus
long-termimmediate
group
individual
Learning occurs as formal authority imposes its will upon organization
Learning occurs as the formal leader implements organizational strategy and responds to
organizational realities
Learning occurs through group interaction when individuals share a common interest
Learning generates through group interaction where a variety of organizational
interests are expressed and debated
President
BoardFaculty
Dean
LOR # 9
LOR # 8
Example #6: Learning styles in health careExample #6: Learning styles in health care
learning time frame
learning mode
long-termimmediate
cognitive
experiential
learning time frame
reactive proactive
researchauthoritative
learningmode
long-termimmediate
cognitive
experiential
Learning occurs as an individual possessing expertise responds to circumstancesLearning occurs as experts possessing diverse
interests formulate strategy to deal with challengesLearning occurs through group interaction as
individuals advocate diverse interestsLearning generates through the interaction
of experts where the focus is upon formulating strategy
National Instituteson Health
research hospitalSurgeon General
emergency room
LOR # 8
LOR # 7
Example #7: Learning styles in schoolsExample #7: Learning styles in schools
learning mode
learning focus
cognitiveexperiential
group
individual
learning mode
experiments research
projectsclass trip
learningfocus
cognitiveexperiential
group
individual
Learning occurs as an individual possessing an interest tests one’s experiences of some content
Learning occurs as individuals investigate bodies of extant thought
Learning occurs through group interaction as individuals engage in a collective experience
Learning occurs through the student interaction where the focus is upon
discovery of pre-defined content
Independent Study
ClassroomOutward Bound
Trial/Error
LOR # 3
LOR # 2
Example #8: Leadership styles in non-profit Example #8: Leadership styles in non-profit organizationsorganizations
knowledge reserve
content-process focus
publicpersonal
process
content
knowledge reserve
specialist facilitator
generalisttrainercontent-processfocus
publicpersonal
process
content
Leaders are those specially trained experts who provide knowledge that followers need
Leaders work with other individuals and groups (teams) to help them achieve
organizational objectives
Leaders dictate what followers are to do and what they need to learn
Leaders are individuals possessing knowledge and experience of all aspects of
an organization
LOR # 3
LOR # 8
Example #9: Learning styles in non-profit Example #9: Learning styles in non-profit organizationsorganizations
knowledge reserve
learning mode
publicpersonal
cognitive
experiential
knowledge reserve
practitioner best practices
think tankresearcher
learning mode
publicpersonal
cognitive
experiential
An individual who possesses an intrinsic interest observes what does and does not work while engaging
in that activity
A group collates and synthesizes a collection of what others have learned to
work best in actual practice episodes
An individual engages directly in a subject of intrinsic interest to that individualA group of individuals possessing the same intrinsic investigate a topic of interest from
various perspectives
Management/Leadership Challenge...Management/Leadership Challenge...
Ask: What do intergroup conflicts tell me about the lack of organizational learning?
…to expose the barriers to organizational learning
Management/Leadership agenda...Management/Leadership agenda...
1. identify the organization’s major learning styles
2. identify current and preferred organizational typologies
Developing an integrated learning Developing an integrated learning strategy...strategy...
Second step: to develop a “learning portfolio”…a set of learning styles possessing
synergistic possibilities that build upon current strengths by utilizing two or three facilitating factors while concurrently enhancing current competencies by moving to some other point along the continuum of one or several of them
…not a series of “correct” styles but complementary learning styles that function in concert to promote organizational learning
…distinguishes what needs to be “unlearned,” that is, what organizational members know and do from how they know and do it, from generic best practices and established competence
…identifies the starting point for an organizational development intervention
…provides the direction for introducing new learning orientations and facilitating factors
Management/Leadership Challenge...Management/Leadership Challenge...
Ask: What is the starting point for organizational learning?
…to identify and to expose barriers to organizational learning
Management/Leadership agenda...Management/Leadership agenda...
1. identify the critical leverage points2. select the phase of the learning cycle
(acquisition, dissemination, utilization) that is most in question
3. utilize both individual skill development and group learning
4. engage teams in joint analyses of their underlying assumptions (“antecedents”) and to build new mental models (“frames” or “images”)
Developing an integrated Developing an integrated learning strategy...learning strategy...
Third step: to chart a corporate learning strategy that brings strategy and learning into alignment through a “learning charter”…represents a shared vision of a preferred
future and how the organization’s members will be stewards of that vision
…the idea is to enroll numerous people in the learning effort before attempting to roll out a strategy to a large group or the entire organization
…this creates an energized coalition that is more likely to educate itself and then to teach others
Management/Leadership Challenge...Management/Leadership Challenge...
Ask: What needs to be done moving forward?
…to formulate, to sell, and to implement an integrated learning strategy
Management/Leadership Agenda...Management/Leadership Agenda...
1. develop multiple project champions
2. utilize benchmarking (external)
3. develop metrics using the experience as “learning”
4. “name the change” to define and promote the learning initiative
5. use education broadly to promote and support the quality effort
The goal...The goal...
to enhance the factors that promote learning (i.e., the normative perspective and best practices)
to provide a mechanism for organizational change and the development of learning styles and capabilities (i.e., the developmental perspective)
to describe how learning will take place (i.e., the capability perspective and continuous learning)
` facilitating factors
learning orientations
building learning
capability
`
`
The learning organization…The learning organization…
the capacity or processes within an organization to maintain or improve based on experience……by learning new skills, attitudes, values,
and behaviors over time…so that the organization learns the
challenges being presented by external adaptation and internal integration
Management/Leadership Challenge...Management/Leadership Challenge...
Ask: What does the organizational need to know and to learn?
…to distinguish unlearning what organizational members know and do from how they know and do it
This module has focused on...This module has focused on...
...the process by which organizations foster the development of those behaviors which result in recurring patterns of learning
The capability perspective
ReferencesReferences
DiBella, A. J., & Nevis, E. C. (1998). How organizations learn: An integrated strategy for building learning capability. Thousand Oaks, CA: Jossey-Bass.