What is a Learning Organisation? Comparing models of organisational learning and development

1. What is a Learning Organisation?Comparing models of organisational learning and development

2. What's wrong with the Strategy & Training Model? Training policy & programmes Mission Know-how for competitive advantage & performance Staffing plan Skill gaps filled by Demand for skills Skills audit Data for audit recruitment, redundancies redeployment Performance review Development needs Data to integrate individual & organisational needs Current performance Development action Training, seminars, delegation, coaching, private study, day release, learning company, IIP Improved capability, competence + motivation

3. Employee development approaches? • Laissez-faire - little or no training interest/activity • Training for workforce maintenance: induction, product, SoPs • Technical (know-how) training • Recognising, valuing & accrediting “competencies” (NVQs) • Systematic staff devel: appraisal, resourcing, coaching & mentoring • Empowerment through know • Supported self-organised learning, L3 & CPD • Management development • Off-the-job vs. on-the-job • Central training vs. devolved and out-sourced • ICT supported learning • Voluntarism and Investors in People • Learning Company model (abstraction). What is the concrete form?

4. Investors in People: National voluntarism accreditation to promote Er-led, quality, effective staff development • top level, commitment to develop all employees to achieve business objectives • regular review of T&D needs of all staff • action to train & develop individuals on recruitment + throughout employment • evaluate T&D to assess achievement & improve future effectiveness • written plan: business goals/targets, how employees will contribute, assess needs etc. Identify T&D resources • agree T&D needs with each employee. Link to NVQ if poss. Action: train new recruits & improve skills of existing staff • Review investment, competence & commitment of employees & skills learnt against business plan + at all levels • T&D effectiveness reviewed by top level è renewed commitment & targets Why do it?

5. What is a Learning Organisation? • "The essence of organisational learning is the organisation's ability to use the amazing mental capacity of all its members to create the kind of processes that will improve its own"Nancy Dixon, 1994 • "Organisations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to learn together" • Senge P. 1990 The Fifth Discipline: The art and practice of the learning organization, Century Business/Doubleday. • an abstraction • pundits’ concepts • introduced into imperative language • Contingency viewresponsiveness to forces & environment developments otherwise we atrophy & die • supply-chain learning • be excellent, bright & successful

6. Rowden on Learning Organisation “a model of strategic change in which everyone is engaged in identifying and solving problems so that the organisation is continuously changing, experimenting and improving, thus increasing its capacity to grow and achieve its purpose.” Rowden R.W. 2001, The Learning Organisation & Strategic Change, S.A.M. Advanced Management Journal, Summer 2001, Vol 66, Issue 3 pg 117p

7. Organisation Development - definitions Ralph Stacey 1993 – Strategic Management "….a long-term programme of interventions in the social, psychological and cultural belief systems of an organisation. These interventions are based on certain principles& practices which are assumed to lead to greater organisational effectiveness" Soft versus Hard? Richard Beckhard – Sloan School of Mgt 1969 an approach to bring about….. • planned change (a programme) using behavioural science knowledge. • organisation-wide, managed from the top • increase organisational effectiveness through ….. planned, systematic interventions in the organisation's behavioural processes

8. Concrete Experience (Activist) Active Experimentation (Pragmatist) LEARNING CYCLE Reflective Observation (Reflector) Abstract Conceptualisation (Theorist) Kolb Experiential Learning Cycle A model for personal awareness & development D Kolb, Rubin & McIntyre Organisational Psychology, Addison Wesley

9. LO systems, mechanisms and processes Learning organisations are those that • have systems, mechanisms & processes in place, • are used to continually enhance their capabilities and those who work with it or for it, to achieve sustainable objectives - for themselves and the communities in which they participate. What systems, mechanisms and processes? • Requires • Trust, consistency, attitude of inquiry • High levels of communication • Concern for interdependencies & interrelationships

10. M. Pedler al: The Learning Company - 11 characteristics • Adopt a learning approach to strategy • Participative policy making • Informating (Information Systems) • Formative accounting – valuing, self-responsibility, appraisal, targeting, resourcing and review • Internal exchange (client-server relationships) • Reward flexibility • Roles and flexible, matrix structures • Boundary workers as intelligence agents • Company-to-company learning • Learning climate • Self-development opportunities for all http://sol.brunel.ac.uk/bola/culture/learnco.html

11. Pedler stresses that the model is • a simplification, symbolic rather than concrete, not complete or rigid, not sequential • So what is it then • a paradigm of discourse? • A state of being? • starts with strategy, ends with creation of learning opportunities & bubbling. • Flowery, metaphorical talk of ecological flows, energies, life forces & balances"vertical & horizontal loop energy flows providing linkages between individual & collective activity/change + dynamics between vision & action".

12. Peter Senge’s Five Disciplines

13. Five Disciplines - expanded • Systems thinking • mind shift & understanding change processes. • ‘feedback’ to reinforce/counteract action. • recognise recurring structures • remove root causes/problems • Personal Mastery • personal competence and vision • developing patience to look at reality objectively • Mental Models • changing ingrained assumptions about influencing factors. • Shared Vision • use instincts, intuition by sharing personal vision • pictures of the future • Team Learning • dialogue, discussion, group relationships • accelerate org. learning thru. Synergy 2+2=5

14. Reality and Problems? Personal Mastery Making It Work • Managers must • redefine their job  • provide the right conditions for employees to be proactive  • Generating a sense of purpose How can this be “operationalised”? Evidence of it happening well? • The Tricky Part • Resistance to PM due to difficulty in quantifying results  • Ideas behind PM have been heard before   • People forced to develop PM - may do more harm than good

15. Reality and Problems? Mental Models How can this be “operationalised”? Evidence of it happening well? Making It Work • Skills learnt must be • put into regular practice  • continually challenged  • Strong role of manager to integrate mental modelling and systems-thinking skills  The Tricky Part • Managers not always very skilled in implementing new ideas  • People find it difficult to challenge assumptions they believe to be “the case”  • Some people act in routinised ways when they are at work

16. Reality and Problems? Shared Vision How can this be “operationalised”? Evidence of it happening well? Making It Work • the focus and energy for learning  • put together by many not a few  • better when considered intrinsically at the organisational level. The Tricky Part • Compliance not commitment  • Extrinsic visions are usually personally held and are defensive  • Vision is usually top-down - do not have as good an affect as they should.

17. Making It Work Everyone must pull in the same direction  Teams must master the art of dialogue and discussion  Conflict can still appear in good team learning BUT essentially a unitary frame of reference Reality and Problems? Team Learning How can this be “operationalised”? Evidence of it happening well? The Tricky Part • practice, and consistency, no quick fixes • boredom sets in   • open minded with one’s own views and the views of others

18. Reality and Problems? Systems Thinking How can this be “operationalised”? Evidence of it happening well? Making It Work Management must • understand concepts to put into place • look at the whole picture, not “snap shots in time” • provide the right workplace conditions The Tricky Part • People find it hard to see the whole pattern of change • takes time to see newly initiated ideas work • easier to learn at an early stage rather than uncouple tangled messes

19. Inhibitors to Becoming a Learning Organisation • Operational / “Fire-fighting” • Short term fixes rather than long-term solutions • How to focus on embedded systems and processes • Reluctance to train (or invest in training) • Too many hidden personal agendas • Tension between top-down order and bottom up anarchy • Management exasperation? • The knee-jerk reaction to Theory Y failure?

20. Hot air, recursive polemic? The LO characteristics become • an energetic, normative, persuasive device for those wishing to manage change. • a professional "change agents'" model? Independent of the context or analysis of change processes? • prescriptions - commitments to flexible, self-managing, incremental, experimental, participative activities ? • ethically correct, personal values model? How well does down-sizing and asset stripping fit in?

21. Training “Training by its nature pre-specifies outcomes.” “A planned process to modify attitude, knowledge, or skill behaviour through learning experience to achieve effective performance in an activity or range of activities. Its purpose, in the work situation, is to develop the abilities of the individual and to satisfy the current future” Manpower Services Commission, 1981

22. London Borough of Dickens • Achieved IiP status early 2001 • Appraisals • Programme of Training Courses • Dept-wide Training Initiatives • Modern Apprenticeship, NVQs • Valuing Diversity • Let’s Talk, Talk Back • Still creaky, bureaucratic • Training budget agreed • 1/3 held back for mgt development training! • Mgt visibility - MbWA - not obvious! How would you research the evidence for L.B. Dickens being a learning organisation?

23. Training Courses - LB of Dickens • 1 – 5 days e.g. • Corporate induction • Health & Safety; Intro. to customer care; Managing absence • Recruitment & selection; Leadership for Team Coordinators • Staff appraisal & recruitment skills & equal opportunities • Using Windows XP • Often external trainer - out-sourced. Problems of on-the-job follow-up & integration into job performance • Longer then a week e.g. • Two weeks Database Developer • Day-release for Postgrad (MBA/MSc) • Professional training e.g. ACCA, CIMA, RICS • Diploma in Social Work • NVQ’s and Modern Apprenticeship

24. LB of Dickens: Action on Internal training • Corporate training at LBD put higher on agenda • Corporate aims adopted at dept level. • focus on ensuring that staff attend certain compulsory courses. • Non-compliance means staff will be unable to undertake key elements of work which may cause serious effects on department operations.

25. LO and Transformational Leadership? Assertion: • Managers and senior executives who are successful leaders will not only respond to change positively but also actively create change. Characteristics: • Leaders with a particular drive, a desire to bring order out of chaos, or, if something is too cosy, to create chaos in order to bring change. • projecting a particular ethos and culture • powerful vision of where their companies or their societies are heading.

26. Transformational leadership theory • Context? late-20thC national & global pol-econ. change • Contributors: Downton (1973), Burns (1978), Bass (1985), Bennis & Nanus (1985), Tichy & Devanna (1986) • Bass surveyed 70 execs"In your careers, who transformed you in Burns' terms (raised awareness, move up Maslow hierarchy …. to transcend self-interest). • Answer: usually an organisational superior. • fresh thinking? • transformational leader creates conditions for followers to want to achieve results and to fulfil themselves. • bridges small group studies & leadership by ’movers & shakers’ who transform organisations

27. From Laissez faire to Transactional • Laissez-faire not really leaders at all, avoid intervention, weak follow up, passivity, potential for confusion • Transactional leaders • Management by exception Passive: set standards/objectives, wait for, react to, reluctant intervention. Status quo Active: standards/objectives, monitor, correct, look for error, enforce rules/procedures. Low initiative and risk-taking • Constructive transactions, contingent rewards • agree standards/objectives, feedback, rewards for achievement. • outcome: performance that meets expectations. • simplified in One-Minute Manager (Blanchard & Johnson 1982) • Airport business library

28. Transactional leadership in perspective • Mixed evidence - it may be desirable, even necessary. Contingent rewards underpin PRP • laissez-faire & transactional in directive, consultative, participative & delegative styles • Directive: 'These are the rules and this is how you've broken them'. • Participative: 'Let's work out together the rules to identify mistakes' • Weaknesses • Carrot/stick rewards, emphasis on plans, targets, systems, controls • management > leadership • Assertion: fails to develop, motivate, bring to full potential (Bass)

29. Transformational leader (Bass’s four 'I's) promotes • follower desire for achievement & self-development. • teams, esprit de corps, autonomy, synergy, belief, value Four 'I's. • lndividualised consideration (IC) • Intellectual stimulation (IS) • Inspirational motivation (IM) • ldealised influence (charisma) (II)

30. Individualised consideration & Intellectual stimulation IC • identifying individuals' needs & abilities, opportunities to learn, delegating, coaching and giving developmental feedback. Spend time with individuals e.g. mentoring. IS • question status quo, encourage imagination, creativity, logical thinking and intuition. • unorthodoxy in character, symbolise innovation. • compare UK motorcycles & Swiss watch market to Sony

31. Inspirational motivation & ldealised influence Inspirational motivation • clear vision, problems as opportunities, language & symbols • I had a dream …... • Ask not what America can do for you. Ask what you can do.. • go the extra mile. Iacocca at Chrysler. ldealised influence • Confident in communicating a virtuous vision • the buck stops here'. Purpose, persistence, trust, accomplishment over failure. Respected for personal ability • Leadership .. the priceless gift you earn from those who work for you. I have to earn the right to that gift, and continuously re-earn (it). John Harvey-Jones (ICI) • Gandhi, Luther King, Thatcher, Blair • Hitler, Jim Jones

32. Bass's model II effective IM • Learn TL!! • Avolio-Bass training package IS IC CR MbEx-A passive active MbEx-P Encouraging TL will • project confidence, commitment & competence • attract quality staff to the mission & challenge • develop people more fully to respond better to competition & change Laissez Faire ineffective

33. Motorola's six-Sigma programme. 6 Transformational leadership application • defect-free parts within six standard deviations • concepts, symbols and vision for world-class quality • IS, IM, IC in promoting awareness, responsibility and self-monitoring

34. Is transformational leadership cross-cultural? • ‘exporting participative management or Theory Y from the USA to authoritarian cultures is like 'preaching Jeffersonian democracy to managers who believe in the divine right of kings'. Haire, Ghiselli and Porter 1966 • Leadership - a universal phenomenon? • context and culture influences • Bass presents evidence from studies in Italy, Sweden, Canada, New Zealand, India, Japan and Singapore • suggests that the notion needs only fine-tuning across cultures

35. Examination Questions “Training is obviously necessary and Development is fashionable” Discuss. “It is glib to talk of a learning organisation. The concept is gloss and elusive. Demonstrating it in action is more difficult . Almost anything could be presented to say that a L-organisation exists and operates yet many could also present instances to refute the proposition.” Discuss.