chris jarvis 1 mgg. org. change what is a learning organisation? comparing models of organisational...
TRANSCRIPT
Chris Jarvis 1
Mgg. Org. Change
What is a Learning Organisation?Comparing models of organisational learning and development
Chris Jarvis 2
Mgg. Org. Change
Training policy & programmes
recruitment,
redundancies
redeployment
Mission
Staffing plan
Skills audit
Performance review
Development action
Demand for skills
Data for audit
Data to integrate individual & organisational needs
Know-how for competitive advantage & performance
Skill gaps filled by
Developmentneeds
Current performance
Improved capability, competence + motivation
Training, seminars, delegation, coaching, private study, day release, learning company, IIP
What's wrong with the Strategy & Training Model?
Chris Jarvis 3
Mgg. Org. Change
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?
Chris Jarvis 4
Mgg. Org. Change
Investors in People: National voluntarism
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
accreditation to promote Er-led, quality, effective staff developmentaccreditation to promote Er-led, quality, effective staff development
Why do it?Why do it?
Chris Jarvis 5
Mgg. Org. Change
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 view
responsiveness to forces & environment developments otherwise we atrophy & die
• supply-chain learning• be excellent, bright &
successful
• an abstraction• pundits’ concepts• introduced into imperative
language • Contingency view
responsiveness to forces & environment developments otherwise we atrophy & die
• supply-chain learning• be excellent, bright &
successful
Chris Jarvis 6
Mgg. Org. Change
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
Chris Jarvis 7
Mgg. Org. Change
Organisation Development - definitions
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
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
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?
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?
Chris Jarvis 8
Mgg. Org. Change
Kolb Experiential Learning Cycle
D Kolb, Rubin & McIntyreOrganisational Psychology, Addison Wesley
A model forpersonal awareness & development
A model forpersonal awareness & development
ConcreteExperience(Activist)
ReflectiveObservation(Reflector)
AbstractConceptualisation
(Theorist)
Active Experimentation
(Pragmatist)
LEARNINGCYCLE
Chris Jarvis 9
Mgg. Org. Change
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
Requires•Trust, consistency, attitude of inquiry•High levels of communication•Concern for interdependencies & interrelationships
Chris Jarvis 10
Mgg. Org. Change
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
Chris Jarvis 11
Mgg. Org. Change
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".
Chris Jarvis 12
Mgg. Org. Change
Shared Vision
Team Learning
Mental Models
Personal Mastery
Systems Thinking
Peter Senge’s Five Disciplines
Chris Jarvis 13
Mgg. Org. Change
Five Disciplines - expanded
Systems thinking• mind shift & understanding change processes.• ‘feedback’ to reinforce/counteract action.• recognise recurring structures • remove root causes/problemsPersonal 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 futureTeam Learning• dialogue, discussion, group relationships• accelerate org. learning thru. Synergy 2+2=5
Chris Jarvis 14
Mgg. Org. Change
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
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
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
How can this be “operationalised”?
Evidence of it happening well?
Chris Jarvis 15
Mgg. Org. Change
Reality and Problems? Mental Models
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
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
How can this be “operationalised”?
Evidence of it happening well?
Chris Jarvis 16
Mgg. Org. Change
Reality and Problems? Shared Vision
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.
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.
How can this be “operationalised”?
Evidence of it happening well?
Chris Jarvis 17
Mgg. Org. Change
Reality and Problems? Team Learning
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
The Tricky Part
• practice, and consistency, no quick fixes
• boredom sets in
• open minded with one’s own views and the views of others
The Tricky Part
• practice, and consistency, no quick fixes
• boredom sets in
• open minded with one’s own views and the views of others
How can this be “operationalised”?
Evidence of it happening well?
Chris Jarvis 18
Mgg. Org. Change
Reality and Problems? Systems Thinking
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
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
How can this be “operationalised”?
Evidence of it happening well?
Chris Jarvis 19
Mgg. Org. Change
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?
Chris Jarvis 20
Mgg. Org. Change
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?
Chris Jarvis 21
Mgg. Org. Change
“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
Training
Chris Jarvis 22
Mgg. Org. Change
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!
• 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?
How would you research the evidence for L.B. Dickens being a learning organisation?
Chris Jarvis 23
Mgg. Org. Change
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
Chris Jarvis 24
Mgg. Org. Change
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.
Chris Jarvis 25
Mgg. Org. Change
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.
Chris Jarvis 26
Mgg. Org. Change
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
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
Chris Jarvis 27
Mgg. Org. Change
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 quoActive: 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
Chris Jarvis 28
Mgg. Org. Change
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)
Chris Jarvis 29
Mgg. Org. Change
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)
Chris Jarvis 30
Mgg. Org. Change
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
Chris Jarvis 31
Mgg. Org. Change
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)
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
Gandhi, Luther King, Thatcher, Blair
Hitler, Jim Jones
Chris Jarvis 32
Mgg. Org. Change
Bass's modelIIII
IMIMISIS
ICICCRCR
MbEx-AMbEx-A
MbEx-PMbEx-P
LaissezFaireLaissezFaire
effectiveeffective
passivepassive activeactive
ineffectiveineffective
Learn TL!!
Avolio-Bass training package
Learn TL!!
Avolio-Bass training package
Encouraging TL will
project confidence, commitment & competence
attract quality staff to the mission & challenge
develop people more fully to respond better to competition & change
Encouraging TL will
project confidence, commitment & competence
attract quality staff to the mission & challenge
develop people more fully to respond better to competition & change
Chris Jarvis 33
Mgg. Org. Change
Motorola's six-Sigma programme.
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
66
Chris Jarvis 34
Mgg. Org. Change
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
Chris Jarvis 35
Mgg. Org. Change
“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.
Examination Questions