Organizations That Learn

Session 1

 

 

Initial Hypotheses about Organizations That Learn

 

 

 

 

OTL Hypotheses . As a group reflect on the game, the subsequent class discussion and your own reflections on past learning and organizations. Based on this discussion be prepared to report back to the class several hypotheses or assumptions about organizations that learn (or don’t)

 

Team

  • Open communication

MH

  • Flexibility in reassessment of goals

MH

  • Safe and comfortable environment

MH

  • Freedom to make mistakes (it is how we learn)

MH

  • Sense of accomplishment, significance & enjoyment

MH

  • Shared understanding

MH

  • Have a common desired to achieve shared goals

Juicy

  • Have a willingness and flexibility for change

Juicy

  • Structure has a place but may also inhibit learning

Juicy

  • Often result in an enjoyable experience free of anxiety and stress

Juicy

  • Not always by appointed leader, sometimes from experience or environment or relationships

AG

  • Must consider others beliefs and ideas

AG

  • Collaborate by being open-minded and using effective communication

 

  • Willingness to compromise & agree to disagree

 

  • Emotions happen – remove, don’t take it personally

AG

  • Put out there – vulnerability

AG

  • Overcome fear of embarrassment

 

  • Mistakes as an opportunity

 

  • Who is affected

AG

  • Building relationships

RG

  • Importance that personal inhibitions may/may not play

RG

  • Individual attitudes & affect on whole

RG

  • Novelty of experience (anxious)

RG

  • Chaos spurring ideas

RG

  • Awareness of individuals’ comfort zones - maximum learning occur in comfort zones?

RG

  • Creativity opens door to learning (game)

RG

  • Common interests among group/members

RG

  • Motivations (pay, non-profit or school environment)

RG

  • Learning orgs – not a short term venture

RG

  • Rules (what’s good for goose is good for gander)

RG

  • Change can be … uncomfortable/inconvenient

RG

  • Stress can aid learning – “optimum stress for optimum learning”

RG

  • Organizational learning is a function of individual learning, sub-group learning, and whole system learning, or... ol=f(il, s-gl, wsl)

JC

  • Shared leadership/control/steering is a necessary condition of organizational learning

JC

  • A learning organization is one in which all sub-systems and the system as a whole are continually seeking feedback and using it for the purpose of achieving better external adaptation and greater internal integration

JC

  • Organizations that learn make the best decisions they can on inevitably inadequate data and then work to make those decision good through a process of acting, reflecting, acting, reflecting...

JC

  • An organization that learns seeks to acquire and master what is already known in its domain, strives to extend and clarify the meaning of its experience, and seeks continual improvement in its problem-solving capability.

JC

  • It is possible to intentionally create a learning organization

GK

  • Organizations that learn constantly seek and evaluate feedback about themselves and the environment; evaluation often involves surfacing, questioning and changing “common sense” assumptions

GK

  • Mutually understood purpose and principles provide a necessary framework for growth and learning in a organization; the are an organization’s “DNA”

GK

  • Being a member of a learning organization is personally and socially meaningful

GK

  • Deep (generative) learning requires investment and commitment; learning organizations are therefore comprised of primarily committed (rather than just compliant) members.

GK

  • In a learning organization, at an individual, group and organizational level, there is a respect for the whole and recognition that systemic consequences of actions are important and seldom obvious. A learning organization intuitively understands that, in many ways and on many levels, we literally create the world in which we live; a learning organization continually tries to understand its place in the broader systems of which it’s a part and how its own actions affect those systems.

GK

  • As in a game, the important stuff is sometimes in the background; there’s no “right” way to distinguish foreground from background, context from content. All aspects of organizational life can be critical. A learning organization is particularly sensitive to the point.

GK

  • A learning organization has a culture in which risk is encouraged, learning is rewarded and the only failure is a failure to learn.

 

  • Leaders and followers - leaderships steer, followers either willingly participate, or observe what was going on before deciding on a course of action, or even “lay low” and “under the radar”

RK

  • Extraverts do because they learn best by doing, introverts stay in the “background” because that is how they learn best. Regardless, they still contribute to the learning process. In several situations, introverts actually steer extraverts.

RK

  • Individual learn styles vary. However, people learn in an environment where there is true, respect, and positive relationships between participants, leaders, followers, extroverts, and

 

  • Community is formed when a group is organized, whether it’s a complex professional (corporate or public org.) management team, or as simple as a class. The group is better able to learn, change, and become dynamic when there is trust, respect, and mutual stake within the group. Therefore, the type of relationships between group members within an organization determines whether the group is dynamic or static toward learning.

RK

 


See Session Outlines & Outcomes for information about where we've been and where we're going.

 

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