How Organizations Learn: The Capability Perspective MPA 8002 Organization Theory Richard M. Jacobs, OSA, Ph.D.

Organizational life is not conducive to 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, 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 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 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 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… Using LORs to identify predominant learning styles of organizations

LOR # 5 LOR # 1 Example #1: Typical organizational learning styles

knowledge focus knowledge source transformative incremental external internal

knowledge focus correctioninnovation 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 leadership roles

knowledge reserve dissemination mode public personal informal formal

knowledge reserve authorized expert hierarchical bureaucracy community of practice role model 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 organizations

value chain focus incrementalismtransformation 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 justice administration

learning time frame knowledge source long termimmediate external internal

learning time frame cop on the beatpolice captain national chiefs of police association judge knowledge source 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 university

learning time frame learning focus long-term immediate group individual

learning time frame autocracyadministration democracycollaboration learning focus 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 care

learning time frame learning mode long-term immediate cognitive experiential

learning time frame reactiveproactive researchauthoritative learning mode long-termimmediate cognitive experiential Learning occurs as an individual possessing expertise responds to circumstances Learning occurs as experts possessing diverse interests formulate strategy to deal with challenges Learning occurs through group interaction as individuals advocate diverse interests Learning generates through the interaction of experts where the focus is upon formulating strategy National Institutes on Health research hospitalSurgeon General emergency room

LOR # 8 LOR # 7 Example #7: Learning styles in schools

learning mode learning focus cognitive experiential group individual

learning mode experimentsresearch projectsclass trip learning focus 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 organizations

knowledge reserve content- process focus public personal process content

knowledge reserve specialistfacilitator generalisttrainer content- process focus 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 organizations

knowledge reserve learning mode public personal cognitive experiential

knowledge reserve practitionerbest 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 individual A group of individuals possessing the same intrinsic investigate a topic of interest from various perspectives

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... 1.identify the organization’s major learning styles 2.identify current and preferred organizational typologies

Developing an integrated learning 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... Ask: What is the starting point for organizational learning? …to identify and to expose barriers to organizational learning

Management/Leadership agenda... 1.identify the critical leverage points 2.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 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... Ask: What needs to be done moving forward? …to formulate, to sell, and to implement an integrated learning strategy

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... 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 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... 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......the process by which organizations foster the development of those behaviors which result in recurring patterns of learning The capability perspective

References DiBella, A. J., & Nevis, E. C. (1998). How organizations learn: An integrated strategy for building learning capability. Thousand Oaks, CA: Jossey-Bass.