1. Harvard Business Review ON Knowledge Management Articles 4-6 Presented by Laila Haidar Undergraduate in Management Information Systems

2. 09-29-2005 2 Overview Teaching Smart People How to Learn Chris Argyris (Published May-June 1995) Putting Your Company’s Whole Brain to Work Dorothy Leonard and Susan Straus (Published July-August 1997) How to Make Experience Your Company’s Best Teacher Art Kleiner and George Roth (Published September-October 1997) Occurring Themes My Critique Additional Information References

3. 09-29-2005 3 Teaching Smart People How to Learn Human behavior patterns block learning in an organization Why well-educated professionals are prone to these patterns How companies can improve the ability of their managers and employees to learn

4. 09-29-2005 4 Teaching Smart People How to Learn “Success in the market place increasingly depends on learning, yet most people don’t know how to learn” Learning Dilemma: Companies have difficulty addressing this issue Some companies are not aware this issue exists.

5. 09-29-2005 5 Misunderstanding Learning Two mistakes made in the effort of becoming a learning organization: 1. People define learning too narrowly as mere “Problem Solving” 2. The common assumption that getting people to learn is largely a matter of motivation Teaching Smart People How to Learn

6. 09-29-2005 6 Types of Learning Single Loop LearningDouble Loop Learning A thermostat that automatically turns on the heat whenever the temperature in a room drop below 68° A thermostat that could ask: “Why am I set at 68°?” and then explores whether or not some other temperature might more economically achieve the goal of heating the room. Teaching Smart People How to Learn

7. 09-29-2005 7 How Professionals Avoid Learning Teaching Smart People How to Learn

8. 09-29-2005 8 Behavior Theory Espoused Theory: How people think they behave Theory-in-use: How people actually behave Teaching Smart People How to Learn

9. 09-29-2005 9 Theory-in-use Governing Values of theory-in-use: To remain in control To maximize winning and minimize losing To be as rational as possible The purpose of all these values is to avoid embarrassment or threat, feeling vulnerable or incompetent Teaching Smart People How to Learn

10. 09-29-2005 10 Defensive Reasoning and the Doom Loop Encourages individuals to keep private the premises, inferences, and conclusions that shape their behavior and to avoid testing them in a truly independent, objective fashion Performance evaluations are tailor-made to push professionals into the doom loop Teaching Smart People How to Learn

11. 09-29-2005 11 Your Fired Teaching Smart People How to Learn

12. 09-29-2005 12 Learning How to Reason Productively Managers must become aware of their defensive reasoning and its results otherwise any change will just be a fad Change must start at the top Connect the program to real business problems Learning to reason productively can be emotional, but the payoff is great Teaching Smart People How to Learn

13. 09-29-2005 13 Conclusion Effective learning is the product of the way people reason about their own behavior Companies need to make the ways managers and employees reason about their behavior a key focus of organizational learning and continuous improvement programs Teaching Smart People How to Learn

14. 09-29-2005 14 Putting Your Companies Whole Brain to Work Managers can successfully foster innovation using different approaches of creative abrasion “Productive Process” Different people have different thinking styles Rules for working together to discipline the creative process

15. 09-29-2005 15 Innovate or Fall Behind How managers avoid personal disputes resulting from the creative process: 1. Comfortable Clone Syndrome: Coworkers share similar interest and training, everyone thinks alike 2. Unable to manage employees with a variety of thinking styles Putting the Company’s Brain to Work

16. 09-29-2005 16 How we think Cognitive Differences Varying approaches to perceiving and assimilating data, making decisions, solving problems, and relating to other people, these approaches are preferences Every one has a preferred habit of thought that influences how they make decisions and interact with others Putting Company’s Brain to Work

17. 09-29-2005 17 Left Brain vs. Right Brain Analytical Logical Sequential Intuitive Values-Based Nonlinear Putting the Company’s Brain to Work

18. 09-29-2005 18 Assessment Tools/ Diagnostic Instruments All instruments agree on the following points: Preferences are neither inherently good nor inherently bad Distinguishing preferences emerge early in our lives, and strongly held ones tend to remain relatively stable through the years We can learn to act outside our preferred styles Understanding others’ preferences helps people communicate and collaborate Putting the Company’s Brain to Work

19. 09-29-2005 19 Myers-Briggs Type Indicator ® Putting the Company’s Brain to Work I = Introvert E = Extravert S= Sensing N = Intuitive T= Think F= Feeling P = Perceiving J = Judging

20. 09-29-2005 20 Herrmann Brain Dominance Instrument Putting the Company’s Brain to Work

21. 09-29-2005 21 How We Act Understand Yourself When you identify your style you will gain insight of your preferences in thinking and communication Your style can repress the very creativity you seek from you employees Forget the Golden Rule Don’t treat people the way you want to be treated Tailor the communication to the receiver instead of the sender Create Whole-Brained Teams Putting the Company’s Brain to Work

22. 09-29-2005 22 How We Act Continued Look for the Ugly Duckling Successful managers spend time getting members of divers groups acknowledge their differences Manage the Creative Process Set common goals Make operation guide lines explicit Set up agendas ahead of time Depersonalize Conflict People who do not understand cognitive preferences tend to personalize conflict, avoid it, or both Putting the Company’s Brain to Work

23. 09-29-2005 23 Caveat Emptor “Buyer Beware” Diagnostic instrument only measure one aspect of personality: preferences in thinking styles and communication Preferences tend to be stable but life experience can affect them Only trained individuals should administer diagnostic instruments Putting the Company’s Brain to Work

24. 09-29-2005 24 Conclusion Today’s complex products demand integrating expertise of individuals who do not naturally understand one another The intersection of different thought processes will drive innovation Putting the Company’s Brain to Work

25. 09-29-2005 25 How to Make Experience Your Company's Best Teacher Discusses a tool called learning history

26. 09-29-2005 26 Learning History A written narrative of a company’s recent set of critical episodes Presented in two columns Analysis and commentary by the learning historians (Trained outsiders and knowledgeable insiders) Relevant events are described by people who took part in them, were affected by them, or observed them up close. Experience is The Best Teacher

27. 09-29-2005 27 Why Learning History Works 1. They Build Trust 2. It raises issues people would like to talk about but have not had the courage to discuses openly 3. Transfers knowledge from one part of the company to another 4. Builds a body of general knowledge about management Experience is The Best Teacher

28. 09-29-2005 28 Conclusion Learning history is often commissioned to analyze one event, but their lessons often supersede it Experience is the best teacher in both individual and organizational lives Experience is The Best Teacher

29. 09-29-2005 29 Occurring Themes Managers and employees must learn to reason productively Create a whole brain company Experience is the best teacher

30. 09-29-2005 30 My Critique The Publications are outdated There has not been any experiments done on the learning history tool No guarantee that these methods work Easy to Read Many Examples Pros Cons

31. 09-29-2005 31 Additional Information An Interview with Chris Arygris Article about MBTI® Creating a Learning History

32. 09-29-2005 32 An Interview with Chris Arygris May 1999 Where are organizations now. And where are they headed with respect to learning? “… In all fairness, there are Hr and training people who understand the difference between single and double loop learning. They say they haven’t been able to concentrate much on double loop learning and that they didn’t they had permission and enthusiasm from top management.” 1 Additional Information

33. 09-29-2005 33 Article about MBTI® February 2005 2 Additional Information

34. 09-29-2005 34 Creating a Learning History March 1995 A new philosophy and approach to assessment is embodied in learning history work. At the Learning Center, we are very careful in using the word "assessment." We now write “learning histories.” We include a learning historian as part of the team. The learning historian's job is to capture and tell the story. That is the language we use. It is amazing how this approach resolves a lot of psychological and emotional problems associated with assessment. People don't want to be assessed. They want to share. They want others to know what they've done - not in a self-serving fashion, but so others know what worked, and what didn't work. They want their story told. 3 Additional Information

35. 09-29-2005 35 References 1. A chat with Chris Argyris. By: Abernathy, Donna J.. Training & Development, May99, Vol. 53 Issue 5, p80, 5p (Using the Universities Academic Search Premier) A chat with Chris Argyris. 2. AMA Adds Myers-Briggs Qualification Program To Portfolio, Will Launch New Conference. Lifelong Learning Market Report, 2/4/2005, Vol. 10 Issue 3, p1-2, 2p (Using the Universities Academic Search Premier) AMA Adds Myers-Briggs Qualification Program To Portfolio, Will Launch New Conference. 3. http://scholar.google.com/scholar?hl=en&lr=&q=cache:Qxhv NSQSV0EJ:https://dspace.mit.edu/retrieve/2285/SWP-3966- 37617962.pdf+art+kleiner+george+roth http://scholar.google.com/scholar?hl=en&lr=&q=cache:Qxhv NSQSV0EJ:https://dspace.mit.edu/retrieve/2285/SWP-3966- 37617962.pdf+art+kleiner+george+roth