1. Building learning organization
Basanta Raj Sigdel, Goumati Ganga Satyal

2. Reflection

3. Number Game !

4. The Great Pyramid of Giza

5. A closer one

6. Wonders !

7. Inventions

8. Practice

9. Mechanistic vs. Organic System

11. Learning Organization
Continual expansion of knowledge to create desired results
New patterns of thinking are nurtured
Collective aspiration is set free
People learn to learn together
New knowledge and capabilities remain even if individuals leave

12. Diving Forces for LO Increasing Domain Complexity
Accelerating Market Volatility
Intensified Speed of Responsiveness
Diminishing Individual Experiences

13. Elements of Learning Organization
Personal Mastery
Shared vision
Mental models
System Thinking
Team Learning

14. Personal Mastery
Organizations learn only through individuals who learn
Never “arrive”; in continual learning mode
Strive to clarify and deepen personal vision
Deeply aware of growth areas and tension between vision and reality
Dedication to continuous focus, learning and growth

15. Personal mastery

16. Mental Models
The images (attitudes and assumptions) we carry in our minds about ourselves, other people, institutions, and every aspect of the world which guide our interpretations, actions, decisions and behavior.

18. Team Learning
The process of aligning and developing the capacity of a team to create the results its members truly desire
It builds on the capacity of shared vision
It also builds on personal mastery
Knowing how to play together
Teams are the key learning unit in organizations

19. Learning Organization requires effective KM System

20. The organizational learning model of Crossan, Lane and White (1999) - (Activity 3)

21. Organizational Analysis
Important to know who we are, what we do, where we want to be, and what are our priorities
Need to ask several questions:
What is our organizational culture that shapes learning environment?
What is our learning processes and practices?

22. Organizational analysis
What are the supporting factors for learning?
What are the hindrances for learning?
To what extent are we addressing the mistakes we make and learn from experience?

23. Organizational Assessment
Reflect on self assessment (individual organizations) in your group
Plot your assessment result in spider diagram
Discuss in group to explore the common issues responsible for such assessment results
How can we resolve such issues and develop a learning organization?

24. The six learning disabilities
I am my position
The enemy is out there
Illusion of taking charge
Fixation of events
Delusion of learning from experiences
Myth of the management team

25. Building Blocks of a LO A supporting learning environment
Concrete learning processes
Leadership that reinforces learning

26. Shared vision

27. Shared vision
Create alignment around the main thing by giving everyone a line of sight
Line of sight means the employee:
Sees how the organization works as a system, and
Knows how her work contributes to it

28. Utilize multiple perspectives
It takes variety to control variety
e.g. high reliability organizations like aircraft carriers and nuclear power plants
Dealing with complex and chaotic situations requires multiple perspectives; no one person can handle them alone.
To fully utilize multiple perspectives often requires changes in organizational structure and culture.

29. Defer to expertise
Shared leadership
Continually train and practice

30. Maintain fluid communication
Across the permeable boundaries
After Action Review
Best Practice Database

31. Continual learning Support continual training, learning and practice
Train for certainty and educate for uncertainty

32. Supportive leadership
Develop intellectual curiosity
Asking open questions
Maintaining non-defensive reactions
Examining assumptions
Slow down the game

33. SYSTEM THINKING IS CRUCIAL

34. Today’s problems come from yesterday’s solutions
Some solutions simply shift problems from one part of the organization or system to another.

35. The harder you push, the harder the system pushes back
Job training in the 60’s—housing and training in the city; people moved to the city for housing and jobs; caused overcrowding; not enough housing or jobs
Malnutrition—food subsidies create higher population growth; more malnutrition
We end up contributing to the problem.

36. Behavior grows better before it grows worse
In any change operation, things seemingly get better before hitting the wall
Important to understand that things will be cyclic in nature
Critical to train staff about what to expect

37. The easy way out usually leads back in.
If the solution to an issue was that easy to see or obvious, wouldn’t we have already done it?
“What we need is a bigger hammer!?”

38. The cure can be worse than the disease.
Usually we shift the burden to someone else:
Give it to a consultant
Give it to a helper
Or, we give the problem a new name

39. Faster is slower.
Systems thinking is more challenging and more promising.
It causes us to look down the road with a more reflective purpose.

40. Cause and effect are not closely related in time and space.

41. “Maybe pushing on that wall to the right will give some space.”

42. “Oops!”

43. Cause and Effect are not Closely Related in Time and Space
As children in play, we were never far away from a solution … as long as we confine our play to one set of toys.
If there is a problem in math, it must be the math teacher. Instead, might it be the text, the curriculum, the room, the student’s background, etc.?
Once again, the answer is usually not obvious.

44. Small changes can produce big results
Small changes can produce big results...but the areas of highest leverage are often the least obvious.

45. Small changes can produce big results— but the areas of highest leverage are often the least obvious
To tackle the problem, determine where the leverage is … a change where minimum effort will lead to significant improvement.
Learn to see the underlying structures rather than the event.
Think in terms of the process of change rather than the snapshots of events.

46. You can have your cake and eat it too…but not all at once.

47. You can have your cake and eat it too…but not at the same time
High cost versus low quality…can you have high quality and low cost?
Wait for one thing while you focus on the other—not one at the expense of the other.

48. Dividing an elephant in half does not produce two small elephants.
Blind men and the elephant
Principle of a system boundary
What is happening on the edges?

49. There is no blame.
We have met the enemy and he is us…

50. Further Readings
Hughes, M.(1995), Propagating the Learning Organization, Financial Training Review Pedler, M., Burgoyne. & Boydell, T.(1991), The Learning Company, McGraw Hill Senge, P., The Fifth Discipline, Centuary Mayo, A., & Lank, E. (1995), Changing the Soil Spurs New Growth, Personnel Management David A. Garvin, Amy C. Edmondson, and Francesca Gino (2008). Is Yours a Learning]Organization? Harvard Business Review, March:
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51. THANK
YOU