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Learning for Change Survey
 

Learning for Change Survey

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The 2010 Learning for Change Survey was introduced to place an accent on organizational learning in ADB. The questionnaire featured ten positive statements depicting ideal levels of organizational ...

The 2010 Learning for Change Survey was introduced to place an accent on organizational learning in ADB. The questionnaire featured ten positive statements depicting ideal levels of organizational competence across four pillars: (i) organization, (ii) people, (iii) knowledge, and (iv) technology. The perceptions of respondents were captured using a six-point Likert scale. The learning organization model is described in the publication titled Learning for Change in ADB.

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    Learning for Change Survey Learning for Change Survey Presentation Transcript

    • The views expressed in this presentation are the views of the author/s and do not necessarily reflect the views or policies of the Asian Development Bank, or its Board ofGovernors, or the governments they represent. ADB does not guarantee the accuracy of the data included in this presentation and accepts no responsibility for any consequenceof their use. The countries listed in this presentation do not imply any view on ADB’s part as to sovereignty or independent status or necessarily conform to ADB’s terminology.Learning for ChangeSurveyOlivier Serrat2010
    • The Learning Organization Model• A learning organization knows the role that learning plays indeveloping organizational effectiveness. It demonstrates this byhaving an inspiring vision for learning and a learning strategy.Organizational learning is neither possible nor sustainable withoutunderstanding what drives it.• The organization subsystem valuesleadership, structure, communication systems, allocation ofadequate resources, planned and emergent learning, and failuresand unintended outcomes.• A learning organization needs reflective people. This subsystemvalues teamwork, learning and knowledge development, individualand collective learning for development, and development ofleadership competencies.
    • The Learning Organization Model• Knowledge is critical in a learning organization because it isboth a product of knowledge and its source. This subsystemvalues individual and collective knowledgeproduction, systems and infrastructure of knowledgemanagement, feedback mechanisms, resilient organizationalmemory, and collaborative mutual learning arrangements.• In a learning organization, technology is harnessed withoutconstraining knowledge management and learning. Thissubsystem values creative use of information andcommunication technologies, and provides opportunities forstaff to learn how to make use of technologies for knowledgemanagement and learning.
    • The Learning Organization ModelTechnologyTechnologyPeoplePeopleKnowledgeKnowledgeManagement Science Organizational Development Cognitive Psychology Computer ScienceMultiple Approaches, includingEnvironmentEconomy PolityTechnologySocietyLearningOrganizationOrganization
    • Learning for Change SurveyThe 2010 Learning for Change Survey• aimed to introduce a new diagnostic tool that examinesorganizational learning and deepens understanding of progresstoward creating and sustaining a learning organization;• featured positive statements depicting ideal levels of organizationalcompetence across four subsystems of organizational learning—(i)organization, (ii) people, (iii) knowledge, and (iv) technology; and• captured perceptions of ADB staff in absolute confidence using asix-point Likert scale—(1) strongly agree, (2) agree, (3) neutral, (4)disagree, (5) strongly disagree, and (6) dont know.
    • Survey Responses
    • The Organization Subsystem• Statement 1 (Inspiring vision) – There is an inspiring vision forlearning and an organizational learning strategy that clearlycommunicates that learning is critical to organizational success.(59% Strongly Agreed, Agreed)• Statement 2 (Learning culture) – Leaders take an exemplary leadingrole in creating and sustaining a supportive learning culture.(51% Agreed)• Statement 6 (Resources) – Adequate resources are allocated forlearning in terms of time, allocation, specialist supportstaff, budgets for knowledge management infrastructure, formaland informal communities of practice and other valuenetworks, and learning and development programs. (34%Disagreed)
    • The Organization Subsystem• Statement 9 (Planned learning) – Emergent learning isencouraged by creating opportunities for informal sharing ofknowledge and experience. (59% Strongly Agreed, Agreed)• Statement 10 (Failures and unintended outcomes) – Failuresand unintended outcomes are the focus of constructivediscussions. When such incidents involve clients, care is takento protect their reputation. (36% Neutral, 13% Dont Know)
    • The Organization SubsystemStatement Subject StronglyAgreeAgree Neutral Disagree StronglyDisagreeDontKnow1. Inspiring vision 13 46 18 16 5 22. Learning culture 12 39 23 16 7 23. Formal organizationalstructure8 38 23 23 7 24. Informal organizationalstructure4 43 29 14 3 75. Communication system 7 41 23 18 6 56. Resources 5 38 17 26 8 57. Approach to learning 4 35 34 18 5 48. Planned learning 7 42 25 16 7 49. Emergent learning 7 52 21 13 4 310. Failures andunintended outcomes3 34 36 9 5 13Average 7 41 25 17 6 5
    • The Organization Subsystem• Statement 1 (Inspiring vision) – Responses (i) demonstrate astrong sense of communicated vision on the importance oflearning for ADBs success; and (ii) provide a strong platformfor building ADBs organizational learning capacity.• Statement 2 (Learning culture) – Responses suggest thatADBs leaders are successfully creating a supportive learningculture for their colleagues.• Statements 1 and 2 – Responses suggest that there may besome examples of good practice to disseminate and learnfrom.
    • The Organization Subsystem• Statement 4 (Informal organizationalstructure) – Responses suggest the need toexamine current areas of good practice andmake these examples more widely knownwithin ADB.• Statement 7 (Approach to learning) –Responses suggest lack of understanding ofplanned and emergent learning.• Statement 10 (Failures and unintendedoutcomes) – Responses suggest limitedawareness on the subject of protection ofclient reputations.
    • The People Subsystem• Statement 7 (Individual and team-based learning anddevelopment) – Staff members successfully use a wide range ofopportunities for individual and team-based learning anddevelopment. (32% Neutral)• Statement 9 (Rewards and incentives) – ADB uses a wide rangeof formal and informal rewards and incentives for contributingorganizational learning and knowledge development. (44%Strongly Disagreed, Disagreed)• Statement 10 (Leadership) – Leadership (based on thepossession of expertise and knowledge) is expected from staffmembers at all levels in the organizational hierarchy.(52% Strongly Agreed, Agreed)
    • The People SubsystemStatement Subject StronglyAgreeAgree Neutral Disagree StronglyDisagreeDontKnow1. Reflective practitioners 6 44 22 20 7 22. Tools, methods, andapproaches1 33 27 27 6 53. Psychological safety andtrust3 31 29 28 6 34. Learning communities 3 35 30 22 6 55. New ideas, trends, andpractices9 38 27 15 9 26. Developing andretaining staff3 23 29 28 12 57. Individual and team-based learning anddevelopment1 35 32 23 5 48. Time and performancemanagement systems3 37 23 22 11 49. Rewards and incentives 2 24 25 29 15 610. Leadership 4 48 22 16 6 4Average 3 35 27 23 8 4
    • The People Subsystem• Statements 2 (Tools, methods, and approaches), 3(Psychological safety and trust), 4 (Learning communities), 6(Developing and retaining staff), and 9 (Rewards andincentives) – Responses cluster around "agree-neutral-disagree." They suggest (i) a varied perception ofexperiences, and (ii) the potential for significant improvementsin the people subsystem.• Statements 1 (Reflective practice), 4 (Learning communities), 5(New ideas, trends, and practices), 8 (Time and performancemanagement systems), and 10 (Leadership) – Responsessuggest that local staff feel more positively about the peoplesubsystem.
    • The People Subsystem• Statements 2 (Tools, methods, and approaches), 6 (Developingand retaining staff), 7 (Individual and team-based learning anddevelopment), 9 (Rewards and incentives), and 10(Leadership) – The highest rate of agreement for professionalstaff concerns Statement 10 (44%) on leadership. Noprofessional staff strongly agree to statements 2, 6, 7 and 9.This invites further investigation.• Statements 2, 4 (Learning communities), 7, and 8 (Time andperformance management systems) – There is a difference ofagreement of 25 percentage points and above between localand professional staff responses. This invites inquiry.
    • The Knowledge Subsystem• Statement 1 (Professional networks) – There is widespreadrecognition that while knowledge is created in the minds ofindividuals, knowledge development thrives in a rich web ofprofessional networks among individuals. (64% StronglyAgreed, Agreed)• Statement 3 (Opportunities for knowledge development andlearning) – There are creative opportunities for knowledge to bedeveloped and shared with others by facilitating networks betweenindividuals. (59% Strongly Agreed, Agreed)• Statement 4 (Products and services) – The design and delivery ofproducts and services demonstrate how effective the organization isat applying what it has learned about the nature of good practice.(51% Strongly Agreed, Agreed)
    • The Knowledge Subsystem• Statement 8 (Organizational memory) –The organization has a resilientorganizational memory and is notvulnerable to the loss of importantknowledge when staff members move toother jobs in the organization or leave.(44% Strongly Disagreed, Disagreed)• Statement 10 (After-action reviews andretrospects) – The adoption of after-action reviews and retrospects to learnfrom experience has been successful.(32% Neutral)
    • The Knowledge SubsystemStatement Subject StronglyAgreeAgree Neutral Disagree StronglyDisagreeDontKnow1. Inspiring vision 9 55 17 9 5 52. Learning culture 5 42 27 20 4 23. Formal organizationalstructure4 55 23 14 3 24. Informal organizationalstructure4 47 26 11 5 75. Communication system 2 34 24 27 8 46. Resources 4 30 28 20 7 117. Approach to learning 3 38 29 18 4 78. Planned learning 3 27 21 32 12 59. Emergent learning 2 35 31 20 4 910. Failures andunintended outcomes2 30 32 19 4 13Average 4 39 26 19 6 7
    • The Knowledge Subsystem• Statement 8 (Organizational memory) – Responses suggest asignificant concern about loss (or potential loss) of organizationalmemory. This may be addressed by the introduction of exitinterviews in offices and departments and personal commitment topass on knowledge and experience to improve individual andcollective learning.• Statement 5 (Systems and infrastructure) – Balanced responsessuggest that further investigation should examine what systems andinfrastructure for knowledge management need to bedeveloped, better understood, and made more effective.• Statement 6 (Evaluations) – Responses suggest the need for furtherinvestigation.
    • The Technology Subsystem• Statement 1 (ICTs for knowledge management and learning) – Thereis a thorough and shared understanding of the value of informationand communication technologies for knowledge management andlearning. (54% Strongly Agreed, Agreed)• Statement 2 (ICTs as facilitator) – Information and communicationtechnologies facilitate but do not drive or constrain knowledgemanagement and learning in the organization. (63% StronglyAgreed, Agreed)• Statement 3 (Learning communities) – Information andcommunication technologies are successfully used to create andsustain learning communities. (52% Strongly Agreed, Agreed)
    • The Technology Subsystem• Statement 4 (Corporate developments) – Informationand communication technologies are successfullyused to keep people informed and aware of corporatedevelopment. (74% Strongly Agreed, Agreed)• Statement 8 (Internal sources of expertise) –Information and communication technologiesare successfully used to enable people toidentify internal sources of expertise. (31%Neutral)
    • The Technology Subsystem• Statement 9 (Creative use) – Creative use of information andcommunication technologies is high. At least five of thefollowing have been successfully adopted: shared documentdrives, intranet pages, online communities and networks,wikis, and databases, staff profile pages, online webinars,podcasts, and social network mapping. (54% Strongly Agreed,Agreed)• Statement 10 (Opportunities) – Sufficient opportunities areprovided for staff members to learn how to make use ofavailable information and communication technologies forlearning and sharing. (26% Strongly Disagreed, Disagreed)
    • The Technology SubsystemStatement Subject StronglyAgreeAgree Neutral Disagree StronglyDisagreeDontKnow1. Its for knowledgemanagement andlearning7 47 26 10 6 42. Its as facilitator 6 57 24 9 2 33. Learning communities 4 47 25 17 4 34. Corporatedevelopments8 66 16 6 3 15. Connections 4 45 27 13 3 76. Innovation andcreativity4 38 29 18 6 57. Good practices 4 44 30 15 3 48. Internal sources ofexpertise4 38 31 17 5 59. Creative use 7 46 21 17 3 410. Opportunities 5 43 23 19 7 3Average 5 47 25 14 4 4
    • The Technology Subsystem• Statement 3 (Learning communities) – Responses suggest avery positive assessment of the contribution of technology tolearning communities.• Statement 4 (Corporate developments) – Responses suggest avery significant recognition by respondents of the value thattechnology has in keeping them informed about corporatedevelopments. Personnel who are aware of their place in thewider organization are generally considered to be more likelyto contribute their knowledge for the collective good.• Statement 8 (Internal sources of expertise) – Responsessuggest that there is a need for greater use of technology forinternal peer support.
    • Subsystem Comparison• Highest rate of agreement (74%) concernsStatement 4 (Corporate developments): ADB hadmade successful use of information andcommunication technologies to keep peopleinformed and aware of corporate developments(Technology Subsystem).• Highest rate of disagreement (44%) concernsStatement 8 (Organizational memory): ADB has aresilient organizational memory and is notvulnerable to the loss of important knowledgewhen staff members move to other jobs in theorganization or leave (Knowledge Subsystem).
    • Subsystem Comparison• Highest rate of "dont know" responses concerns– Statement 10 (Failures and unintended outcomes): Failures andunintended outcomes are the focus of constructive discussions leadingto new approaches (13%, Organization Subsystem).– Statement 6 (Evaluations): Evaluations are carefully designed withlearning (as well as accountability) in mind. Systems ensure that theoutputs of internal and independent evaluations are made widelyavailable; carefully examined; and used to influence decision makingand planning, question orthodox thinking, and trigger creativity andinnovation (11%, Knowledge Subsystem).– Statement 10 (After-action reviews and retrospects): Adoption ofafter-action review and retrospects to learn from experiences has beensuccessful (13%, Knowledge Subsystem).
    • Overall ResultsPerceptions of Staff on ADBas a Learning Organization
    • Overall Results• Feedback from staff members on each statement deservesdedicated attention.• Among the four subsystems, staff members perceive ADB to– be most competent in the technology subsystem– need more improvement in the people subsystem• Based on the average percentage of respondents whocollectively agree (Strongly Agree and Agree) to the 10statements– Technology Subsystem ranks first (53%)– Organization Subsystem ranks second (48%)– Knowledge Subsystem ranks third (43%)– People Subsystem ranks fourth (38%)
    • Concluding Remarks• The survey response rate of 9% is acceptable (given likely survey fatigue inADB) and compares reasonably with good feedback for an online survey(10%).• Some departments exhibit high response rates that demonstrate what ispossible when there is participant interest and managementencouragement.• Using a five-point Likert scale, a significant number of "strongly agree" and"agree" responses are required to balance "neutral," "disagree," and"strongly disagree" responses. It is therefore highly unlikely that anyorganization can achieve a mean score of 4 or the ideal score of 5.• The survey mean scores per subsystem are all above 3 (the score thatrepresents "neutral"), which indicates a somewhat favorable yet uncertainview of ADBs capacities.
    • Concluding Remarks• The value of a survey increases when there are two or moredata sets to be compared. It is recommended that theLearning for Change Survey be repeated annually.• Investigations are needed on what is likely to encouragehigher response rates: feedback of findings from thesurvey, sharing evidence that the survey has led to actionsbeing taken, and management encouragement to participate.• References are invited to Knowledge Solutions(http://www.adb.org/site/knowledge-management/knowledge-solutions), the KnowledgeManagement and Learning Series, and the Learning forChange Primers.
    • Responses by DepartmentDepartment Position NotIndicatedAdministrativeStaffNationalOfficersProfessionalStaffNo. ofRespondentsNo. of Staff ResponseRateBPMS 0 5 0 1 6 149 4COSO 0 3 0 1 4 82 5CTL 0 2 2 2 6 157 4CWRD 0 2 0 4 6 267 2DER 0 1 1 1 3 27 11EARD 0 1 1 12 14 62 23ERD 0 1 2 1 4 63 6IED 0 4 1 4 9 48 19OAS 0 3 12 3 18 147 12OCO 0 0 1 2 3 37 8OCRP 0 1 0 0 1 5 20OGC 0 4 0 3 7 57 12OIST 0 0 2 2 4 118 3OSPF 0 1 1 1 3 4 75
    • Responses by DepartmentDepartment Position NotIndicatedAdministrativeStaffNationalOfficersProfessionalStaffNo. ofRespondentsNo. of Staff ResponseRatePARD 0 2 0 2 4 89 4PSOD 0 2 3 5 10 91 11RSDD 0 8 5 14 27 126 21SARD 0 18 0 12 30 314 10SEC 0 5 2 5 12 33 36SERD 0 26 4 32 62 128 48SPD 0 5 3 5 13 51 25TD 0 2 2 0 4 93 4TRANS 0 0 0 1 0 36 3NotIndicated5 0 0 0 5TOTAL 5 96 42 113 256
    • Knowledge Management CenterOlivier SerratPrincipal Knowledge Management SpecialistKnowledge Management CenterRegional and Sustainable Development DepartmentAsian Development Bankknowledge@adb.orgwww.adb.org/knowledge-managementwww.facebook.com/adbknowledgesolutionswww.scribd.com/knowledge_solutionswww.twitter.com/adbknowledge