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IFLA 2013: Conceptualising the learning organisation - Gillian Hallam, Andrew Hiskens, Rebecca Ong

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Presentation at IFLA 2013 on the development of a maturity framework to develop a shared understanding of the library's role in literacy and learning

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IFLA 2013: Conceptualising the learning organisation - Gillian Hallam, Andrew Hiskens, Rebecca Ong

  1. 1. Conceptualising the learning organisation: Creating a maturity framework to develop a shared understanding of the library’s role in literacy and learning Gillian Hallam Andrew Hiskens Rebecca Ong IFLA, Singapore, 19 August, 2013
  2. 2. 2 —Image: raviahuja http://www.flickr.com/photos/raviahuja/9004273274/in/pool-slv/
  3. 3. 3—Google Maps
  4. 4. 5
  5. 5. The Literacy and Learning Group’s work: “combines advocacy…with development of organisational capability as learning organisations, and best practice for library programs and partnerships”
  6. 6. 7
  7. 7. “if we are truly learning organisations, we should model good learning in everything we do...”
  8. 8. The matrix = a tool for better conversations and sharing...
  9. 9. The project brief • A self-evaluation matrix to enable libraries to assess their perceived stage of maturity as ‘learning institutions’ – The delivery of literacy and learning programs for constituent communities – Constantly evolving organisational understanding and practice of the power of learning • To allow for peer review – Critical friends – Formal evaluation of specific programs • A tool for shared understanding about: – Where we are now – Where we are hoping to go • To lead to productive outcomes in terms of developing capabilities that are identified and valued by – Our staff – the ‘internal’ perspective – Our communities – the ‘external’ perspective
  10. 10. • Literature review – Learning organisations – Maturity models – Measurement tools • Senge’s five disciplines (Senge, 1990, 2006) • INVEST model (Pearn et al, 1997) • Iterations of the maturity framework – mainly the ‘internal’ organisational perspective • Essential to have the ‘external’ community lens
  11. 11. LLG activities • Draft the model • Conference calls • Review and refine the draft • Skype meetings • More reviewing and refining • Face-to-face discussions • Review and refine further • Workshop in Brisbane
  12. 12. Learning and learners - the internal lens
  13. 13. Learning and learners - the external lens
  14. 14. The ‘elements of learning’ “It is hoped that the framework will enable new understandings of relationships between different and distinct elements of the NSLA Libraries’ learning ‘offer’, in the same way that the periodic table enables an understanding of the properties and inter- relationships of the chemical elements.”
  15. 15. Where to next? • Trials • ‘Critical friends’ process • Diagnostics…
  16. 16. Trial uses:
  17. 17. ACT Libraries “It’s difficult to capture ‘richness’/diversity. You tend to rate somewhere on the matrix for one part of the organisation, elsewhere on another, or between a couple of domains.”
  18. 18. ACT Libraries “there is a divide between the library thoughts on what customers think we are doing and customer thoughts on what we are doing...”
  19. 19. ACT Libraries “On the one hand people said the language was easy and clear; on the other, some people said it was subjective, ambiguous, open to interpretation...”
  20. 20. ACT Libraries “Overall I found the matrix achieved its goal of allowing libraries to map out their progress towards the NSLA’s goal for libraries.”
  21. 21. LINC Tasmania
  22. 22. LINC Tasmania
  23. 23. LINC Tasmania
  24. 24. LINC Tasmania 29
  25. 25. LINC Tasmania “During the matrix exercise I found each person's insight into how each of their group 'fitted' into the matrix very helpful to my own thinking.”
  26. 26. Critical Friend “a trusted person who asks provocative questions, provides data to be examined through another lens, and offers critiques of a person’s work as a friend. “ - Costa, A. and Kallick, B.
  27. 27. and finally… 33
  28. 28. References • Giesecke, J. & McNeil, B. (2004). Transitioning to the learning organization. Library Trends, 53(1), 54-67. • NSLA (2012) Position statement on literacy and learning. www.nsla.org.au/publication/position-statement-literacy-and-learning • Pearn, M., Roderick, C. & Mulrooney, C. (1995). Learning organizations in practice. London: McGraw-Hill. • Rheingold, H. (2012). Syllabus: Social media literacies. MIT Press. http://mitpress.mit.edu/files/rheingoldsyllabus.pdf • Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday. • Senge (2006). The fifth discipline: The art and practice of the learning organization (Rev.ed.). Milsons Point, NSW: Random House.

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