1D - Becoming a learning organisation - Uday Thakkar

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Speaker at CFG's Annual Conference 2012

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1D - Becoming a learning organisation - Uday Thakkar

  1. 1. H o w to B e c o me aL e a r n in g O r g a n is a t io n Uday Thakkar Red Ochre
  2. 2. L e a r n in g in r e la t io n t oo r g a n is a t io n s• Learning is about transforming experience into knowledge accessible to the whole organisation• Learning is the only sustainable advantage (long term)
  3. 3. R e le v a n c e• Costs and risks related to loss of learning • Repetition/ replication • Reinventing wheel • Poor understanding of risk • Lack of strategic momentum (cannot adapt to changing external environment) • Decline
  4. 4. T h e L e a r n in gO r g a n is a t io n• Peter Sange – early champion• “Organisations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to learn together”
  5. 5. T h e L e a r n in g O r g a n is a t io n F tu tre d e v n e t/ u re n s n iro m n E te a x rn l Free Flow of Ideas Commitment to learning Knowledge Knowledge Application/ History & Creation Creating Change & Experience Innovation Safe environment Valuing people O a isa n l rg n tio a In iv u l & T in g d id a ra in
  6. 6. C r e a t in g t h e L e a r n in gO r g a n is a t io n• “..Organisational success is never strategy, structure, culture, or systems. The core of the matter is always about changing the behaviour of people and organisations” – John Kotter• NOT Lots more training, policies or procedures• NEVER IT based learning systems
  7. 7. C h a r a c t e r is t ic s• Culture – that nurtures learning innovation• Interaction processes encouraged – across boundaries (infrastructure/development/management) not business process• Tools & techniques – that encourage individual and group learning (e.g. creative & problem solving techniques)
  8. 8. I n p r a c t i c e ( 1)• S y s t e m s t h in k in g • Do you continuously test your beliefs and experiences? • Challenge sacred cows when things are going well as well as badly • Having structures in place to allow this • “Safe” to be able to challenge • Mechanism to act on the learning
  9. 9. In p r a c t ic e ( 2 )• R e v ie w r e s u lt s • Outcomes and processes that led to them are reviewed • Review all action in a systematic way to create positive change (virtuous cycle) • Analyse events and activities without seeking to attribute blame or praise (more likely to confess actions than be defensive) • Use techniques such as “ A f t e r A c t i o n R e v i e w s ” - What was supposed to happen? - What actually happened? - What were the positive and negative factors here? - What have we learned? - Do you continuously test your beliefs and experiences?
  10. 10. In p r a c t ic e ( 3 )• A r e y o u p r o d u c in g k n o w le d g e ? • Ability to turn data into effective action • Both implicit (in your head) and explicit (publicly expressed) • System to change mental models - Sight Savers – efficiencies and standardisation through studying McDonalds - Lepra using core competencies to tackle TB and other infectious diseases (understood its fundamental transferable ability) - GOS operating teams observed F! pit stop engineers to improve efficiency and team co-ordination
  11. 11. In p r a c t ic e ( 4 )• Is k n o w le d g e s h a r e d ? • Is learning accessible to all staff? • Where are all the old reports and processes? • UNICEF uses story telling to as a core technique to share ideas and principles• Remember that you need to have these processes to build and share your vision and collective strategic momentum
  12. 12. In p r a c t ic e ( 5 )• Is le a r n in g r e le v a n t ? • Can you justify the investment? • Is the learning aimed at developing or defining how people can contribute to your organisation’s core purpose? • Can people use it – if not now in the future? • Will it help deliver mission? • George House Trust continuously changes what it does through beneficiary feedback this is checked for relevance with volunteers who then take responsibility for training other volunteers with the changes
  13. 13. G e t t in g s t a r t e d• Start at the top – championing and impetus• Create a vision and a narrative that is understandable and participative• Start with a chronic problem/ an initiative where there is energy – gives immediate context• Create responsibility – individual or task force• Undertake an Organisational Diagnosis• Identify “capability” gaps through systems and process review• Initiate new product development Creates an opportunity to innovate – the process requires a lot of “boundary” crossing
  14. 14. In h ib it o r s• No time to think strategically – fire fighting preoccupation• Too focussed on systems and process• Reluctance to invest in strategic training and change• Too many hidden personal agendas• Lack of empowerment – top down dominance/ over tight supervision

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