Learning in Action Amarin Tawata
Dec 25, 2015
Learning in Action
Amarin Tawata
Basic elements of and primary processes of knowledge workers for developing a learning organization
About the Learning in Action?
Requiring a framework for actionLearning is a process that unfolds over time and link it with knowledge acquisition, deeper understanding, and improved performance.
Learning organization
The learning process
Stages of learning Actions
Acquiring information
• Understanding to allow new ideas to flourish• Distinguishing relevant and irrelevant
information• Remaining open to unexpected and
occasionally unwelcome
Interpreting information
• Classifying, grouping or placing within a larger context
Applying information
• Translating interpretation into concrete behavior• Actions is essential as behavior to reflect
new knowledge.
Biased informationFlawed interpretationInaction
Learning disabilities
Blind spots arise when scanning and search activities are narrow or misdirected.
Filtering occurs when critical data are downplayed or ignored.
Lack of information sharing
Biased informaion
Since the underlying processes are complex and poorly understood.
Flawed interpretation
An inability or unwillingness to act on new interpretations◦A problem of incentives and the frequent
lack of support for new initiatives◦A certain level of self-awareness◦Espoused theories vs theories-in-use
Inaction
Recognize and accept differences Provide timely feedback Stimulate new ideas Tolerate errors and mistakes
Supportive learning environments
Types of learningTypes of learning
Actions Results
Intelligence gathering
• Search• Inquiry• Observation
• Attending to currently available information
Experiential learning
• Learning and experience curve • Reflection and review
• Single case or comparison reviews• Individual, group, or
organizational reviews
• Drawing lessons from activities
Experimentation
• Exploration• The probe-and-learn process• Demonstration projects• Hypothesis testing
• Trying out new designs or theories to test their validity
Intelligence gathering
Obtaining currently available information
Using information from diverse sources Cross-checking the findings Ensuring reliability Shifting smoothly between passive and
active mode Devoting effort to analysis and
interpretation Connecting with decision making
Search
Providing choice of respondents Carefully framing questions Respondents as representative and
appropriate 2 forms
◦ Descriptive Focus group and structured conversation Easy to summarize results
◦ Exploratory Using open-ended questions to elicit perceptions and
needs Respondents on their minds
Inquiry
Carrying out in real context Acceptance of an observer Attentive looking and listening Suspending judgment and postpone
analysis long as possible 2 approaches
◦ Passive observation To record experience for later review
◦ Participation and interaction To clarify and refine understanding
Observation
Search matches with settings of published information.
Inquiry suits to settings of identifying key sources.
Observation suits to settings of gaining insights by watching people.
Combination of them provides intelligence of the highest order.
Suitable technique
Experiential learningDrawing lessons from the past activities
Repetition◦Efficiently performing the same tasks
over time Exposure
◦Getting a new set of talent◦Added skill by the exploration of
unfamiliar engagement
Two distinct ways of experience
Learning and experience curves
Taking time to reflect on experiences and developing lessons for the future
Reflection and review
Single case ◦Writing a report as practical advice◦Distinguishing effective from ineffective
process◦Making recommendations for the future
Comparison◦Assessments of success and failures◦Contrasts of superior and average
performers
Single case or comparison reviews
Individual◦ To distill and disseminate effective practice
Group◦ To identify a few critical processes and procedures
for keeping quality high, schedules on track and costs under control
Organizational◦ Studies on going operations (focusing on best
practice for dissemination)◦ Assessments of change programs
Individual, Group, or Organizational reviews
Reflection and review processes are weak due to late in game.
After-the-fact reviews as alternating periods of learning and doing
Focusing on tangible and result-oriented programs
Experiential learning
Problems or concrete challenges ensuring active participation◦Real problems to motivate learners by
putting them on the firing line◦Simulated problems to offer a solution◦Program design to share complexity,
scope, an unexpected surprises.
A focus on problems
Experimentation
Try-it-and –see approach Knowledge as provisional and conclusions as tentative
Designed activities to generate knowledge
Experimentaion
Exploratory experiments◦To see what would happen if
Hypothesis-testing experiments◦To discriminate among alternative explanations and confirm prevailing views
Types of experiments
Lack of information leading to difficult to identity solution
Probe-and-learn process◦4 elements such as a starting point, one
or more feedback loops, a process for rapid redesign and a stopping rule
Demonstration projects◦On-line experiments◦Large scale simulation
Exploration
Deductive rather than inductiveDisciplined rather than playfulTargeted rather than open-endGenerating data, validating theories, and ensuring new ideas to be accepted
Hypothesis testing
Experimentation should be associated reasoning process.
Various names to make hypothesis testing less burdensome but to preserve insights and discriminating power◦ Quasi-experimentation◦ Adaptive experimentation◦ Field experimentation
A way of Thinking
Be clear about the purpose of the experiments Begin with a hypothesis in mind Ensure that all needed measures (pretest and
posttest) are in place Reproduce real-world conditions as closely as
possible Manipulate a single variable at a time Use comparison groups or other natural controls Involve diverse, complementary observers Search for distinctive patterns Employ multiple, repeated trials
Conducting experiments
Leading learningMethods that leaders use to work with people of an organization moving in the desired direction. Leading learning
Teaching and learning
Creating the opportunity
Learning forums
Exploratory assignments
Shared experiences
Setting the tone
Challenge and dissent
Security and support
Open communication
Leading the discussion
Questioning
Listening
Responding
Concepts and ideas flow from the top down or the center out.
The focus is on knowledge transfer. The effectiveness measuring by the degree
of important information without distortion or loss
Learn how to learn for developing an organization
Teaching and learning
Creating the opportunity
To foster learning by assignments, activities, and events
Many forms◦ System audits◦ Cross-functional processes◦ Internal benchmarking projects◦ Studying mission
Shifting from a pure performance orientation to balance performance and learning goals
Learning forums
To clear ambiguous problemsChallenging and setting enough time and space
Requiring exploratory assignments and atmosphere of give and take
Exploratory assignments
A learning process to mimic personal experiences◦Understanding rationale◦Acting a new behaviors
Shared experiences
Setting the tone
Creating warm and fuzzy cultures that lack tension and pressure.
Learning should be channeled and directed by executives.
Challenges as encouraging inquiry to generate open-minded discussion
Dissent as sense of security to create a more supportive setting
Challenge and dissent
Opening to access to information Executives should send the signal that
knowledge is to be shared.◦ Rewarding individuals if they share knowledge◦ Redesigning work processes as knowledge
sharing as a form of behavior◦ Imposing policies and directives to managers for
seeking help from others
Open communication
Leading the discussion
Motivating and forcing to develop an organization
Questions depends on the situation and current needs.
Questions can◦ Frame issues◦ Offer instructions◦ Solicit information◦ Probing for analysis◦ Drawing connections◦ Seeking opinions◦ Ratifying decisions
Questioning
Real learning as active listeningRequiring attentivenessPracticing patience
◦Executives must learn to listen for disconnects during discussion.
◦Effective discussion requires leaders who are able to listen at multiple levels.
Listening
Executives should be able to respond. Responding
◦Keeping the focus on the speaker◦Injecting a supportive point of view◦Injecting a negative point of view◦Involving the open use of power or
authority
Responding
The first step in building a learning organization is a personal one: they need to develop their own skills as learners.
From organizational to individual learning
Leaders should accept the provisional nature of knowledge.◦Curious or open-mind learners
Indicators of openness ◦Leaders’ attitude toward challenging
questions◦Amount of exposure in thought-
provoking environments
Openness to new perspectives
Distinctive cognitive styles such as◦Written form◦Discussion
Pervasive learning disabilities◦Trouble separating signals from noise◦Poor to estimate probabilities◦Relying on misleading rules of thumb
Awareness of personal biases
Leaders should improve their learning by contacting with raw or unfiltered data.◦Finding ways of confronting the realities
of organization life
Exposure to unfiltered data
Recognizing that leaders do not have all the answers
Acknowledging that superior insights lie elsewhere
Learning is a profession of faith in the future.
A sense of humility
Select a mode of learning to develop your organization◦ Why did you select the mode?◦ How will the mode develop your organization?
Illustrate the learning processes in your organization
Assignment