How Organizations Learn: The Capability Perspective MPA 8002 Organization Theory Richard M. Jacobs, OSA, Ph.D.

How Organizations Learn: How Organizations Learn: The Capability Perspective The Capability Perspective

MPA 8002

Organization Theory

Richard M. Jacobs, OSA, Ph.D.

Organizational life is not conducive to Organizational life is not conducive to learning …learning …

…barriers to learning exist within the organization due to the fundamental, conflicting ways in which individuals have been trained and their subsequent interactions

The concept (DiBella & Nevis, The concept (DiBella & Nevis, 1998)...1998)...

the capability perspective

…the process by which managers/leaders foster the development of behaviors which build an organizational culture characterized by learning

learning is innate to all organizations; it represents a pluralistic view toward organizational learning

…because there is no one best way for organizations to learn…

…and the learning processes need to be embedded in the organization’s structure and culture

management/leadership needs to understand what those learning process are―how, where, and what gets learned―and to expand the potential for the organization to learn

…by considering how the learning styles within the organization conflict with or complement one another

Developing an integrated learning Developing an integrated learning strategy...strategy...

First step: to identify the organization’s predominant “learning style”

Second step: to develop a “learning portfolio”

Third step: to chart a corporate learning strategy that brings strategy and learning into alignment through a “learning charter”

Developing an integrated learning Developing an integrated learning strategy...strategy...

First step: to identify the organization’s predominant “learning style”…a learning style is an acquired capability

which is a function of how an organization currently engages in learning

…organizations have different learning styles that evolve and vary over time

…organizations can be successful in using one or a set of learning styles

…the “correct” learning style depends upon appropriate management/leadership, organizational strategy, market conditions, and performance demand

Identifying an organization’s Identifying an organization’s predominant learning style...predominant learning style...

LOR # ___

Quadrant

# _1_

Quadrant

# _2_

Quadrant

# _4_

Quadrant

# _3_

Organizational Typology #1

Organizational Typology #3

Organizational Typology #4

Organizational Typology #2

LOR # ___

A thought experiment…A thought experiment…

Using LORs to identify predominant Using LORs to identify predominant learning styles of organizationslearning styles of organizations

LOR # 5

LOR # 1

Example #1: Typical organizational Example #1: Typical organizational learning styleslearning styles

knowledge focus

knowledge source

transformativeincremental

external

internal

knowledge focus

correction innovation

acquisitionadaptation

knowledge source

transformativeincremental

external

internal

The organization learns because in some way experience does not match desire, so

needed adjustments are made

The organization learns by using its competence and capabilities to generate

deliverables that transform the market

The organization makes incremental changes or improvements to deliverables based upon knowledge acquired externally

The organization acquires what has been learned by others and incorporates those

learnings into its operations

LOR # 3

LOR # 4

Example #2: Learning styles related to Example #2: Learning styles related to leadership rolesleadership roles

knowledge reserve

dissemination mode

publicpersonal

informal

formal

knowledge reserve

authorized expert

hierarchical bureaucracy

community of practice

rolemodel

dissemination mode

publicpersonal

informal

formal

Individual possessing valuable knowledge and skills prescribe what is to be done

Knowledge developed over time that applies to everyone is documented and subsequently applied

in order to pass on instructions or to avoid mistakes

Learning is not imposed but acquired or shared through informal oftentimes

subconscious means

Learning occurs in a social context wherein the informal dissemination of knowledge fosters new,

collaborative learning

LOR # 6

LOR # 2

Example #3: Learning in for-profit Example #3: Learning in for-profit organizationsorganizations

value chain focus

incrementalism transformation

discoveryinnovation

content-process focus

market/deliverdesign/make

process

content

Learning transpires as improvements to existing processes are envisioned, tested,

and implemented

Learning occurs as currently available knowledge is applied that improve organizational systems

and delivery to the market

Environmental scanning generates new knowledge that is then applied to current

processes

Learning generates knowledge that applies existing technologies and processes in

ways previously not considered

Walmart

Amazon.comBoscov’s

Local store

LOR # 9

LOR # 1

Example #4: Learning styles in criminal Example #4: Learning styles in criminal justice administrationjustice administration

learning time frame

knowledgesource

long termimmediate

external

internal

learning time frame

cop on the beat police captain

national chiefs of police

associationjudge

knowledgesource

long termimmediate

external

internal

Learning occurs as the cop on the beat interacts with people and tests one’s experiences of some content

Learning occurs as police captain implements policy within the precinct

Learning occurs by listening to facts of the case in order to issue a judgment

Learning occurs as police professionals formulate policies to guide actions of local

police organizations

LOR # 9

LOR # 7

Example #5: Learning styles in a universityExample #5: Learning styles in a university

learning time frame

learning focus

long-termimmediate

group

individual

learning time frame

autocracy administration

democracycollaboration

learningfocus

long-termimmediate

group

individual

Learning occurs as formal authority imposes its will upon organization

Learning occurs as the formal leader implements organizational strategy and responds to

organizational realities

Learning occurs through group interaction when individuals share a common interest

Learning generates through group interaction where a variety of organizational

interests are expressed and debated

President

BoardFaculty

Dean

LOR # 9

LOR # 8

Example #6: Learning styles in health careExample #6: Learning styles in health care

learning time frame

learning mode

long-termimmediate

cognitive

experiential

learning time frame

reactive proactive

researchauthoritative

learningmode

long-termimmediate

cognitive

experiential

Learning occurs as an individual possessing expertise responds to circumstancesLearning occurs as experts possessing diverse

interests formulate strategy to deal with challengesLearning occurs through group interaction as

individuals advocate diverse interestsLearning generates through the interaction

of experts where the focus is upon formulating strategy

National Instituteson Health

research hospitalSurgeon General

emergency room

LOR # 8

LOR # 7

Example #7: Learning styles in schoolsExample #7: Learning styles in schools

learning mode

learning focus

cognitiveexperiential

group

individual

learning mode

experiments research

projectsclass trip

learningfocus

cognitiveexperiential

group

individual

Learning occurs as an individual possessing an interest tests one’s experiences of some content

Learning occurs as individuals investigate bodies of extant thought

Learning occurs through group interaction as individuals engage in a collective experience

Learning occurs through the student interaction where the focus is upon

discovery of pre-defined content

Independent Study

ClassroomOutward Bound

Trial/Error

LOR # 3

LOR # 2

Example #8: Leadership styles in non-profit Example #8: Leadership styles in non-profit organizationsorganizations

knowledge reserve

content-process focus

publicpersonal

process

content

knowledge reserve

specialist facilitator

generalisttrainercontent-processfocus

publicpersonal

process

content

Leaders are those specially trained experts who provide knowledge that followers need

Leaders work with other individuals and groups (teams) to help them achieve

organizational objectives

Leaders dictate what followers are to do and what they need to learn

Leaders are individuals possessing knowledge and experience of all aspects of

an organization

LOR # 3

LOR # 8

Example #9: Learning styles in non-profit Example #9: Learning styles in non-profit organizationsorganizations

knowledge reserve

learning mode

publicpersonal

cognitive

experiential

knowledge reserve

practitioner best practices

think tankresearcher

learning mode

publicpersonal

cognitive

experiential

An individual who possesses an intrinsic interest observes what does and does not work while engaging

in that activity

A group collates and synthesizes a collection of what others have learned to

work best in actual practice episodes

An individual engages directly in a subject of intrinsic interest to that individualA group of individuals possessing the same intrinsic investigate a topic of interest from

various perspectives

Management/Leadership Challenge...Management/Leadership Challenge...

Ask: What do intergroup conflicts tell me about the lack of organizational learning?

…to expose the barriers to organizational learning

Management/Leadership agenda...Management/Leadership agenda...

1. identify the organization’s major learning styles

2. identify current and preferred organizational typologies

Developing an integrated learning Developing an integrated learning strategy...strategy...

Second step: to develop a “learning portfolio”…a set of learning styles possessing

synergistic possibilities that build upon current strengths by utilizing two or three facilitating factors while concurrently enhancing current competencies by moving to some other point along the continuum of one or several of them

…not a series of “correct” styles but complementary learning styles that function in concert to promote organizational learning

…distinguishes what needs to be “unlearned,” that is, what organizational members know and do from how they know and do it, from generic best practices and established competence

…identifies the starting point for an organizational development intervention

…provides the direction for introducing new learning orientations and facilitating factors

Management/Leadership Challenge...Management/Leadership Challenge...

Ask: What is the starting point for organizational learning?

…to identify and to expose barriers to organizational learning

Management/Leadership agenda...Management/Leadership agenda...

1. identify the critical leverage points2. select the phase of the learning cycle

(acquisition, dissemination, utilization) that is most in question

3. utilize both individual skill development and group learning

4. engage teams in joint analyses of their underlying assumptions (“antecedents”) and to build new mental models (“frames” or “images”)

Developing an integrated Developing an integrated learning strategy...learning strategy...

Third step: to chart a corporate learning strategy that brings strategy and learning into alignment through a “learning charter”…represents a shared vision of a preferred

future and how the organization’s members will be stewards of that vision

…the idea is to enroll numerous people in the learning effort before attempting to roll out a strategy to a large group or the entire organization

…this creates an energized coalition that is more likely to educate itself and then to teach others

Management/Leadership Challenge...Management/Leadership Challenge...

Ask: What needs to be done moving forward?

…to formulate, to sell, and to implement an integrated learning strategy

Management/Leadership Agenda...Management/Leadership Agenda...

1. develop multiple project champions

2. utilize benchmarking (external)

3. develop metrics using the experience as “learning”

4. “name the change” to define and promote the learning initiative

5. use education broadly to promote and support the quality effort

The goal...The goal...

to enhance the factors that promote learning (i.e., the normative perspective and best practices)

to provide a mechanism for organizational change and the development of learning styles and capabilities (i.e., the developmental perspective)

to describe how learning will take place (i.e., the capability perspective and continuous learning)

` facilitating factors

learning orientations

building learning

capability

`

`

The learning organization…The learning organization…

the capacity or processes within an organization to maintain or improve based on experience……by learning new skills, attitudes, values,

and behaviors over time…so that the organization learns the

challenges being presented by external adaptation and internal integration

Management/Leadership Challenge...Management/Leadership Challenge...

Ask: What does the organizational need to know and to learn?

…to distinguish unlearning what organizational members know and do from how they know and do it

This module has focused on...This module has focused on...

...the process by which organizations foster the development of those behaviors which result in recurring patterns of learning

The capability perspective

ReferencesReferences

DiBella, A. J., & Nevis, E. C. (1998). How organizations learn: An integrated strategy for building learning capability. Thousand Oaks, CA: Jossey-Bass.