Training & Consulting > Creating A Learning Organization

Creating a Learning Organization

A "learning organization" can be defined as:

The term was popularized by Peter Senge in his book, The Fifth Discipline: The Art and Practice of the Learning Organization (1990). He describes the learning organization as a social organism with the capacity to enhance its capabilities and shape its own future. It can be any type of organization, such as a school, business, government agency, profit or non-profit organization that through its social structure and process:

• Understands itself as a complex, organic system that has a vision and purpose;
• Uses feedback systems and alignment mechanisms to achieve its goals; and
• Values teams and leadership throughout the ranks.

Senge described five disciplines (or practices) as being essential to developing and maintaining this capacity: System Thinking, Personal Mastery, Mental Models, Shared Vision, and Team Learning.

The Fifth Discipline offered this description of learning organizations:

"…organizations 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 see the whole together." (p. 3)

This capacity to effectively adapt to rapid change — agility in collaboration, productivity and innovation — requires a commitment to learning at all levels. A brief introduction to Senge's thinking can be found at Infed.org.

The Cognitive Design Solution model provides an architectural blueprint for creating a learning organization. The model offers a way to plan, implement and evaluate organizational learning and development. It suggests a concrete definition of the needed structures and processes to engage and promote individual, team and enterprise dimensions of learning.

Knowledge Management (KM)

The keynote is information in action. Knowledge Management is the process of capturing, organizing, and storing information and experiences of workers and groups within an enterprise and making it available to others. KM is the result of a mature, integrated Information Technology infrastructure. Thus, it is pictured here as the base circle within which "knowledge-workers" can effectively function.

The goal of KM is to provide information in a manner that makes that information actionable, in other words, to support the process of converting information into knowledge. Making information actionable is ultimately a human process, not simply a machine process. Therefore, KM is an instrument of enterprise management, not simply an extension of IT or database management.

E-Learning (electronic learning)

The keynote is instruction. E-learning means "electronic learning" — it refers to a wide range of applications and processes designed to deliver instruction through electronic means. Usually this means over the Web, however it also can include CD-ROM or video-conferencing by satellite transmission. The definition of E-learning is broader than, but includes, the definitions of "online learning," "Web-based training," and "computer-based training." Networkwork infrastructure and tools have emerged as an essential enabling technology for E-Learning instructional development and delivery.

There are two main forms of E-Learning delivery: synchronous (meaning delivery at the same time to a group as a whole — supporting collaborative learning), and asynchronous (meaning delivery at different times to the individual members of a group — supporting self-paced learning). A virtual classroom (VLC) is an example of synchronous delivery, while Web-based Training (WBT) tutorial is an example of asynchronous delivery.

In this model, E-Learning is placed as the center-piece circle for delivery of training solutions: anytime/anywhere, on-demand and just-in-time.

Performance Support (PS)

The keynote is guidance. Performance Support refers to a wide range of applications, processes and technologies designed to enhance human performance in the workplace. It is also referred to as "human performance technology." A primary goal is to ensure transfer-of-learning, so that the learner applies new knowledge from training into the actual performance environment — whether that is work, school, or home.

In the Cognitive Design model, Performance Support relates to a wide range of issues, tools and solutions:

• Ensure transfer-of-learning
• Provide online software guidance systems
• Provide collaborative environments and tools
• Provide motivational interventions, including metacognitive training

PS is, thus, pictured in the model as integrated with both E-Learning and Knowledge Management — an anchor for an enterprise to achieve "learning organization" dynamics

Interlocking Strategy

As potent as any one of these performance improvement environments is individually, they are far more valuable when integrated as an interlocking grand strategy. It is another example of how "the whole is greater than the sum of the parts."

Note how the following elements interrelate in the Cognitive Design model:

• Knowledge Management provides a context for both E-Learning and Performance Support. It is designed as a driver and resource for both.
   
• E-Learning is the center-piece and it also provides an interlocking impetus for Performance Support — ideally to drive the transfer-of-learning into the day-to-day performance environment, whether that is at work, school or home. Skill training through E-Learning also drives the effective use of KM tools and use of key sources of information.
   
• Without a Performance Support strategy, neither Knowledge Management nor E-Learning would have sufficient impact on an enterprise. PS drives the effectiveness and efficiency of dollars spent on either KM or E-Learning.
   
• For Knowledge Management to be most successful, strategic delivery of E-Learning provides instruction in the use of key software tools, understanding where key information is located, and how it can be accessed.
   
• Knowledge repositories such as online help systems are directly related to Performance Support solutions. The goal of a well-designed help-desk facility is to tie the information in a knowledge base to the practical needs of performance guidance system.
   
• In order for E-Learning course delivery to be maximally effective, it needs to occur with an informationally rich context and with the use of collaboration tools. Ideally, a learner will discover that he is situated within a supportive professional peer group — taking the form of a "community of practice" (CoP). To achieve this context, a well-designed Knowledge Management environment is needed. Course content should not be presented in a vacuum, dissociated from the larger context of actual business processes, knowledge resources and professional community.
   
• PS design must relate both to the situated learning that occurs naturally in the performance environment, and to the dynamic expectations for continued learning that flow from E-Learning infrastructure and activities.
   
• When taken together as an interlocked strategy: Knowledge Management, E-Learning and Performance Support provide a blueprint of how to design, implement and maintain a "learning organization."

Cognitive Design Model

Creating A Learning Organization

Mission & Vision