What is a Learning ion
Content
Mgg. Org. Change
What is a Learning Organisation?
Comparing models of organisational learning and development
Chris Jarvis
1
Mgg. Org. Change
What's wrong with the Strategy & Training Model?
Training policy & programmes
Mission Staffing plan
Know-how for competitive advantage & performance Skill gaps filled by recruitment, redundancies redeployment Development needs Current performance Improved capability, competence + motivation
Demand for skills Data for audit
Skills audit
Performance review
Data to integrate individual & organisational needs
Development action
Training, seminars, delegation, coaching, private study, day release, learning company, IIP
Chris Jarvis
2
Mgg. Org. Change
Employee development approaches?
•
Laissez-faire - little or no training interest/activity
•
•
Training for workforce maintenance: induction, product, SoPs
• •
Technical (know-how) training Recognising, valuing & accrediting “competencies” (NVQs) Empowerment through know Supported self-organised learning, L3 & CPD
Systematic staff devel: appraisal, resourcing, coaching & mentoring
• •
• • •
•
Chris Jarvis
Management development Off-the-job vs. on-the-job
• •
Central training vs. devolved and out-sourced ICT supported learning
Voluntarism and Investors in People
Learning Company model (abstraction). What is the concrete form?
3
Mgg. Org. Change
Investors in People: National voluntarism
accreditation to promote Er-led, quality, effective staff development
top level, commitment to develop all employees to achieve business objectives regular review of T&D needs of all staff written plan: business goals/targets, how employees will contribute, assess needs etc. Identify T&D resources agree T&D needs with each employee. Link to NVQ if poss. Action: train new recruits & improve skills of existing staff Review investment, competence & commitment of employees & skills learnt against business plan + at all levels
action to train & develop individuals on recruitment + throughout employment
evaluate T&D to assess achievement & improve future effectiveness
T&D effectiveness reviewed by top level è renewed commitment & targets
Why do it?
Chris Jarvis
4
Mgg. Org. Change
What is a Learning Organisation?
•
"The essence of organisational learning is the organisation's ability to use the amazing mental capacity of all its members to create the kind of processes that will improve its own"
Nancy Dixon, 1994
• an abstraction • pundits‟ concepts • introduced into imperative
language • Contingency view
responsiveness to forces & environment developments otherwise we atrophy & die
•
•
"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"
Senge P. 1990 The Fifth Discipline: The art and practice of the learning organization, Century Business/Doubleday.
• supply-chain learning
• be excellent, bright &
successful
Chris Jarvis
5
Mgg. Org. Change
Rowden on Learning Organisation
“a model of strategic change in which everyone is engaged in identifying and solving problems so that the organisation is continuously changing, experimenting and improving, thus increasing its capacity to grow and achieve its purpose.”
Rowden R.W. 2001, The Learning Organisation & Strategic Change, S.A.M. Advanced Management Journal, Summer 2001, Vol 66, Issue 3 pg 117p
Chris Jarvis
6
Mgg. Org. Change
Organisation Development - definitions
Richard Beckhard – Sloan School of Mgt 1969
Ralph Stacey 1993 – Strategic Management
"….a long-term programme of interventions in the social, psychological and cultural belief systems of an organisation. These interventions are based on certain principles& practices which are assumed to lead to greater organisational effectiveness" Soft versus Hard?
an approach to bring about….. planned change (a programme) using behavioural science knowledge. organisation-wide, managed from the top increase organisational effectiveness through ….. planned, systematic interventions in the organisation's behavioural processes
Chris Jarvis
7
Mgg. Org. Change
Kolb Experiential Learning Cycle
Concrete Experience (Activist)
A model for personal awareness & development
Active Experimentation (Pragmatist)
LEARNING CYCLE
Reflective Observation (Reflector)
Abstract Conceptualisation (Theorist)
Chris Jarvis
D Kolb, Rubin & McIntyre Organisational Psychology, Addison Wesley
8
Mgg. Org. Change
LO systems, mechanisms and processes Learning organisations are those that
• have systems, mechanisms & processes in place, • are used to continually enhance their capabilities and those
who work with it or for it, to achieve sustainable objectives for themselves and the communities in which they participate.
What systems, mechanisms and processes?
Requires •Trust, consistency, attitude of inquiry •High levels of communication •Concern for interdependencies & interrelationships
9
Chris Jarvis
Mgg. Org. Change
M. Pedler al: The Learning Company - 11 characteristics
• • • •
• • • • • • •
Chris Jarvis
Adopt a learning approach to strategy Participative policy making Informating (Information Systems) Formative accounting – valuing, self-responsibility, appraisal, targeting, resourcing and review Internal exchange (client-server relationships) Reward flexibility Roles and flexible, matrix structures Boundary workers as intelligence agents Company-to-company learning Learning climate Self-development opportunities for all
http://sol.brunel.ac.uk/bola/culture/learnco.html
10
Mgg. Org. Change
Pedler stresses that
the model is • a simplification, symbolic rather than concrete, not complete or rigid, not sequential • So what is it then
• •
• •
a paradigm of discourse? A state of being?
starts with strategy, ends with creation of learning opportunities & bubbling. Flowery, metaphorical talk of ecological flows, energies, life forces & balances "vertical & horizontal loop energy flows providing linkages between individual & collective activity/change + dynamics between vision & action".
Chris Jarvis
11
Mgg. Org. Change
Peter Senge’s Five Disciplines
Systems Thinking Team Learning
Personal Mastery Mental Models
Shared Vision
Chris Jarvis
12
Mgg. Org. Change
Five Disciplines - expanded Systems thinking • mind shift & understanding change processes. • „feedback‟ to reinforce/counteract action. • recognise recurring structures • remove root causes/problems Personal Mastery • personal competence and vision • developing patience to look at reality objectively Mental Models • changing ingrained assumptions about influencing factors. Shared Vision • use instincts, intuition by sharing personal vision • pictures of the future Team Learning • dialogue, discussion, group relationships • accelerate org. learning thru. Synergy 2+2=5
Chris Jarvis
13
Mgg. Org. Change
Reality and Problems? Personal Mastery Making It Work • Managers must • redefine their job • provide the right conditions for employees to be proactive • Generating a sense of purpose
How can this be “operationalised”? Evidence of it happening well?
The Tricky Part • Resistance to PM due to difficulty in quantifying results • Ideas behind PM have been heard before • People forced to develop PM - may do more harm than good
Chris Jarvis
14
Mgg. Org. Change
Reality and Problems? Mental Models Making It Work
•
•
Skills learnt must be • put into regular practice • continually challenged Strong role of manager to integrate mental modelling and systems-thinking skills
How can this be “operationalised”? Evidence of it happening well? The Tricky Part
• • •
Managers not always very skilled in implementing new ideas People find it difficult to challenge assumptions they believe to be “the case” Some people act in routinised ways when they are at work
15
Chris Jarvis
Mgg. Org. Change
Reality and Problems? Shared Vision
Making It Work
• •
•
the focus and energy for learning put together by many not a few better when considered intrinsically at the organisational level.
How can this be “operationalised”? Evidence of it happening well? The Tricky Part
• •
•
Compliance not commitment Extrinsic visions are usually personally held and are defensive Vision is usually top-down - do not have as good an affect as they should.
16
Chris Jarvis
Mgg. Org. Change
Reality and Problems? Team Learning Making It Work
• • • •
Everyone must pull in the same direction Teams must master the art of dialogue and discussion Conflict can still appear in good team learning BUT essentially a unitary frame of reference
How can this be “operationalised”? Evidence of it happening well? The Tricky Part
• • •
practice, and consistency, no quick fixes boredom sets in open minded with one‟s own views and the views of others
17
Chris Jarvis
Mgg. Org. Change
Reality and Problems? Systems Thinking Making It Work Management must • understand concepts to put into place • look at the whole picture, not “snap shots in time” • provide the right workplace conditions How can this be “operationalised”? Evidence of it happening well? The Tricky Part
• •
•
Chris Jarvis
People find it hard to see the whole pattern of change takes time to see newly initiated ideas work easier to learn at an early stage rather than uncouple tangled messes
18
Mgg. Org. Change
Inhibitors to Becoming a Learning Organisation
• • • • • • • •
Operational / “Fire-fighting” Short term fixes rather than long-term solutions How to focus on embedded systems and processes Reluctance to train (or invest in training) Too many hidden personal agendas Tension between top-down order and bottom up anarchy Management exasperation? The knee-jerk reaction to Theory Y failure?
Chris Jarvis
19
Mgg. Org. Change
Hot air, recursive polemic? The LO characteristics become
• • • •
an energetic, normative, persuasive device for those wishing to manage change. a professional "change agents'" model? Independent of the context or analysis of change processes? prescriptions - commitments to flexible, self-managing, incremental, experimental, participative activities ? ethically correct, personal values model?
How well does down-sizing and asset stripping fit in?
20
Chris Jarvis
Mgg. Org. Change
Training
“Training by its nature
pre-specifies outcomes.”
“A planned process to modify attitude, knowledge, or skill behaviour through learning experience to achieve effective performance in an activity or range of activities. Its purpose, in the work situation, is to develop the abilities of the individual and to satisfy the current future” Manpower Services Commission, 1981
Chris Jarvis
21
Mgg. Org. Change
London Borough of Dickens
• • • •
Achieved IiP status early 2001 Appraisals Programme of Training Courses Dept-wide Training Initiatives
•
• •
Modern Apprenticeship, NVQs
• • • •
Valuing Diversity Let‟s Talk, Talk Back
Still creaky, bureaucratic Training budget agreed 1/3 held back for mgt development training! Mgt visibility - MbWA - not obvious!
How would you research the evidence for L.B. Dickens being a learning organisation?
Chris Jarvis
22
Mgg. Org. Change
Training Courses - LB of Dickens
•
1 – 5 days e.g. • Corporate induction • Health & Safety; Intro. to customer care; Managing absence • Recruitment & selection; Leadership for Team Coordinators • Staff appraisal & recruitment skills & equal opportunities • Using Windows XP
•
•
Often external trainer - out-sourced. Problems of on-the-job follow-up & integration into job performance
Longer then a week e.g. • Two weeks Database Developer • Day-release for Postgrad (MBA/MSc) • Professional training e.g. ACCA, CIMA, RICS • Diploma in Social Work • NVQ‟s and Modern Apprenticeship
Chris Jarvis
23
Mgg. Org. Change
LB of Dickens: Action on Internal training
• • • •
Corporate training at LBD put higher on agenda Corporate aims adopted at dept level. focus on ensuring that staff attend certain compulsory courses. Non-compliance means staff will be unable to undertake key elements of work which may cause serious effects on department operations.
Chris Jarvis
24
Mgg. Org. Change
LO and Transformational Leadership?
Assertion: • Managers and senior executives who are successful leaders will not only respond to change positively but also actively create change. Characteristics: • Leaders with a particular drive, a desire to bring order out of chaos, or, if something is too cosy, to create chaos in order to bring change. • projecting a particular ethos and culture • powerful vision of where their companies or their societies are heading.
Chris Jarvis
25
Mgg. Org. Change
Transformational leadership theory
fresh thinking? transformational leader
bridges small group studies
& leadership by ‟movers & shakers‟ who transform organisations creates conditions for followers to want to achieve results and to fulfil themselves.
•
•
•
•
Context? late-20thC national & global pol-econ. change Contributors: Downton (1973), Burns (1978), Bass (1985), Bennis & Nanus (1985), Tichy & Devanna (1986) Bass surveyed 70 execs "In your careers, who transformed you in Burns' terms (raised awareness, move up Maslow hierarchy …. to transcend self-interest). Answer: usually an organisational superior.
Chris Jarvis
26
Mgg. Org. Change
From Laissez faire to Transactional
• •
•
Laissez-faire not really leaders at all, avoid intervention, weak follow up, passivity, potential for confusion Transactional leaders • Management by exception Passive: set standards/objectives, wait for, react to, reluctant intervention. Status quo Active: standards/objectives, monitor, correct, look for error, enforce rules/procedures. Low initiative and risk-taking
Constructive transactions, contingent rewards
• • • •
agree standards/objectives, feedback, rewards for achievement. outcome: performance that meets expectations. simplified in One-Minute Manager (Blanchard & Johnson 1982) Airport business library
Chris Jarvis
27
Mgg. Org. Change
Transactional leadership in perspective
•
•
Mixed evidence - it may be desirable, even necessary. Contingent rewards underpin PRP laissez-faire & transactional in directive, consultative, participative & delegative styles
• • • •
Chris Jarvis
Directive: 'These are the rules and this is how you've broken them'. Participative: 'Let's work out together the rules to identify mistakes'
Weaknesses • Carrot/stick rewards, emphasis on plans, targets, systems, controls • management > leadership Assertion: fails to develop, motivate, bring to full potential (Bass)
28
Mgg. Org. Change
Transformational leader (Bass’s four 'I's)
promotes • follower desire for achievement & self-development. • teams, esprit de corps, autonomy, synergy, belief, value Four 'I's. • lndividualised consideration (IC)
• • •
Chris Jarvis
Intellectual stimulation (IS)
Inspirational motivation (IM)
ldealised influence (charisma) (II)
29
Mgg. Org. Change
Individualised consideration & Intellectual stimulation
IC
•
identifying individuals' needs & abilities, opportunities to learn, delegating, coaching and giving developmental feedback. Spend time with individuals e.g. mentoring. question status quo, encourage imagination, creativity, logical thinking and intuition. unorthodoxy in character, symbolise innovation. compare UK motorcycles & Swiss watch market to Sony
IS
•
• •
Chris Jarvis
30
Mgg. Org. Change
Inspirational motivation & ldealised influence Inspirational motivation • clear vision, problems as opportunities, language & symbols • I had a dream …... • Ask not what America can do for you. Ask what you can do.. • go the extra mile. Iacocca at Chrysler. ldealised influence • Confident in communicating a virtuous vision • the buck stops here'. Purpose, persistence, trust, accomplishment over failure. Respected for personal ability
Chris Jarvis
Leadership .. the priceless
gift you earn from those who work for you. I have to earn the right to that gift, and continuously re-earn (it).
John Harvey-Jones (ICI)
Gandhi, Luther King, Thatcher, Blair Hitler, Jim Jones
31
Mgg. Org. Change
Bass's model effective II IM IS
Learn TL!! Avolio-Bass training
package CR MbEx-A passive Laissez Faire
IC
active
Encouraging TL will project confidence, commitment & competence attract quality staff to the mission & challenge develop people more fully to respond better to competition & change
MbEx-P
ineffective
Chris Jarvis
32
Mgg. Org. Change
Motorola's six-Sigma programme.
6
Transformational leadership application • defect-free parts within six standard deviations • concepts, symbols and vision for world-class quality • IS, IM, IC in promoting awareness, responsibility and self-monitoring
Chris Jarvis
33
Mgg. Org. Change
Is transformational leadership cross-cultural?
•
„exporting participative management or Theory Y from the USA to authoritarian cultures is like 'preaching Jeffersonian democracy to managers who believe in the divine right of kings'.
Haire, Ghiselli and Porter 1966
•
Leadership - a universal phenomenon?
• • •
context and culture influences Bass presents evidence from studies in Italy, Sweden, Canada, New Zealand, India, Japan and Singapore suggests that the notion needs only fine-tuning across cultures
Chris Jarvis
34
Mgg. Org. Change
Examination Questions
“Training is obviously necessary and Development is fashionable” Discuss. “It is glib to talk of a learning organisation. The concept is gloss and elusive. Demonstrating it in action is more difficult . Almost anything could be presented to say that a L-organisation exists and operates yet many could also present instances to refute the proposition.” Discuss.
35
Chris Jarvis
What is a Learning Organisation?
Comparing models of organisational learning and development
Chris Jarvis
1
Mgg. Org. Change
What's wrong with the Strategy & Training Model?
Training policy & programmes
Mission Staffing plan
Know-how for competitive advantage & performance Skill gaps filled by recruitment, redundancies redeployment Development needs Current performance Improved capability, competence + motivation
Demand for skills Data for audit
Skills audit
Performance review
Data to integrate individual & organisational needs
Development action
Training, seminars, delegation, coaching, private study, day release, learning company, IIP
Chris Jarvis
2
Mgg. Org. Change
Employee development approaches?
•
Laissez-faire - little or no training interest/activity
•
•
Training for workforce maintenance: induction, product, SoPs
• •
Technical (know-how) training Recognising, valuing & accrediting “competencies” (NVQs) Empowerment through know Supported self-organised learning, L3 & CPD
Systematic staff devel: appraisal, resourcing, coaching & mentoring
• •
• • •
•
Chris Jarvis
Management development Off-the-job vs. on-the-job
• •
Central training vs. devolved and out-sourced ICT supported learning
Voluntarism and Investors in People
Learning Company model (abstraction). What is the concrete form?
3
Mgg. Org. Change
Investors in People: National voluntarism
accreditation to promote Er-led, quality, effective staff development
top level, commitment to develop all employees to achieve business objectives regular review of T&D needs of all staff written plan: business goals/targets, how employees will contribute, assess needs etc. Identify T&D resources agree T&D needs with each employee. Link to NVQ if poss. Action: train new recruits & improve skills of existing staff Review investment, competence & commitment of employees & skills learnt against business plan + at all levels
action to train & develop individuals on recruitment + throughout employment
evaluate T&D to assess achievement & improve future effectiveness
T&D effectiveness reviewed by top level è renewed commitment & targets
Why do it?
Chris Jarvis
4
Mgg. Org. Change
What is a Learning Organisation?
•
"The essence of organisational learning is the organisation's ability to use the amazing mental capacity of all its members to create the kind of processes that will improve its own"
Nancy Dixon, 1994
• an abstraction • pundits‟ concepts • introduced into imperative
language • Contingency view
responsiveness to forces & environment developments otherwise we atrophy & die
•
•
"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"
Senge P. 1990 The Fifth Discipline: The art and practice of the learning organization, Century Business/Doubleday.
• supply-chain learning
• be excellent, bright &
successful
Chris Jarvis
5
Mgg. Org. Change
Rowden on Learning Organisation
“a model of strategic change in which everyone is engaged in identifying and solving problems so that the organisation is continuously changing, experimenting and improving, thus increasing its capacity to grow and achieve its purpose.”
Rowden R.W. 2001, The Learning Organisation & Strategic Change, S.A.M. Advanced Management Journal, Summer 2001, Vol 66, Issue 3 pg 117p
Chris Jarvis
6
Mgg. Org. Change
Organisation Development - definitions
Richard Beckhard – Sloan School of Mgt 1969
Ralph Stacey 1993 – Strategic Management
"….a long-term programme of interventions in the social, psychological and cultural belief systems of an organisation. These interventions are based on certain principles& practices which are assumed to lead to greater organisational effectiveness" Soft versus Hard?
an approach to bring about….. planned change (a programme) using behavioural science knowledge. organisation-wide, managed from the top increase organisational effectiveness through ….. planned, systematic interventions in the organisation's behavioural processes
Chris Jarvis
7
Mgg. Org. Change
Kolb Experiential Learning Cycle
Concrete Experience (Activist)
A model for personal awareness & development
Active Experimentation (Pragmatist)
LEARNING CYCLE
Reflective Observation (Reflector)
Abstract Conceptualisation (Theorist)
Chris Jarvis
D Kolb, Rubin & McIntyre Organisational Psychology, Addison Wesley
8
Mgg. Org. Change
LO systems, mechanisms and processes Learning organisations are those that
• have systems, mechanisms & processes in place, • are used to continually enhance their capabilities and those
who work with it or for it, to achieve sustainable objectives for themselves and the communities in which they participate.
What systems, mechanisms and processes?
Requires •Trust, consistency, attitude of inquiry •High levels of communication •Concern for interdependencies & interrelationships
9
Chris Jarvis
Mgg. Org. Change
M. Pedler al: The Learning Company - 11 characteristics
• • • •
• • • • • • •
Chris Jarvis
Adopt a learning approach to strategy Participative policy making Informating (Information Systems) Formative accounting – valuing, self-responsibility, appraisal, targeting, resourcing and review Internal exchange (client-server relationships) Reward flexibility Roles and flexible, matrix structures Boundary workers as intelligence agents Company-to-company learning Learning climate Self-development opportunities for all
http://sol.brunel.ac.uk/bola/culture/learnco.html
10
Mgg. Org. Change
Pedler stresses that
the model is • a simplification, symbolic rather than concrete, not complete or rigid, not sequential • So what is it then
• •
• •
a paradigm of discourse? A state of being?
starts with strategy, ends with creation of learning opportunities & bubbling. Flowery, metaphorical talk of ecological flows, energies, life forces & balances "vertical & horizontal loop energy flows providing linkages between individual & collective activity/change + dynamics between vision & action".
Chris Jarvis
11
Mgg. Org. Change
Peter Senge’s Five Disciplines
Systems Thinking Team Learning
Personal Mastery Mental Models
Shared Vision
Chris Jarvis
12
Mgg. Org. Change
Five Disciplines - expanded Systems thinking • mind shift & understanding change processes. • „feedback‟ to reinforce/counteract action. • recognise recurring structures • remove root causes/problems Personal Mastery • personal competence and vision • developing patience to look at reality objectively Mental Models • changing ingrained assumptions about influencing factors. Shared Vision • use instincts, intuition by sharing personal vision • pictures of the future Team Learning • dialogue, discussion, group relationships • accelerate org. learning thru. Synergy 2+2=5
Chris Jarvis
13
Mgg. Org. Change
Reality and Problems? Personal Mastery Making It Work • Managers must • redefine their job • provide the right conditions for employees to be proactive • Generating a sense of purpose
How can this be “operationalised”? Evidence of it happening well?
The Tricky Part • Resistance to PM due to difficulty in quantifying results • Ideas behind PM have been heard before • People forced to develop PM - may do more harm than good
Chris Jarvis
14
Mgg. Org. Change
Reality and Problems? Mental Models Making It Work
•
•
Skills learnt must be • put into regular practice • continually challenged Strong role of manager to integrate mental modelling and systems-thinking skills
How can this be “operationalised”? Evidence of it happening well? The Tricky Part
• • •
Managers not always very skilled in implementing new ideas People find it difficult to challenge assumptions they believe to be “the case” Some people act in routinised ways when they are at work
15
Chris Jarvis
Mgg. Org. Change
Reality and Problems? Shared Vision
Making It Work
• •
•
the focus and energy for learning put together by many not a few better when considered intrinsically at the organisational level.
How can this be “operationalised”? Evidence of it happening well? The Tricky Part
• •
•
Compliance not commitment Extrinsic visions are usually personally held and are defensive Vision is usually top-down - do not have as good an affect as they should.
16
Chris Jarvis
Mgg. Org. Change
Reality and Problems? Team Learning Making It Work
• • • •
Everyone must pull in the same direction Teams must master the art of dialogue and discussion Conflict can still appear in good team learning BUT essentially a unitary frame of reference
How can this be “operationalised”? Evidence of it happening well? The Tricky Part
• • •
practice, and consistency, no quick fixes boredom sets in open minded with one‟s own views and the views of others
17
Chris Jarvis
Mgg. Org. Change
Reality and Problems? Systems Thinking Making It Work Management must • understand concepts to put into place • look at the whole picture, not “snap shots in time” • provide the right workplace conditions How can this be “operationalised”? Evidence of it happening well? The Tricky Part
• •
•
Chris Jarvis
People find it hard to see the whole pattern of change takes time to see newly initiated ideas work easier to learn at an early stage rather than uncouple tangled messes
18
Mgg. Org. Change
Inhibitors to Becoming a Learning Organisation
• • • • • • • •
Operational / “Fire-fighting” Short term fixes rather than long-term solutions How to focus on embedded systems and processes Reluctance to train (or invest in training) Too many hidden personal agendas Tension between top-down order and bottom up anarchy Management exasperation? The knee-jerk reaction to Theory Y failure?
Chris Jarvis
19
Mgg. Org. Change
Hot air, recursive polemic? The LO characteristics become
• • • •
an energetic, normative, persuasive device for those wishing to manage change. a professional "change agents'" model? Independent of the context or analysis of change processes? prescriptions - commitments to flexible, self-managing, incremental, experimental, participative activities ? ethically correct, personal values model?
How well does down-sizing and asset stripping fit in?
20
Chris Jarvis
Mgg. Org. Change
Training
“Training by its nature
pre-specifies outcomes.”
“A planned process to modify attitude, knowledge, or skill behaviour through learning experience to achieve effective performance in an activity or range of activities. Its purpose, in the work situation, is to develop the abilities of the individual and to satisfy the current future” Manpower Services Commission, 1981
Chris Jarvis
21
Mgg. Org. Change
London Borough of Dickens
• • • •
Achieved IiP status early 2001 Appraisals Programme of Training Courses Dept-wide Training Initiatives
•
• •
Modern Apprenticeship, NVQs
• • • •
Valuing Diversity Let‟s Talk, Talk Back
Still creaky, bureaucratic Training budget agreed 1/3 held back for mgt development training! Mgt visibility - MbWA - not obvious!
How would you research the evidence for L.B. Dickens being a learning organisation?
Chris Jarvis
22
Mgg. Org. Change
Training Courses - LB of Dickens
•
1 – 5 days e.g. • Corporate induction • Health & Safety; Intro. to customer care; Managing absence • Recruitment & selection; Leadership for Team Coordinators • Staff appraisal & recruitment skills & equal opportunities • Using Windows XP
•
•
Often external trainer - out-sourced. Problems of on-the-job follow-up & integration into job performance
Longer then a week e.g. • Two weeks Database Developer • Day-release for Postgrad (MBA/MSc) • Professional training e.g. ACCA, CIMA, RICS • Diploma in Social Work • NVQ‟s and Modern Apprenticeship
Chris Jarvis
23
Mgg. Org. Change
LB of Dickens: Action on Internal training
• • • •
Corporate training at LBD put higher on agenda Corporate aims adopted at dept level. focus on ensuring that staff attend certain compulsory courses. Non-compliance means staff will be unable to undertake key elements of work which may cause serious effects on department operations.
Chris Jarvis
24
Mgg. Org. Change
LO and Transformational Leadership?
Assertion: • Managers and senior executives who are successful leaders will not only respond to change positively but also actively create change. Characteristics: • Leaders with a particular drive, a desire to bring order out of chaos, or, if something is too cosy, to create chaos in order to bring change. • projecting a particular ethos and culture • powerful vision of where their companies or their societies are heading.
Chris Jarvis
25
Mgg. Org. Change
Transformational leadership theory
fresh thinking? transformational leader
bridges small group studies
& leadership by ‟movers & shakers‟ who transform organisations creates conditions for followers to want to achieve results and to fulfil themselves.
•
•
•
•
Context? late-20thC national & global pol-econ. change Contributors: Downton (1973), Burns (1978), Bass (1985), Bennis & Nanus (1985), Tichy & Devanna (1986) Bass surveyed 70 execs "In your careers, who transformed you in Burns' terms (raised awareness, move up Maslow hierarchy …. to transcend self-interest). Answer: usually an organisational superior.
Chris Jarvis
26
Mgg. Org. Change
From Laissez faire to Transactional
• •
•
Laissez-faire not really leaders at all, avoid intervention, weak follow up, passivity, potential for confusion Transactional leaders • Management by exception Passive: set standards/objectives, wait for, react to, reluctant intervention. Status quo Active: standards/objectives, monitor, correct, look for error, enforce rules/procedures. Low initiative and risk-taking
Constructive transactions, contingent rewards
• • • •
agree standards/objectives, feedback, rewards for achievement. outcome: performance that meets expectations. simplified in One-Minute Manager (Blanchard & Johnson 1982) Airport business library
Chris Jarvis
27
Mgg. Org. Change
Transactional leadership in perspective
•
•
Mixed evidence - it may be desirable, even necessary. Contingent rewards underpin PRP laissez-faire & transactional in directive, consultative, participative & delegative styles
• • • •
Chris Jarvis
Directive: 'These are the rules and this is how you've broken them'. Participative: 'Let's work out together the rules to identify mistakes'
Weaknesses • Carrot/stick rewards, emphasis on plans, targets, systems, controls • management > leadership Assertion: fails to develop, motivate, bring to full potential (Bass)
28
Mgg. Org. Change
Transformational leader (Bass’s four 'I's)
promotes • follower desire for achievement & self-development. • teams, esprit de corps, autonomy, synergy, belief, value Four 'I's. • lndividualised consideration (IC)
• • •
Chris Jarvis
Intellectual stimulation (IS)
Inspirational motivation (IM)
ldealised influence (charisma) (II)
29
Mgg. Org. Change
Individualised consideration & Intellectual stimulation
IC
•
identifying individuals' needs & abilities, opportunities to learn, delegating, coaching and giving developmental feedback. Spend time with individuals e.g. mentoring. question status quo, encourage imagination, creativity, logical thinking and intuition. unorthodoxy in character, symbolise innovation. compare UK motorcycles & Swiss watch market to Sony
IS
•
• •
Chris Jarvis
30
Mgg. Org. Change
Inspirational motivation & ldealised influence Inspirational motivation • clear vision, problems as opportunities, language & symbols • I had a dream …... • Ask not what America can do for you. Ask what you can do.. • go the extra mile. Iacocca at Chrysler. ldealised influence • Confident in communicating a virtuous vision • the buck stops here'. Purpose, persistence, trust, accomplishment over failure. Respected for personal ability
Chris Jarvis
Leadership .. the priceless
gift you earn from those who work for you. I have to earn the right to that gift, and continuously re-earn (it).
John Harvey-Jones (ICI)
Gandhi, Luther King, Thatcher, Blair Hitler, Jim Jones
31
Mgg. Org. Change
Bass's model effective II IM IS
Learn TL!! Avolio-Bass training
package CR MbEx-A passive Laissez Faire
IC
active
Encouraging TL will project confidence, commitment & competence attract quality staff to the mission & challenge develop people more fully to respond better to competition & change
MbEx-P
ineffective
Chris Jarvis
32
Mgg. Org. Change
Motorola's six-Sigma programme.
6
Transformational leadership application • defect-free parts within six standard deviations • concepts, symbols and vision for world-class quality • IS, IM, IC in promoting awareness, responsibility and self-monitoring
Chris Jarvis
33
Mgg. Org. Change
Is transformational leadership cross-cultural?
•
„exporting participative management or Theory Y from the USA to authoritarian cultures is like 'preaching Jeffersonian democracy to managers who believe in the divine right of kings'.
Haire, Ghiselli and Porter 1966
•
Leadership - a universal phenomenon?
• • •
context and culture influences Bass presents evidence from studies in Italy, Sweden, Canada, New Zealand, India, Japan and Singapore suggests that the notion needs only fine-tuning across cultures
Chris Jarvis
34
Mgg. Org. Change
Examination Questions
“Training is obviously necessary and Development is fashionable” Discuss. “It is glib to talk of a learning organisation. The concept is gloss and elusive. Demonstrating it in action is more difficult . Almost anything could be presented to say that a L-organisation exists and operates yet many could also present instances to refute the proposition.” Discuss.
35
Chris Jarvis
