May 17, 2013 by Mayrbear's Lair

Learning Organizations and Effectiveness – Part II

Transitioning Into a Learning Organization

As the world continues to expand, older models of running an organization, under the direction of a unilateral black box control system, are proving ineffective. These forms of control usually develop from individuals trying to control the situation like Steve Jobs displayed during his reign at Apple. In today’s ever evolving marketplace, leaders are finding success by developing organizations that center on relationships with the intent of creating a whole entity from a variety of components. This is a type of operational control system that is attached to ongoing and real time explanations between divisions and is designed to achieve stability in organizational relationships (Espejo & Reyes, 2011).

Institutions that are making the transition into an effective, well-oiled learning-machine incorporate mechanisms to include a systematic collection of information for analysis and dissemination. They are open to new ideas and focus on cooperative education and training by conceiving programs that meet their needs. Learning is conducted over an expanse of time. Leaders implement clear communication devices, seek unfiltered information, and engage in advanced levels of problem solving. These are tools that help motivate staffers to work together in a cohesive manner and require full participation as well as accountability (Cates, 2009). Organizations that embrace openness to criticism and accept change increase their odds in succeeding.

To effectively transit into a learning organization, leaders must conduct annual and monthly reviews to help identify their strengths and weaknesses. Information collected from these reports is used to decide strategies that can assist to develop higher skill levels. Used effectively they provide systems that serve to motivate advanced performances (Silberman, 2007). For example, annual reviews give insight to the volume of transactions an organization generates, identifies individuals who experience more developed levels of achievement, and reveals areas where improvement is needed. These systems help organizations strengthen their weaknesses.

Four Motivational Characteristics

Companies are likely to achieve higher levels of success by becoming a learning organization because it fosters a climate of collaboration. Four motivational characteristics of an effective learning organization are: (1) collection of data and intelligence, (2) experiential learning processes, (3) experimentation with new ideas, and (4) changing unfavorable conditions by sharing information and building strong relationships (Garvin, 2000).

The Collection of Data and Intelligence – Because organizations are not always adept at delivering positive outcomes, devising methods to collect data and intelligence from personnel, suppliers, partners, distributors, consumers, and others is essential. This can be accomplished by methods that measure performance levels. This includes surveys, observation, appraisal systems, financial reviews, knowledge testing and skill assessments that are used to ascertain performance levels, and competency gaps (Roberts, 2012).

The Experiential Learning Process – Most scholars are in agreement that experience is a factor that is underestimated and in some cases disregarded. However, research reveals that experience pervades all manners of the learning process. Experiential learning encompasses an individual’s active engagement from both the inner and outer world. Active participation is the key element of experiential learning because it involves the entire person through thoughts, emotions, and physical activity (Beard & Wilson, 2006).

Experimentation of New Ideas – Experimentation is a fairly new concept in organizational management and therefore an uncommon practice other than for market research and research and development purposes. For experimentation to truly become effective, organizations must encourage an open atmosphere that considers all views. Experimentation in this context attempts to produce or prove something new and creates a series of events and activities that can be analyzed in order to discover unidentified barriers. Effective experiments gather data that is important in the development and management of the organization (McClain & Smith, 2006).

Sharing Information – Effective leaders also understand the importance of collaborative management and develop cohesive systems. They build strong relationships and create a foundation in which they become more adept at working together to achieve outcomes and desired solutions. By establishing a shared vision and clear channels to open communication where people feel safe in sharing knowledge, they build a genuine trust and camaraderie. This is an integral component that can determine a company’s failure or success. Efficient business collaboration unites individuals, increases performance and productivity, and gives an organization a competitive advantage (Peterson, 2001).

Achieving Goals

Learning organizations that work together and collaborate are capable of achieving higher levels of success because everyone is focused on a common goal that is larger than their individual goals. For example, they strive to make their organization safer, logical, standardized, and fluid. Additionally, they are connected in more cost effective ways, upgrading their systems and policies in doing so (Galsworth, 2005).

Furthermore, organizations strive to ensure they achieve the outcomes they desire. Once data from knowledge management systems are collected, received, interpreted, and processed, priorities and deadlines are implemented to help keep them on track to accomplish their goals. Follow ups and feedback are essential to monitor effective and ineffective systems. Evaluation of systems and experimental results also helps discern errors and is factored in for the development or adjustments that will make the organization run more efficiently and the staff work together more productively.

Organizations also implement the use of electronic communication devices as a means to achieve their goals and facilitate the learning experience. This includes the implementation of discussion boards, social networking, and instant messaging tools. These components allow organizations to communicate and coordinate events and programs in real time from remote locations removing time and space limitations. In addition, organizations work collaboratively to address and achieve larger goals like environment problems, unemployment, urban development and more (Fink, 2007).

Identifying Obstacles

Today’s leaders are learning to become more flexible as they endure enormous amounts of external pressure to survive. In order to achieve the desired outcomes leaders are required to identify the following types of system blindness that can hinder their goals: (a) spatial, (b) temporal, (c) relational, (d) process, and (e) uncertainty. Spatial blindness, for example, only allows a fragmented viewing of a system, not the entire whole. Relational system blindness, on the other hand, is the perception an individual may experience by perceiving only what is happening to them, not necessarily what is occurring elsewhere. Identifying system blind spots can help leaders understand some of the challenges they encounter (Oshry, 2007).

Situations that are stressful and create fear also create obstacles. For example, Reason’s (2010) studies indicate leaders who engage in methods of intimidation constrict the learning process. Because of this, leaders must learn that fostering a culture of stress and fear creates an environment that encourages learning disabilities (Reason, 2010). Leaders who are able to identify organizational disabilities can tackle elements that threaten a company’s productivity. Instead, they adopt strategies to support organizational learning by creating an environment that nurtures innovative patterns of thinking. Therefore, organizations need to work together to achieve a collective vision that thrives and must strategically implement programs and systems that are designed to help them produce the outcomes they desire. In doing so, they can motivate genuine learning. Team members are inspired because they are focused on more significant matters. Effective leaders know how to bridge teamwork and fabricate a creative climate that is free from confining attitudes (Senge, 2006). Leaders who have functioned together as part of a team or group that has achieved extraordinary goals comprehend the advantages of a collaborative learning experience. There is an acknowledgment and recognition in each other’s strengths and compensation to make up for each other’s weaknesses.

Strategies for Successful Outcomes

Learning organizations have the ability to introduce innovative opportunities that solve issues. One fundamental element to efficient learning is the innate ability to reflect and review the learning process. This helps identify which methods are effective and which are not. Spitzer (2007) postulates the key to success is measurement because it can reveal the organization’s current position in the marketplace, identifies strengths and weaknesses, and helps in the development of new goals. For this reason, performance measures have a transformational effect (Spitzer, 2007).

Decentralization of the decision making process is another effective strategy for positive outcomes. This exists where organizations foster a climate of trust and unbiased communication systems. This model can address the needs of the whole company rather than that of one individual who is leading with a personal agenda. In addition, when organizations run into issues based on gender, race, and age, working together in collaborative effort can minimize these kinds of challenges (Peterson, 2001).

Conclusion

The reality is that we are all discovering how to learn together and are inherently evolving into a learning community. Leaders are beginning to understand that people are capable of learning quicker when they put their attention on actions that solve problems. In the long run, an organization’s ability to learn faster than the competition will likely be the key component to their longevity. This research concludes that a healthy learning environment fosters good decision making. It is derived from knowledge, hard work, experience, and in some cases, as a result of bad decision making. Organizations that learn to adapt by identifying their errors and seek new opportunities for learning will set themselves up for a prosperous existence.

A successful learning organization is the driving engine that motivates and inspires individuals. The most effective leaders today are flexible, apply active listening skills, and develop methods that will improve organizational performances. Even though it stifles growth, organizations are likely to achieve higher levels of success by becoming a learning organization because it fosters a climate of trust; creates a culture of decentralized decision making; and it integrates people, systems, and technology. Leaders that adapt a learning paradigm will most likely outlive those resistant to change.

References:

Baack, D. (2012). Organizational behavior. San Diego, CA: Bridgepoint Education, Inc.

Beard, C., & Wilson, J. (2006). Experiential learning: A best practice handbook (2nd ed.). London, England, UK: Kogan Page.

Bingham, T., & Conner, M. (2010). The new social learning: a guide to transforming organizations through social media. San Francisco, CA: Berrett-Koehler Publishers, Inc.

Blevins, R. (2001). A study of association between organizational trust and decision-making, communications, and collaboration in comprehensive, regional institutions of higher education. ProQuest Dissertations and Theses. Ann Arbor, MI, USA: ProQuest, UMI Dissertations Publishing. Retrieved April24 2013, from http://search.proquest.com/docview/304707494?accountid=32521

Cates, C. L. (2009, May 17). The creation of a large scale corporate feedback system with a view toward learning organizations and sustainable change in higher education. Cincinnati, OH, USA: ProQuest LLC. Retrieved April 4, 2013

Espejo, R., & Reyes, A. (2011). Organizational systems: Managing complexity with the viable system model. New York, NY: SPi Publisher Services.

Fink, L. (2007, Jul-Sep). Coordination, learning, and innovation: The organizational roles of e-collaboration and their impacts. International Journal of E-Collaboration. Hershey, PA, USA: IGI Global. Retrieved April 24, 2013, from http://search.proquest.com/docview/222376102?accountid=32521

Galsworth, G. (2005). Visual workplace visual thinking. Portland, OR: Visual-Lean Enterprise Press.

Garvin, D. (2000). Learning in action: A guide to putting the learning organization to work. Boston, MA: Harvard Business School Press.

Haney, D. (2003). Knowledge management in a professional service firm. ProQuest Dissertations and Theses. Ann Arbor, IN, USA: ProQuest, UMI Dissertations Publishing. Retrieved April 18, 2013, from http://search.proquest.com/docview/305334057?accountid=32521

McClain, B., & Smith, D. (2006). Experimentation in a collaborative planning environment. Monterey, CA: Amazon Digital Services, Inc.

Oshry, B. (2007). Seeing systems: Unlocking the mysteries of organizational life. San Francisco, CA: Berrett-Koehler Publishers, Inc.

Peterson, M. (2001, February). International collaboration in organizational behavior research. Journal of Organizational Behavior. Chichester, US: Wiley Periodicals Inc. Retrieved April 24, 2013, from http://search.proquest.com/docview/224884660?accountid=32521

Reason, C. (2010). Leading a learning organization. Bloomington, IN : Solution Tree Press.

Roberts, J. (2012). Beyond learning by doing: Theoretical currents in experiential education. New York, NY: Taylor & Francis.

Schein, E. (2010). Organizational culture and leadership. San Francisco, CA: John Wiley & Sons, Inc.

Senge, P. (2006). The fifth discipline: The art and practice of the learning organization. New York, NY: Doubleday Publishing.

Silberman, M. (2007). The handbook of experiential learning. San Francisco, CA: John Wiley & Sons, Inc.

Spitzer, D. R. (2007). Transforming performance measurement: Rethinking the way we measure and drive organizational success. New York, NY: AMACOM Books.

Ward, T. (2006). Implementing knowledge management to support effective decision making in a joint military environment: Key enablers and obstacles. Minneapolis, MN, USA: ProQuest, UMI Dissertations Publishing. Retrieved April 18, 2013, from http://search.proquest.com/docview/304910517?accountid=32521

Wick, C., Pollock, R., & Jefferson, A. (2010). The six disciplines of breakthrough learning. San Franciso, CA: John Wiley & Sons, Inc.

May 15, 2013 by Mayrbear's Lair

Learning Organizations and Effectiveness – Part I

Introduction

The world has become more interconnected and, as a result, conducting business is more complicated. Individuals are constantly discovering how to work together in a world business community to survive and are committed to higher levels of excellence in doing so (Galsworth, 2005). As a result, companies are transiting into learning organizations for sustainability. Organizational leaders, therefore, are creating an environment that embraces group learning practices. In other words, company leaders are discovering new ways to inspire commitment and the capacity to learn from personnel at all levels in order to excel. The issues we examine in this research, look at the methodologies that organizations incorporate to achieve higher levels of success by fostering a culture that facilitates the learning process. We analyze how cultivating a climate of trust can support an environment that consists of decentralized decision making, and how integrating people, systems, and technology are utilized to achieve those goals. We will also identify characteristics of ideal learning organizations, observable behaviors, barriers that prevent goal achievements, and scrutinize various strategies that are incorporated to help overcome these barriers. Our research concludes that when it comes to what makes an organization successful, applying efficient systems to encourage the learning process is a key component that allows an organization to flourish.

Characteristics

Learning organizations are experts at producing, acquiring, interpreting, transferring, and retaining knowledge specifically focused on the modification of behavior to reflect the new knowledge. One characteristic that organizations adopt as part of the learning paradigm is social learning. Social learning occurs where people receive knowledge from others, with others. It transpires inherently wherever individuals gather – at town meetings for example – and between colleagues having lunch, just as easily as it happens in a school situation. In addition, social learning appears in the workplace when we pose a query or text message a friend with the same inquiry. Social media tools also allow learning to take place unconstrained by distance or time boundaries. Most of the knowledge acquired in today’s organizations, in fact, comes from engaging in networks where people collaborate, co-create, and process information with full participation. Successful corporate leaders encourage group networking to help acquire further knowledge and experience. Social learning, for example, is easily observed in new hires. When an individual is initially engaged in a new occupation, they seek knowledge from discerning the performance of others and modeling their behavior, or by asking another employee for assistance. In the meantime, training still serves as a valuable tool in the learning process because it provides individuals solutions to challenges that have already been mastered by others (Bingham & Conner, 2010). A new hire employee in the fast food industry, for example, during the initial training period may constantly resort to others for guidance in remembering various elements like product prices, contents for special meal packages, and other applicable systems of operation.

Another significant characteristic of learning organizations are the educational tools they implement. Wick et al. (2010) purport that corporate training and development programs can and should provide strategic significance to the learning process. Leaders must support training programs because of the benefits, rewards, and improvement in workplace performances. The most effective executives comprehend that each individual’s learning experience, however, is shaped by a variety of components including: (a) his or her expectations, (b) aptitude and emotional experience, (c) prior experiences, (d) learning style, and (e) attitude. Therefore, the success of acquiring new skills and training programs rely on the design, facilitation, and absorption of the program (Wick, Pollock, & Jefferson, 2010). Effective training programs, therefore, should include follow-ups, assessments, and continual re-evaluation to keep skills honed and the creative energy stimulated to maintain a cohesive organization.

Observable Behaviors

Baack (2012) explains that artifacts are one example of an organization’s observable behavior. They are observed by the overtly stated values and norms that identify organizational behavior (Baack, 2012). Artifacts, for instance, can transmit nonverbal messages in a non-linguistic manner. An organization’s culture, on the other hand, is determined by other behavior and observable artifacts. They are represented in the physical signs of an organization’s dominant culture like the Capitol Records Tower in Hollywood or the Pentagon building in Washington. The logo like McDonald’s golden arches, can become synonymous with quality service as a trustworthy organization.

Schein (2010) discusses the behavior and connection between leadership and culture as a significant factor in both an organization’s macro- and micro-cultures. His research is focused on another kind of observable behavior: the influence superiors have on subordinates. He contends those who are resistant to change do not experience organizational longevity (Schein, 2010). In the fast food industry, employees were encouraged, for instance, to operate by adopting a modeled behavior which included identical uniformed attire, as well as the manner in which food items were prepared and delivered to consumers.

Another significant behavior learning organizations foster is a climate of trust. This type of conduct encourages openness, integrates people, implements fair communication systems, and utilizes technology efficiently. In this climate, organizations can address larger issues collectively for more effective outcomes (Blevins, 2001). For a theatrical stage manager, for example, the key component is making sure the technical aspects of a show run smoothly, like actors called on time and in place for their performance, that the prop crews run efficiently, and lighting cues are properly administered. Trust and open communication are the elements that can make or break a significant theatrical experience. In these kinds of learning arenas, building stronger relationships enhances the creative process significantly.

Behavioral Results

Most experts agree that the ability to respond quickly to changes in the marketplace and recognizing opportunities gives organizations an important competitive advantage. Hanley (2003) asserts that knowledge management is essential for an organization as a method to monitor behavioral results. Behavioral results from effective knowledge management systems include: (a) the reduction of cycle time, (b) the improvement of quality, (c) lowered costs, (d) increased organizational learning, and (e) improved core competencies (Haney, 2003). Learning organizations that effectively integrate technology, people, and systems, produce a cohesive union experience with extraordinary results. Knowledge management is important to the success of an organization because acquiring and processing information increases situational understanding, helps identify systems, analyzes relationships, and enables higher quality decision making.

Efficacious leaders and management teams actively look for information and programs to increase situational understanding which results in behavior that incorporates the use of technology, organizational systems, and socialization. These elements foster higher performances in decision making that can affect the development and productivity which produces value by generating new intellectual property (Ward, 2006). An entertainment production company for example, utilizes information and technology for the production of high quality intellectual property in the form of audio and video files that are distributed to various social media outlets. Organizations that do not apply knowledge management strategies can hinder an organization’s development and productivity.

Barriers to Characteristics

Now that businesses and economies have become global, performance and consumer demands are unyielding. The period essential to reflect, assess, and identify barriers is inadequate. Financial capital emerges at the sacrifice of social and natural capital. Senge’s (2006) research identifies that one significant barrier organizations encounter is suppressed growth. This comes from their inability to embrace an environment that nurtures the learning process (Senge, 2006). Organizational cultures where individuals learn together expand their capacity to create desired outcomes. In addition, an organization’s failure to evaluate and make adjustments to rapid growth and expansion can cause a company bankruptcy or, in extreme cases, place the public in danger. Where innovative and expansive patterns of reasoning are nurtured, companies tend to experience more success.

At a former place of employment, for example, one of the partners displayed poor leadership skills. Long hours and little compensation began to create stress and discontent among the staff. The partner did not possess highly developed leadership techniques and was therefore unable to motivate staff members. The deficient leader was unable to identify and comprehend the barriers he created by displaying immature, temperamental, out-of-control behavior. This ineffective behavior did not serve to motivate the crew. His actions revealed inadequate leadership from the lack of respect he showed towards his subordinates. His behavior communicated that he did not value his staff. He was incapable of piecing together that workers, who are offered little compensation, rarely receive compliments or support, and are exposed to continual reprimanding, are not inspired or inclined to give their best performance. This unproductive environment was nurtured from poor behavior and feedback from a leader who rather than show appreciation and gratitude for their services, used means of intimidation and fear as his M.O. These kinds of conditions constrict the learning experience and foster low morale in personnel. Needless to say, this leader’s methods were ineffective. They only served to create more barriers and, as a result, he was never able to achieve the level of success he envisioned.

This concludes the end of part I. Part II will be released this Friday. Stay tuned …

References:

Baack, D. (2012). Organizational behavior. San Diego, CA: Bridgepoint Education, Inc.

Bingham, T., & Conner, M. (2010). The new social learning: a guide to transforming organizations through social media. San Francisco, CA: Berrett-Koehler Publishers, Inc.

Galsworth, G. (2005). Visual workplace visual thinking. Portland, OR: Visual-Lean Enterprise Press.

Schein, E. (2010). Organizational culture and leadership. San Francisco, CA: John Wiley & Sons, Inc.

Senge, P. (2006). The fifth discipline: The art and practice of the learning organization. New York, NY: Doubleday Publishing.

Wick, C., Pollock, R., & Jefferson, A. (2010). The six disciplines of breakthrough learning. San Franciso, CA: John Wiley & Sons, Inc.

May 13, 2013 by Mayrbear's Lair

The Learning Paradigm

Scholars confirm that to maintain a successful place in today’s global market, there is a need for organizations to be flexible and as a result, today’s CEOs are learning to make necessary adaptations in order to achieve their goals. In addition, because leaders are being bombarded by enormous amounts of external pressure to survive, they have come to understand that learning is the key to their long-term survival and growth. Research indicates that executives are devoting more time to educating their staff and transforming their companies into learning organizations in order to keep up with the expanding global marketplace. In other words, they are actively seeking opportunities for learning and create an environment with events and activities that support the learning process (Garvin, 2000).

In addition, effective executives acknowledge that their actions create their reality. If they want to see a different reality, they must learn to take measures that employ efficient strategies. This includes plans that are designed with specific goals to achieve the outcomes they envision. Successful leaders in today’s global marketplace are the ones that tackle organizational learning disabilities because they pose a threat to the company’s productivity. By adopting strategies that support a learning organization, executives are setting up an environment that nurtures new and expansive patterns of thinking, where collective aspiration thrives and people work together on learning how to produce the results they desire. Leaders that have the flexibility to move their organizations toward a learning paradigm know how to ignite and reignite that spark of genuine learning because it helps drive individuals to focus on what really matters. Strong leaders are capable of bridging teamwork into macro-creativity and create a climate that is free of confining assumptions and mindsets (Senge, 2006).

People learn faster when they put their knowledge into action solving problems. Marquardt et al. (2009) refer to this as action learning. The emphasis on learning is what makes this process strategic rather than tactical in equipping leaders to respond to change more effectively. Simply translated it is the dynamic process that involves a small group of people working together to solve real organizational problems, while focusing on how their learning can benefit individuals, groups, and the organization as a whole (Marquardt, Skipton, Freedman, & Hill, 2009). I believe successful leaders in today’s organizations must have the flexibility to move their institutions toward a learning paradigm, by applying superior active listening and developing skills that will improve individual, team, and organizational performances. In conclusion, leaders that are flexible and adapt a learning paradigm will most likely outlast those that are too rigid and resistant to change.

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References:

Garvin, D. (2000). Learning in action: A guide to putting the learning organization to work. Boston, MA: Harvard Business School Press.

Marquardt, M., Skipton, L., Freedman, A., & Hill, C. (2009). Action learning for developing leaders and organizations: Principles, strategies and cases. Washington, DC: American Psychological Association.

Senge, P. (2006). The fifth discipline: The art and practice of the learning organization. New York, NY: Doubleday Publishing.

May 10, 2013 by Mayrbear's Lair

Collaborative Learning in Organizations

Collaboration and collaborative learning are processes that integrate people, systems, and technology. They exist in organizations where there is trust, decentralization in the decision making process, and that practice openness and fairness in their communication systems. This configuration is designed to satisfy the needs of the whole rather than a need for one individual’s participation to spearhead the decision making process in an effort to protect their own interests. Collaboration offers a way for organizations and communities, for example, to address pressing issues like housing, crime, poverty, employment, and education. Collaboration can be as simple as a conversation among associates, a motivational presentation to the public, or as complex as a structured project where participants are required to update information in real time (Blevins, 2001). This research takes a look at the collaborative learning process and organizations that work together to obtain greater resources, help improve ineffective conditions and systems, and to achieve higher levels of recognition and rewards in a highly competitive marketplace.

A Closer Look

More organizations are joining people together in creative ways to help tackle issues that lie beyond the parameters of any one individual. Peterson’s (2001) research reveals that in today’s global arena, employees that work together in collaboration can make the difference between a company’s failure and success. To achieve a level of success, collaborative efforts must consist of the following components: (a) a shared vision, (b) clear and open communication, and (c) the establishment of genuine trust among the collaborators. Working together cohesively builds stronger relationships that provide a foundation for further collaborative efforts because they are now more adept in finding solutions. His study concludes that effective business collaboration can bring people together to increase performance and productivity for a competitive advantage (Peterson, 2001).

The ability of collaborative groups to persevere in doing constructive work also depends upon their success in resolving issues. The key roles in collaborative efforts are trust and good communication during each phase of the process, especially when issues like mutual respect, attributions, political processes, expectations, and consensus are addressed. In addition, organizations learn to work in a collaborative effort despite of such barriers like gender, race, and age. In other words, complicated stereotypical effects that favor one demographic category over another have less determinate influences on the various gatekeepers who can obstruct the collaboration process (Peterson, 2001).

Organizations Demonstrating Collaborative Cultures

The American Cancer Society is one of the largest nonprofit organizations in the US. Despite their size, the quality of their work, and maintaining a stellar reputation, they are an organization that believes they can only carry out their mission effectively by developing collaborative partnerships with other organizations. For example, their teaming with Yellow Cab and United Checkers Cab, as well as other programs like Look Good Feel Better, helps bring awareness to raise funds for breast cancer research and other related patient programs. As a result, they have pioneered a variety of approaches to promote collaboration with local, grassroots organizations to reach their public health goals (Mattessich & Murray-Close, 2001).

Scholastic institutions that address education and youth development within poverty-stricken regions are another example of collaborative learning at an organizational level. These firms learned to collaborate with national nonprofit organizations to comprehend local needs and helped establish a reputation among the local populace to achieve their goals.

Fink’s (2007) research is focused on another driving trend that motivates firms to implement tools of collaboration. These firms have adopted electronic communication tools as a means to facilitate collaboration. These include the implementation of systems like discussion boards, instant messaging, and groupware. These tools are used to facilitate communication and coordination without time and space limitations. His studies focus on the organizational view of the impact and role of e-collaboration. In this case, e-collaboration is conceptualized as a change-oriented capability that enables a firm to identify, integrate, and apply its knowledge assets to meet competitive demands. In this context, e-collaboration potentially has three organizational roles: (a) coordination, (b) learning, and (c) innovation associated with efficiency or competitive impacts. His study concludes that organizations in less dynamic business environments need e-collaboration for operational purposes, emphasizing coordination components, whereas companies in high-velocity business environments utilize e-collaboration for strategic purposes, emphasizing the learning and innovation roles (Fink, 2007).

Conclusion

Shankman (2013) describes successful organizations as institutions that are comprised of people who work together in an atmosphere that is conducive to stability, good cheer, and led by leaders who are almost always the role models for the change they seek (Shankman, 2013). Community leaders and inhabitants who engage in collaboration efforts to accomplish tasks can improve their civic conditions but also reinforce social fibers and increase the regions’ capacity to become more distinguished. In conclusion, collaboration builds stronger relationships and can enhance social conditions in creative ways. It offers communities a tool for improvement and introduces innovative opportunities to tackle issues.

References

Blevins, R. (2001, ). A study of association between organizational trust and decision-making, communications, and collaboration in comprehensive, regional institutions of higher education. ProQuest Dissertations and Theses. Ann Arbor, MI, USA: ProQuest, UMI Dissertations Publishing. Retrieved April24 2013, from http://search.proquest.com/docview/304707494?accountid=32521

Mattessich, P., & Murray-Close, M. (2001). Collaboration: What makes it work. St. Paul, MN: Wilder Publishing.

Shankman, P. (2013). Nice companies finish first. New York, NY: Palgrave MacMillan Publishers.

May 8, 2013 by Mayrbear's Lair

Collaborative Technology Tools Organizations Utilize

Galsworth’s (2005) research postulates that more organizations are committed to excellence. They strive to make the workplace safe, simple, more logical, standardized, fluid, linked and more cost effective from continual systematic upgrades. He identifies this strategy as the “journey to lean.” It constitutes a voyage of discovery that examines and then eliminates obstacles and barriers that lie in its critical path. In other words it is an excursion where material follows as it travels through the company and advances their value. When an organization takes on the work of a lean conversion, it establishes an environment that needs to change, improve or eliminate just about everything under the roof. Organizations that choose to go lean do so to dramatically lower costs, simplify the production process, and produce a fundamentally safer environment (Galsworth, 2005).

Bresciani and Eppler’s (2013) research purports that visualization is a relevant phenomenon that effects knowledge sharing. Their studies conclude that visualization techniques can increase productivity, recall, learning and other important measures (Bresciani & Eppler, 2009). Individuals that grew up as part of the Star Trek generation, for instance, evidence the impact of this visualization phenomenon by the advances in modern technology that were inspired by sci-fi shows like this. Cell phone designs, for example, that flip up were clearly inspired by the communication devices the officers operated on the show. In addition, computer terminals and intelligent systems that use female voice technology to communicate instructions are reminiscent of the of the computer systems from that series. Technological advances like these display the power of visualization that affected young impressionable minds that watched shows like Star Trek and were inspired to pursue a career in science and technology that led to some of these modern advances that most everyone of us now utilize in one form or another in our lives and organizations.

The effective collaborative technologies some organizations rely on, like ours, support a virtual work space. In this virtual environment they create a comprehensive system that transforms traditional business organizations into cost effective enterprises where outcomes are not just repeatable but are also sustainable. For example, at one previous place of employment, we organized and maintained important client documentation in large filing cabinet systems. These large pieces of furniture occupied extensive office space. In addition, when cabinets became full, old files were removed and shipped to warehouses for storage. Today, the organization has incorporated flash storage devices and thumb drives to replace these archaic filing systems. This collaborative effort eliminated the need for bulking filing cabinets and allows access to documentation and information from remote locations. Significant data that was once stored in warehouses are now easily accessed, managed, shared, and stored quickly on small devices or from online storage facilities for a fee. In addition, email has replaced the traditional method of communication, letter writing, and other forms of correspondence in organizations. Advances in communication systems now allow individuals to work by communication through various portals, from remote regions to transmit larger volumes of information with services like Dropbox, social media networks like Twitter, Facebook and Instagram, as well as other systems designed to enhance the communication experience (Drucker & Bruckentstein, 2013). Production and systems can still be managed and operated so long as there is internet access that allows a company to maintain open frequencies. When it comes to what makes a virtual office profitable we have discovered it consists of the same components that makes a large corporation profitable, establishing and applying efficient systems that technology tools offer.

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References:

Bresciani, S., Eppler, M. (Writers), & Frei, G. (Director). (2009). Visualization for knowledge sharing: Experimental evidence [Motion Picture]. Galen University. Retrieved April 23, 2013, from https://www.youtube.com/watch?v=wsHlO8UXaLw

Drucker, D., & Bruckentstein, J. (2013). Technology tools for today’s high-margin practice. Hoboken, NJ: John Wiley & Sons, Inc.

Galsworth, G. (2005). Visual workplace visual thinking. Portland, OR: Visual-Lean Enterprise Press

May 6, 2013 by Mayrbear's Lair

Organizational Experimentation

Unprecedented changes in the global marketplace have helped ignite a revolutionary reformation in the design of organizations as a result of the many challenges executives confront. For one thing, organizations are reevaluating the distribution of power and how information is shared. Firms are expanding and changing their boundaries. Partnerships and alliances, for example, have become more significant. Flexibility and a high quality of production and service is one competitive objective that organizations seek to achieve. To provide a menu of high quality choices organizations are creating more autonomous teams of workers. As a result, leading experts in corporate design are examining the best methods to create speed, variety and flexibility to expand the company over time and international boundaries to help prepare them for the next century (Bowman & Kogut, 1995). One method organizations employ to help redesign their firm is experimentation.

Garvin (2000) contends experimentation is an uncommon practice in most organizational settings other than in the R&D and market research divisions. For experiments to have a lasting effect, the primary objective of making one’s case as the preferred position must change. For experimentation to really be effective, organizations must learn to adapt a more open perspective and consider all opposing views. In other words, leaders must embrace knowledge as conditional and outcomes as speculative. In an organizational context, experimentation takes on several definitions: the act of attempting something new or proving it; a temporary system, a practice or series of events that are examined in order to discover something unidentified, where procedures are carefully and intentionally constructed to produce intelligence, wisdom, and productivity that translates into profits and growth. This is typically conducted through a preplanned series of trials, errors, and comparisons (Garvin, 2000).

RnDManagementFramework

An effective organizational experiment should include the following components: (a) pre-experimental planning, (b) data collection, (c) initiative and objective development, (d) experiment execution, and (e) post experiment analysis (McClain & Smith, 2006). As a former employee in the mortgage and loan industry, a growing number of clients at that time, communicated an interest in foreclosure property investments. This was a new arena for our organization, so our leaders decided to investigate and explore this market further.

Initially a simple experiment was launched to discern how lucrative this market was. An employee traveled to and from the County Recorder’s Office collecting and logging Public Notice information manually in a ledger book. This information was later transcribed and transferred to an electronic format and stored on the company’s server for examination. In addition, analysis and feedback from the employee collecting the data was taken into consideration to formulate a plan and design a software program to create a more efficient cost effective system to retrieve and process the information as investors rapidly consumed the reports we offered. To keep up with consumer demand, the next phase of the experiment involved the inclusion of paying a monthly fee to access the County Recorder’s data from our company’s server. Once the new system was in place and the software program was designed, data was retrieved from the home office, without the employee losing travel time. This new method proved more cost effective. The information could now be retrieved and analyzed immediately, transferred and dispersed into reports in unprecedented time, giving our organization a competitive edge with investors. Within a year’s time, websites emerged offering the data as well for even quicker assessment. As a result of the experimentation and with so many available resources to collect and process this information, our organization established a new Foreclosure Finder Service division that focused serving clients with special interests. Our leaders were cognizant, that for real innovation to occur, active approaches like the experiment we conducted, are essential for organizations that want the upper hand in a competitive marketplace.

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References:

Bowman, E., & Kogut, B. (1995). Redesiging the firm. New York, NY: Oxford University Press, Inc.

Garvin, D. (2000). Learning in action: A guide to putting the learning organization to work. Boston, MA: Harvard Business School Press.

McClain, B., & Smith, D. (2006). Experimentation in a collaborative planning environment. Monterey, CA: Amazon Digital Services, Inc.

May 3, 2013 by Mayrbear's Lair

Knowledge Management

Most experts agree that knowledge management is not utilized to its fullest potential in many organizations. The ability to respond quickly to changes in the marketplace and recognizing opportunities has become an important competitive advantage. Hanley’s (2003) research asserts that knowledge management must be considered as a prerequisite, for it has become a significant component and more visible in the balance sheets that reveal the financial worth of organizations. The asset of knowledge management has the power to deliver organizational success in a variety of ways including: (a) the reduction of cycle time, (b) the improvement of quality, (c) lowered costs, (d) increased organizational learning, and (e) improved core competencies (Haney, 2003). In other words, knowledge management is important to the success of organizations because acquiring and processing information increases situational understanding, helps to identify and analyze relationships, and enables higher quality decision making.

Knowledge Management Components

Some organizational leaders believe that a huge investment in information technology will bring about higher quality decisions, only to discover that the delivery and presentation of said technology shows very little improvement in knowledge generation for decision making. Leaders in this case fail to recognize that factors identified in the decision making process encompass more than the process of base technological usage. It also includes the following influential components: (a) the organizational culture, (b) the organizational processes, and (c) the compensation and reward systems that have been established in the firm. Organizations with knowledge exploiting capabilities are known as knowledge intensive firms because they have implemented an organizational system that efficiently manages and uses information effectively to stimulate organizational learning. For example, one aspect of knowledge management amalgamates organizational information in a manner that produces value by generating new intellectual property (Ward, 2006). Organizations that do not apply knowledge management strategies can hinder organizational development and productivity.

Knowledge Management Programs

Effective leaders and management teams comprehend that information increases situational understanding. Hsieh (2007) postulates that knowledge management in organizations must consider three viewpoints: (a) a business view that focuses on the why, where, and to what extent the company must invest in or exploit information – including which strategies, products and services, alliances, or acquisitions or divestments should be considered from a knowledge based perspective; (b) a managerial view that is centered on determining, organizing, directing, and monitoring knowledge related activities that will help achieve business goals; and (c) a hands-on operational viewpoint that focuses on applying professional skills to manage explicit knowledge-based operation. Knowledge management programs should include strategies and vehicles to help enable and identify the organizational direction and facilitate effective activities to help achieve those desired outcomes (Hsieh, 2007). The use of technology, organizational systems, and socialization are three examples of how knowledge management programs can be implemented in organizations to foster higher quality decision making that can affect their development and productivity.

Technology – One knowledge management program that leaders employ is the use of technology. Researchers observe that the three common technologies utilized the most for knowledge management are e-mail, virtual face-to-face conversations, and the use of databases. These systems can help manage knowledge as both formal and informal processes and exists at all levels: divisional, departmental, team, and individual. For example, with communication and computer technology, personnel expertise is documented and shared within a company at unprecedented speed and efficiency.

Organizational Systems – Another example of how organizations apply knowledge management consists of the different processes and coordinated systems they execute. For instance various forms, reports, spreadsheets, and other procedures can be used to track activity and progress. This information collection process identifies strengths and weaknesses as well as progress towards outcomes.

Socialization – Finally, one of the most successful knowledge management strategies that organizations employ is social interaction. These face-to-face interactions occur at all levels and in a variety of ways, often intertwined in the production and administrative processes and include: (a) debriefing new members, (b) debriefing returning members, (c) classroom training, (d) luncheons, (e) project team meetings, (f) working with external experts on a project, (g) team conversation, and (h) informal conversations (Haney, 2003). An organization’s climate must include a system that encourages socialization as a means to stimulate staff interaction and knowledge sharing.

Conclusion

Knowledge management is the key to the survival for any organization. A collaborative culture that values trust and offers incentives opens opportunities for knowledgeable individuals to share information freely. Executive leadership that does not implement and support knowledge management systems will most likely experience difficulty governing a productive and efficient organization. Most experts agree that the main constraints to knowledge management are incompetent employers, ineffective strategies, and poorly designed structures. Organizations that foster a culture which provides support for an effective knowledge management program will experience higher levels of success, growth, and profitability in the marketplace.

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References

Hsieh, H.-J. (2007). Organizational characteristics, knowledge management strategy, enablers, and process capability: Knowledge management performance in US software companies. ProQuest Dissertations and Theses. Ann Arbor, MI, USA. Retrieved April 18, 2012, from http://search.proquest.com/docview/304700978?accountid=3252

Mayr's Organizational Management

Learning the Fine Art of Management

Learning Organizations and Effectiveness – Part II

Transitioning Into a Learning Organization

Four Motivational Characteristics

Achieving Goals

Identifying Obstacles

Strategies for Successful Outcomes

Conclusion

Learning Organizations and Effectiveness – Part I

Introduction

Characteristics

Observable Behaviors

Behavioral Results

Barriers to Characteristics

The Learning Paradigm

Collaborative Learning in Organizations

Collaborative Technology Tools Organizations Utilize

Organizational Experimentation

Knowledge Management

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