LEVERAGE Questions LO20713

Richard S. Webster (webster.1@osu.edu)
Sat, 20 Feb 1999 07:34:21 -0500 (EST)

Replying to LO20679 --

>[Host's Note: I have invited Kara and all my friends at Pegasus
>Communications to pose questions here that they want to explore in their
>publications. If you have a good answer to any of these questions, you
>could be published and famous! Well, somewhat famous... Rick]
>Selected answers to the following questions may be published in upcoming
>issues of LEVERAGE: News and Ideas for the Organizational Learner:

>2. In your exploration of organizational learning or related fields, what
>book/author has had the most profound influence on your thinking? How and

Two writers have helped LO to make sense for me:

1) <fontfamily><param>Times</param><bigger>Garvin, David A. "Building
a learning organization." <italic>Harvard Business Review,</italic>
July-August, 1993, pages 78-91. Presents actionable guidelines, e.g.
"continuous improvement requires a commitment to learning
trigger for organizational improvement" (pages 78, 80). Proposes
practical standards ("meaning, management and measurement") for
building a learning organization (pages 78 79). Standards include
Xerox's problem-solving process, incentives, enthusiastic borrowing,
improved listening, performance tracking and learning forums that help
all members
(page 91).

</bigger></fontfamily>I haven't seen anyone else but Garvin make the
connection between learning and having ideas. At DeLange and other LO
contributors have had a lot to say about creativity / learning
linkages; Garvin got even more specific and actionable.

2) <fontfamily><param>Times</param><bigger>Vaill, Peter B.
<italic>Learning as a way of being: Strategies for survival in a world
of permanent white water.</italic> 1996-Jossey-Bass. Describes how
work group leaders (i.e. "managerial leaders") and members can be more
effective learners when they are able to use self-directed, creative,
expressive, feeling, on line, continual and reflexive learning.
Proposes that individuals must take primary responsibility for their
own learning, with the organization's support. Pointed yet
constructive criticism of "teaching, instruction and training" as they
are now practiced in education and business.

</bigger></fontfamily>Anyone willing to read the first 100 pages of
Vaill's book is likely to come away with a whole new appreciation of
the paradigm shift to learning, from whatever we're doing now, e.g.
training - instruction - teaching. I did!

Looking forward to learning about others' "best LO resources" too...

Dick Webster

Richard S. Webster, Ph.D. - President
Personal Resources Management Institute
709 Wesley Court - Worthington OH 43085-3558
e-mail <<webster.1@osu.edu>, fax 614-433-71-88, tel 614-433-7144

The Institute's R&D projects address the paradigm shift from "training,
instruction and teaching" to "learning" -- a key change for continual
improvement of the enterprise (company or other organization),
including a higher-performance culture; "better" leadership, systems
and processes, ideas and quality; more effective use of information and
knowledge; higher involvement, improved performance and productivity of
company members and their teams; with increased profits and other
desired results. PRMI is a 501(c)3 non-profit research, development
and consulting company founded in 1978.


Thought: "Things are getting better and better and worse and worse
faster and faster" says Tom Atlee. Challenge: Finding and building the
"betters," in time. Idea: Try learning -- each person's responsibility
and opportunity.


"Richard S. Webster" <webster.1@osu.edu>

Learning-org -- Hosted by Rick Karash <rkarash@karash.com> Public Dialog on Learning Organizations -- <http://www.learning-org.com>