Dr. Frank Can I get this paper done for wednesday 6pm

Dr. Frank Can I get this paper done for wednesday 6pm
5/16/2019 A3 Process – Durward K. Sobek II | Montana State University www.montana.edu/dsobek/a3/ 1/2 A 3 P ro cess A 3 N avig atio n Home  [/dsobek/a3/index.html] Steps  [/dsobek/a3/steps.html] Report  [/dsobek/a3/report.html] Case Study  [/dsobek/a3/casestudy .html] Grant  [/dsobek/a3/ioc­grant/index.html] What is it ? Toyota Motor Corporation is famed for its ability to relentlessly improve operational  performance.  Central to this ability is the training of engineers, supervisors and  managers in a structured problem­solving approach that uses a tool called the A3 Problem­Solving  Report.  W e have adapted the approach by articulating ten steps to proceed from problem  identification to resolution in a fashion that fosters learning, collaboration, and  personal development.  The problem­solver records the results of investigation and  planning in a concise, two­page document (the A3 Report, also adapted from T oyota)  that facilitates knowledge sharing and collaboration. The term “A3″ derives from the paper size used for the report, which is the metric  equivalent to 11″ x 17” (or B­sized) paper .  Toyota actually uses several styles of  A3 reports­­for solving problems, for reporting project status, and for proposing  policy changes­­each having its own “storyline.”  W e have focused on the problem­solving  report simply because it is the most basic style, making it the best starting point. Why u se it ? Most problems that arise in organizations are addressed in superficial ways, what  some call “first­order problem­solving.”  That is, we work around the problem to accomplish  our immediate objective, but do not address the root causes of the problem so as to  prevent its recurrence. By not addressing the root cause, we encounter the same problem  or same type of problem again and again, and operational performance does not improve. The A3 Process helps people engage in collaborative, in­depth problem­solving. It  drives problem­solvers to address the root causes of problems which surface in day­to­day  work routines.  The A3 Process can be used for almost any situation, and our research  has found that, when used properly (i.e., all of the steps are followed and completed),  the chances of success improve dramatically . To learn more about this powerful problem­solving methodology , click the buttons on  the right to learn about: The steps of the A3 process, with examples The A3 Report (including a downloadable template) A case study from a hospital Some of our research from a National Science Foundation grant. Throughout, we provide examples from an actual problem­solving exercise where the  team used the A3 Process and A3 Report to decrease patient transport time from an  average of 45 minutes to under 10 minutes. 5/16/2019 A3 Process – Durward K. Sobek II | Montana State University www.montana.edu/dsobek/a3/ 2/2 (http://cms.msu.montana.edu/10?skin=oucampus&account=MSU­Bozeman&site=SobekDurward&action=de&path=/a3/index.pcf) Your comments and feedback and any questions are most welcome.  Please send them to:  [email protected] [mailto:[email protected]]  . Funding for this work was provided by National Science Foundation grant #01 15352.  Any opinions, findings, and conclusions or recommendations expressed in this material  are those of the author(s) and do not necessarily reflect the views of the National  Science Foundation. Durward K. Sobek II, PhD Mechanical & Industrial Engineering Montana State University   P.O. Box 173800   Bozeman, MT 59717­3800 Contact: Tel: (406) 994­7140   Fax: (406) 994­6292 Of fice: Norm Asbjornson Hall 253G   [email protected]  (mailto:[email protected])   © Montana State University  (http://www .montana.edu/)
Dr. Frank Can I get this paper done for wednesday 6pm
5/13/2019 Learning organization – W ikipedia https://en.wikipedia.or g/wiki/Learning_organization 1/6 Lea rn in g o rg a n iz a tio n In b u sin ess m an ag em en t, a le a rn in g o rg a n iz a tio n is a co m pan y th at fa cil it ate s th e le a rn in g o f it s m em bers a n d co n tin uou sly tr a n sfo rm s it se lf . [1 ] T he co n ce p t w as co in ed th ro u gh th e w ork an d re se a rc h of P ete r S en ge an d h is co lle a g u es. [2 ] L ea rn in g o rg an iza tio ns d ev elo p a s a re su lt o f th e p re ssu re s fa cin g m od ern o rg an iz atio ns a n d e n ab le s th em to re m ain co m petit iv e in t h e b u sin ess e n vir on m en t. [3 ] C hara cte ris tic s D evelo pm en t B en efi ts B arrie rs C halle nges in th e tr a nsfo rm atio n to a le arn in g o rg aniz a tio n P ro ble m s o rg aniz a tio nal le arn in g a ddre sse s S ee a ls o R efe re n ces F urth er r e ad in g T here is a m ult it ude o f d efin itio ns o f a l e a rn in g o rg an iz atio n a s w ell a s t h eir t y p olo gie s. P ete r S en ge s ta te d in a n in te rv ie w th at a le a rn in g o rg an iz a tio n is a g ro u p o f p eo p le w ork in g t o geth er c o lle ctiv ely t o e n han ce t h eir c a p acit ie s t o c re a te r e su lt s t h ey r e a lly c a re a b ou t. [4 ] S en ge p op u la rize d t h e c o n ce p t o f t h e l e a rn in g o rg an iz atio n t h ro u gh h is b ook T he F if t h  D is c ip li n e . In t h e b ook, h e p ro p ose d t h e f o llo w in g f iv e c h ara cte ris tic s: [5 ] [6 ] 1. S yste m s t h in kin g . T he id ea o f th e le arn in g o rg aniz a tio n d eve lo ped fr o m a b ody o f w ork c a lle d syste m s th in kin g .[7 ] T his is a c o nce ptu al fr a m ew ork th at a llo w s p e ople to s tu dy b usin esse s a s b ounded o bje cts . [6 ] L earn in g o rg aniz a tio ns use th is m eth od o f th in kin g w hen a sse ssin g th eir c o m pany a nd h ave in fo rm atio n s yste m s th at m easu re th e perfo rm ance o f th e o rg aniz a tio n a s a w hole a n d o f it s v a rio us c o m ponents . [7 ] S yste m s th in kin g s ta te s th at a ll th e ch ara cte ris tic s m ust b e a ppare nt a t o nce in a n o rg aniz a tio n fo r it to b e a le arn in g o rg aniz a tio n. [6 ] If s o m e o f th ese ch ara cte ris tic s a re m is sin g th en th e o rg aniz a tio n w ill fa ll s h ort o f it s g oal. H ow eve r, O ‘K ee ff e [3 ] b elie ve s th at th e ch ara cte ris tic s o f a le arn in g o rg aniz a tio n a re fa cto rs th at a re g ra dually a cq uir e d, r a th er th an d eve lo ped sim ult a neously . 2. P ers o nal m aste ry . T he c o m mit m ent b y a n in div id ual to th e p ro ce ss o f le arn in g is k n ow n a s p ers o nal m aste ry . [6 ] T here is a co m petit iv e a dva nta ge fo r a n o rg aniz a tio n w hose w ork fo rc e c a n le arn m ore q uic kly th an th e w ork fo rc e o f oth er o rg aniz a tio ns. [8 ] L earn in g is c o nsid ere d to b e m ore th an ju st a cq uir in g in fo rm atio n; it is e xp andin g th e a bilit y to b e m ore p ro ductiv e b y le arn in g h ow to a pply o ur s kills to o ur w ork in th e m ost v a lu able w ay. [9 ] P ers o nal m aste ry a ppears a ls o in a s p ir it u al w ay a s, fo r e xa m ple , c la rifi ca tio n o f fo cu s, p ers o nal v is io n a nd a bilit y to s e e a nd in te rp re t re alit y o bje ctiv e ly . [1 0] In div id ual le arn in g is a cq uir e d th ro ugh s ta ff tr a in in g, d eve lo pm ent a nd c o ntin uous s e lf – im pro ve m ent; [1 1 ] h ow eve r, le arn in g c a nnot b e fo rc e d u pon a n in div id ual w ho is n ot r e ce ptiv e to le arn in g. [6 ] R ese arc h sh ow s th at m ost le arn in g in th e w ork p la ce is in cid enta l, r a th er th an th e p ro duct o f fo rm al tr a in in g, [3 ] th ere fo re it is im porta nt to d eve lo p a c u lt u re w here p ers o n al m aste ry is p ra ctic e d in d aily lif e . [6 ] A le arn in g o rg aniz a tio n h as b een describ ed a s th e s u m o f in div id ual le arn in g, b u t th ere m ust b e m ech anis m s fo r in div id ual le arn in g to b e tr a nsfe rre d Contents Characteristics 5/13/2019 Learning organization – W ikipedia https://en.wikipedia.or g/wiki/Learning_organization 2/6 in to org aniz a tio nal le arn in g .[8 ] P ers o nal m aste ry m ake s p ossib le m any p o sit iv e o utc o m es s u ch a s in div id ual perfo rm ance , s e lf – e ffi ca cy, s e lf – m otiv a tio n, s e nse o f r e sp onsib ilit y , c o m mit m ent, p atie nce a nd fo cu s o n r e le va nt m atte rs a s w ell a s w ork -lif e b ala nce a nd w ell- b ein g. [1 2] [1 0] [9 ] 3. M en ta l m odels . A ssu m ptio ns a nd g enera liz a tio ns h eld b y in div id uals a nd o rg aniz a tio ns a re c a lle d m enta l m odels .[ 6 ] P ers o nal m enta l m odels d escrib e w hat p eople c a n o r c a nnot d ete ct. [1 3] D ue to s e le ctiv e o bse rv a tio n, m enta l m odels m ig ht lim it p eople s’ o bse rv a tio ns. T o b eco m e a le arn in g o rg aniz a tio n, th ese m odels m ust b e id entifi e d a nd ch alle nged. In div id uals te nd to e sp ouse th eorie s, w hic h a re w ha t th ey in te nd to fo llo w , a nd th eorie s-in -u se , w hic h a re w hat th ey a ctu ally d o. [6 ] [7 ] S im ila rly , o rg aniz a tio ns te nd to h ave ‘m em orie s’ w hic h p re se rv e c e rta in b ehavio urs , n orm s and v a lu es. [1 4] In c re atin g a le arn in g e nvir o nm ent it is im porta nt to r e pla ce c o nfr o nta tio nal a ttit u des w it h a n o pen cu lt u re [1 1 ] th at p ro m ote s in quir y a nd tr u st. [3 ] T o a ch ie ve th is , th e le arn in g o rg aniz a tio n n ee ds m ech anis m s fo r lo ca tin g and a sse ssin g o rg aniz a tio nal th eorie s o f a ctio n. [7 ] U nw ante d v a lu es n eed to b e d is ca rd ed in a p ro ce ss c a lle d ‘u nle arn in g’. [ 1 4] W ang a nd A hm ed [8 ] r e fe r to th is a s ‘t r ip le lo op le arn in g’. F or o rg a niz a tio ns, p ro ble m s a ris e w he n m enta l m odels e vo lv e b eneath th e le ve l o f a w are ness. T hu s it is im porta nt to e xa m in e b usin ess is su es a nd a ctiv e ly q uestio n c u rre nt b usin ess p ra ctic e s a nd n ew s kills b efo re th ey b eco m e in te gra te d in to n ew p ra ctic e s. [1 5] 4. S hare d v is io n . T he d eve lo pm ent o f a s h are d v is io n is im po rta nt in m otiv a tin g th e s ta ff to le arn , a s it c re ate s a c o m mon id entit y th at p ro vid es fo cu s a nd e nerg y fo r le arn in g. [6 ] T he m ost s u cce ssfu l v is io ns b uild o n th e in div id ual vis io ns o f th e e m plo ye es a t a ll le ve ls o f th e o rg aniz a tio n, [1 1 ] th us th e c re atio n o f a s h are d v is io n c a n b e h in dere d b y tr a dit io nal s tr u ctu re s w here th e c o m pany v is io n is im pose d fr o m a bove . [3 ] T here fo re , le arn in g o rg aniz a tio ns te nd to h ave fl a t, d ece ntr a liz e d org aniz a tio nal s tr u ctu re s .[7 ] T he s h are d v is io n is o fte n to s u cce ed a gain st a c o m petit o r; [8 ] h ow eve r, S enge s ta te s th at th ese a re tr a nsit o ry g oals a nd s u ggests th at th ere s h ould a ls o b e lo ng-te rm g oals th at a re in tr in sic w it h in th e c o m pany. [6 ] O n th e o th er h and, th e la ck o f c le arly d efin ed g oal s c a n n egativ e ly a ff e ct th e org anis a tio n, a s it c a nnot a tta in it s m em bers tr u st. [1 6] A pply in g th e p ra ctic e s o f a s h are d v is io n c re a te s a s u it a ble e nvir o nm ent fo r th e d eve lo pm ent o f tr u st th ro u gh c o m munic a tio n a nd c o lla bora tio n w it h in th e o rg aniz a tio n. A s a r e su lt , th e b uilt s h are d v is io n e nco ura ges th e m em bers to s h are th eir o w n e xp erie nce s a nd o pin io ns, th us e nhancin g eff e cts o f o rg aniz a tio nal le arn in g. [9 ] 5. T e am le arn in g . T he a ccu m ula tio n o f in div id ual le arn in g c o nstit u te s te am le arn in g .[3 ] T he b enefit o f te am o r s h are d le arn in g is th at s ta ff g ro w m ore q uic kly [ 3 ] a nd th e p ro ble m s o lv in g c a pacit y o f th e o rg an iz a tio n is im pro ve d th ro ugh bette r a cce ss to k n ow le dge a nd e xp ertis e . [1 1 ] L earn in g o rg aniz a tio ns h ave s tr u ctu re s th at fa cilit a te te am le arn in g w it h fe atu re s s u ch a s b oundary c ro ssin g a nd o pen ness. [7 ] In te am m eetin gs m em bers c a n le arn b ette r fr o m e ach o th er b y co nce ntr a tin g o n lis te nin g, a vo id in g in te rru ptio n, b ein g in te re ste d in a nd r e sp ondin g. [1 7] A s a r e su lt o f d eve lo pm ent, p eople d on’t h ave to h id e o r o ve rlo ok th eir d is a gre em ents . B y th ose th ey m ake th eir c o lle ctiv e u nders ta ndin g r ic h er. [6 ] T e am le arn in g is a t it s b est: T he a bilit y to th in k in sig htfu lly a bout c o m ple x is su es, th e a bilit y to ta ke in nova tiv e , co ord in ate d a ctio n a nd th e a bilit y to c re ate a n etw ork th at w ill a llo w o th er te am s to ta ke a ctio n a s w ell. [ 1 8] T e am ‘s f o cu s is o n tr a nsfe rrin g b oth q uie t a nd e xp lic it in fo rm atio n a cro ss th e g ro up a nd c re atin g a n e nvir o nm ent w here c re ativ it y c a n fl o uris h . T e am le arn h ow to th in k to geth er. [6 ] T e am le arn in g is p ro ce ss o f a daptin g a nd d e ve lo pin g th e te am c a pacit y to c re ate th e r e su lt s th at it s m em bers r e ally w an t. [6 ] T e am le arn in g r e quir e s in div id uals to e ngage in d ia lo gue a nd d is cu ssio n; [3 ] th ere fo re te am m em bers m ust d eve lo p o pe n c o m munic a tio n, s h are d m eanin g, a nd s h are d unders ta ndin g. [3 ] L earn in g o rg aniz a tio ns ty p ic a lly h ave e xce lle n t k n ow le d ge m anagem ent s tr u ctu re s, a llo w in g cre atio n, a cq uis it io n, d is se m in atio n, a nd im ple m enta tio n o f th is k n ow le d ge in th e o rg aniz a tio n. [8 ] T e am le arn in g re quir e s d is cip lin e a nd r o utin es. D is cip lin e in te am h elp s m em bers a nd le aders to u se to ols s u ch a s A ctio n-L earn in g- C ycle a nd D ia lo gue. [1 7] T e am le arn in g is o nly o ne e le m ent o f le arn in g c ycle . F or th e c ycle to b e c o m ple te , it h as to in clu de a ll fi ve p rin cip le s w hic h a re m entio ned a bove . T his co m bin atio n e n co u ra g es o rg an iza tio ns to sh if t to a m ore in te rc o n necte d w ay o f th in kin g. O rg an iz atio ns sh ou ld b eco m e m ore l ik e co m mun it ie s t h at e m plo yees c a n f e el a co m mitm en t t o . [1 9 ] O rg an iza tio ns d o n ot o rg an ic ally d ev elo p in to le a rn in g o rg an iz atio ns; th ere are fa cto rs p ro m ptin g th eir ch an ge. A s org an iza tio ns g ro w , t h ey l o se t h eir c a p acit y t o l e a rn a s c o m pan y s tr u ctu re s a n d in div id ual t h in kin g b eco m es r ig id . [1 ] W hen p ro b le m s a ris e, t h e p ro p ose d s o lu tio ns o ft e n t u rn o u t t o b e o n ly s h ort- te rm ( s in gle -lo op le a rn in g in ste a d o f d ou ble -lo op le a rn in g ) a n d r e -e me rg e in t h e f u tu re . [6 ] T o r e m ain c o m petit iv e, m an y o rg an iza tio ns h ave r e str u ctu re d , w ith f e w er p eo p le in th e c o m pan y. [1 ] T his m ea n s th ose w ho r e m ain n eed to w ork m ore e ffe ctiv ely . [3 ] T o c re a te a c o m petit iv e a d va n ta g e, co m pan ie s n eed t o le a rn fa ste r t h an t h eir c o m petit ors a n d t o d ev elo p a c u sto m er r e sp on siv e cu lt u re .[3 ] [2 0 ] C hris A rg yris id en tif ie d th at org an iza tio ns n eed to m ain ta in kn ow le d ge ab ou t n ew p ro d u cts an d p ro ce sse s, u n ders ta n d w hat is Development 5/13/2019 Learning organization – W ikipedia https://en.wikipedia.or g/wiki/Learning_organization 3/6 hap pen in g in th e o u ts id e e n vir on m en t a n d p ro d u ce c re a tiv e s o lu tio ns u sin g th e k n ow le d ge a n d s k il ls o f a ll w ithin th e org an iza tio n. [7 ] T his re q u ir es co -o p era tio n b etw een in div id uals a n d g ro u ps, fr e e a n d re lia ble co m mun ic atio n, a n d a cu lt u re o f t r u st. [7 ] O ne o f t h e m ain b en efit s b ein g a le a rn in g o rg an iz atio n o ffe rs is a c o m petit iv e a d va n ta g e. T his c o m petit iv e a d va n ta g e c a n b e fo u n ded o n d if fe re n t s tr a te g ie s, w hic h c a n b e a cq u ir ed b y o rg an iz atio nal le a rn in g. O ne w ay o f g ain ing a c o m petit iv e ad va n ta g e is s tr a te g ic f le x ib ilit y. T he c o n tin uou s in flo w o f n ew e x p erie nce a n d k n ow le d ge k eep s t h e o rg an iz atio n d yn am ic an d p re p are d fo r c h an ge. In a n e v er-c h an gin g in stit utio nal e n vir on m en t th is c a n b e a k ey fa cto r fo r a n a d va n ta g e. [2 1] B ette r m an ag em en t o f a n o rg an iza tio ns e x p lo ra tiv e in vestm en ts a n d e x p lo it ativ e a ctin g c a n b e a b en efit o f a le a rn in g org an iza tio n, t o o. N ex t, a c o m petit iv e a d va n ta g e o f a c o m pan y c a n b e g ain ed b y l o w er p ric es a n d b ette r q u alit y o f p ro d u cts . T hro u gh o rg an iza tio nal l e a rn in g b oth c o st l e a d ers h ip a n d d if fe re n tia tio n s tr a te g ie s a re p ossib le . T he a b il it y t o r e co n fig ure a ctio ns b ase d o n n eed s a n d e n vir on m en t a vo id s th e tr a d eo ff b etw een th e tw o. [2 1] O vera ll th e c u sto m er p erfo rm an ce o f le a rn in g o rg an iza tio ns m ight b e b ette r, w hic h is th e d ir ect an d m ea su ra b le ch an nel, th at esta b lis hes a co m petit iv e ad va n ta g e. [2 1] A noth er im porta n t a sp ect is in nova tio n. In nova tio n a n d le a rn in g a re c lo se ly r e la te d . W hile e n co u ra g in g peo p le to le a rn a n d d ev elo p , a m ore in nova tiv e e n vir on m en t is c o m mon ly g en era te d , in nova tiv e id ea s c o m in g fr o m e .g . co m mun it ie s o f p ra ctic e c a n r e su lt in g re a te r o vera ll o rg an iz atio nal l e a rn in g. [2 2] O th er b en efit s o f a l e a rn in g o rg an iza tio n a re : M ain ta in in g le ve ls o f in nova tio n a nd r e m ain in g c o m petit iv e [1 1 ] Im pro ve d e ffi cie ncy H avin g th e k n ow le dge to b ette r lin k r e so urc e s to c u sto m er n eeds [1 ] Im pro vin g q ualit y o f o utp uts a t a ll le ve ls [ 1 ] Im pro vin g co rp ora te im age b y b eco m in g m ore p eople o rie nte d [1 ] In cre asin g th e p ace o f c h ange w it h in th e o rg an iz a tio n [1 ] S tr e ngth enin g s e nse o f c o m munit y in th e o rg aniz a tio n [1 ] Im pro vin g lo ng te rm d ecis io n m akin g [6 ] Im pro vin g k n ow le dge s h arin g [6 ] E ven w ithin o r w ithou t le a rn in g o rg an iza tio n, p ro b le m s c a n s ta ll th e p ro ce ss o f le a rn in g o r c a u se it to r e g re ss. M ost o f th em a ris e f r o m a n o rg an iza tio n n ot f u lly e m bra cin g a ll t h e n ece ssa ry f a ce ts . O nce t h ese p ro b le m s c a n b e id en tif ie d, w ork c a n b eg in o n im pro vin g t h em . Som e o rg an iza tio ns f in d it h ard t o e m bra ce p ers o n al m aste ry b eca u se a s a c o n ce p t it is in ta n gib le a n d t h e b en efit s c a n not b e q u an tif ie d; [6 ] p ers o n al m aste ry c a n e v en b e s e en a s a t h re a t t o t h e o rg an iz atio n. T his t h re a t c a n b e r e a l, a s S en ge p oin ts o u t, t h at ‘t o e m pow er p eo p le in a n u n alig ned o rg an iz atio n c a n b e c o u n te rp ro d u ctiv e’. [ 6 ] I n o th er w ord s, if in div id uals d o n ot en gag e w ith a sh are d vis io n, p ers o n al m aste ry co u ld b e u se d to ad va n ce th eir o w n p ers o n al vis io ns. In so m e org an iza tio ns a la ck o f a le a rn in g c u lt u re c a n b e a b arrie r t o le a rn in g. A n e n vir on m en t m ust b e c re a te d w here in div id uals c a n sh are le a rn in g w ithou t it b ein g d ev a lu ed a n d ig nore d , so m ore p eo p le c a n b en efit fr o m th eir k n ow le d ge a n d th e in div id uals b eco m es e m pow ere d . [3 ] A le a rn in g o rg an iza tio n n eed s to fu lly a cce p t th e r e m ova l o f t r a d it io nal h ie ra rc h ic al str u ctu re s .[3 ] Benefits Barriers 5/13/2019 Learning organization – W ikipedia https://en.wikipedia.or g/wiki/Learning_organization 4/6 Resis ta n ce t o l e a rn in g c a n o ccu r w ithin a l e a rn in g o rg an iz atio n if t h ere is n ot s u ffic ie nt b u y-in a t a n in div id ual l e v el. T his is o ft e n e n co u n te re d w ith p eo p le w ho f e el t h re a te n ed b y c h an ge o r b elie ve t h at t h ey h ave t h e m ost t o l o se . [3 ] T hey a re li k ely t o h ave c lo se d m in d s e ts , a n d a re n ot w illin g t o e n gag e w ith m en ta l m od els .[ 3 ] U nle ss im ple m en te d c o h ere n tly a cro ss t h e org an iza tio n, le a rn in g c a n b e v ie wed a s e lit is t a n d r e str ic te d t o s e n io r le v els . I n t h at c a se , le a rn in g w ill n ot b e v ie wed a s a s h are d v is io n. [1 1] I f t r a in ing a n d d ev elo p m en t is c o m pu ls o ry , it c a n b e v ie wed a s a f o rm o f c o n tr o l, r a th er t h an a s p ers o n al d ev elo p m en t. [1 1] L ea rn in g a n d t h e p u rs u it o f p ers o n al m aste ry n eed s t o b e a n in div id ual c h oic e, t h ere fo re e n fo rc e d t a k e-u p w ill n ot w ork . [6 ] In a d dit io n, o rg an iza tio nal s ize m ay b eco m e th e b arrie r to in te rn al k n ow le d ge s h arin g . W hen th e n um ber o f e m plo yees ex ce ed s 1 5 0 , in te rn al k n ow le d ge s h arin g d ra m atic ally d ecre a se s b eca u se o f h ig her c o m ple x it y in t h e f o rm al o rg an iz atio nal str u ctu re , w ea k er in te r-e m plo yee r e la tio nsh ip s, l o w er t r u st, r e d u ce d c o n nectiv e e ffic acy , a n d l e ss e ffe ctiv e c o m mun ic atio n. A s su ch , as th e size o f an o rg an iza tio nal u n it in cre a se s, th e effe ctiv en ess o f in te rn al k n ow le d ge flo w s d ra m atic ally d im inishes a n d t h e d eg re e o f in tr a -o rg an iza tio nal k n ow le d ge s h arin g d ecre a se s. [2 3] P ro b le m s w ith S en ge’s v is io n in clu de a fa il ure to fu lly a p pre cia te a n d in co rp ora te th e im pera tiv es th at a n im ate m od ern o rg an iza tio ns; t h e r e la tiv e s o p h is tic atio n o f t h e t h in kin g h e r e q u ir es o f m an ag ers ( a n d w heth er m an y in p ra ctic e a re u p t o it ); a n d q u estio ns r e g ard in g h is tr e a tm en t o f o rg an iz atio nal p olit ic s. I t is c e rta in ly d if fic ult to fin d r e a l- lif e e x am ple s o f le a rn in g o rg an iza tio ns ( K erk a 1 9 95). T here h as a ls o b een a l a ck o f c rit ic al a n aly sis o f t h e t h eo re tic al f r a m ew ork . B ase d o n th eir s tu dy o f a tte m pts to re fo rm th e S w iss P osta l S erv ic e, M atth ia s F in ger a n d S il via B űrg in B ra n d (1 9 99) p ro vid e a u se fu l lis tin g o f m ore im porta n t s h ortc o m in gs o f t h e le a rn in g o rg an iz atio n c o n ce p t. T hey c o n clu de t h at it is n ot p ossib le t o t r a n sfo rm a b u re a u cra tic o rg an iza tio n b y l e a rn in g in itia tiv es a lo n e. T hey b elie ve t h at b y r e fe rrin g t o t h e n otio n of th e le a rn in g o rg an iza tio n it w as p ossib le to m ak e ch an ge le ss th re a te n in g an d m ore acce p ta b le to p artic ip an ts . ‘H ow ev er, in div id ual an d co lle ctiv e le a rn in g, w hic h h as u n dou bte d ly ta k en p la ce , h as n ot re a lly b een co n necte d to o rg an iza tio nal c h an ge a n d tr a n sfo rm atio n’. P art o f th e is su e, th ey s u ggest, h as to d o w ith th e c o n ce p t o f th e le a rn in g org an iza tio n it se lf . T hey a rg u e t h at t h e c o n ce p t o f t h e l e a rn in g o rg an iz atio n: 1. F ocu ses m ain ly o n t h e c u lt u ra l d im en sio n a n d d oes n ot a d eq uate ly t a ke in to a c co unt t h e o th er d im en sio ns o f an o rg an iz a tio n. T o tr a nsfo rm a n o rg aniz a tio n, it is n ece ssa ry to a tte nd to s tr u ctu re s a nd th e o rg aniz a tio n o f w ork a s w ell a s th e c u lt u re a nd p ro ce sse s. ‘F ocu ssin g e xclu siv e ly o n tr a in in g a ctiv it ie s in o rd er to fo ste r le arn in g… fa vo urs th is p ure ly c u lt u ra l b ia s’. 2. F avo urs in div id ual a n d c o lle ctiv e le arn in g p ro ce sses a t a ll le vels o f t h e o rg an iz a tio n, b ut d oes n ot c o nnect th em p ro perly t o t h e o rg an iz a tio n’s s tr a te g ic o bje ctiv es. P opula r m odels o f o rg aniz a tio nal le arn in g ( s u ch a s D ix o n 1994) a ssu m e s u ch a lin k. It is , th ere fo re , im pera tiv e ‘t h at th e lin k b etw ee n in div id ual a nd c o lle ctiv e le arn in g a nd th e org aniz a tio n’s s tr a te gic o bje ctiv e s is m ade’. T his s h ortc o m in g, F in g er a nd B ra nd a rg ue, m ake s a c a se fo r s o m e fo rm o f m easu re m ent o f o rg aniz a tio nal le arn in g – s o th at it is p ossib le to a sse ss th e e xte nt to w hic h s u ch le arn in g co ntr ib ute s o r n ot to w ard s s tr a te gic o bje ctiv e s. T he b ook T he D an ce  o f C ha n ge [2 4 ] s ta te s t h ere a re m an y r e a so n s w hy a n o rg an iz atio n m ay h ave t r o u ble in t r a n sfo rm in g itse lf in to a le a rn in g o rg an iza tio n. T he fir st is th at a n o rg an iz atio n d oes n ot h ave e n ou gh tim e. [2 4 ] :6 6 E m plo yees a n d m an ag em en t m ay h ave o th er is su es t h at t a k e p rio rit y o ver t r y in g t o c h an ge t h e c u lt u re o f t h eir o rg an iz atio n. T he t e a m m ay n ot b e a b le t o c o m mit t h e t im e if a n in stit utio n d oes n ot h ave t h e a p pro p ria te h elp o r t r a in ing. F or a n o rg an iz atio n t o b e ab le t o c h an ge, it n eed s t o k n ow t h e s te p s n ece ssa ry t o s o lv e t h e p ro b le m s it f a ce s. A s a s o lu tio n, a m en to r o r c o ach w ho is w ell v ers e d in t h e l e a rn in g o rg an iza tio n c o n ce p t m ay b e n ece ssa ry . A ls o , th e ch an ge m ay n ot b e re le v a n t to th e o rg an iz atio n’s n eed s. T im e sh ou ld b e sp en t o n th e a ctu al is su es o f th e org an iza tio n a n d it s d ail y is su es. T o c o m bat t h is c h alle n ge, a s tr a te g y m ust b e b u il t. T he o rg an iz atio n s h ou ld d ete rm in e what it s p ro b le m s a re b efo re e n te rin g in to t h e t r a n sfo rm atio n. T ra in ing s h ou ld r e m ain l in ked t o b u sin ess r e su lt s s o t h at it is e a sie r f o r e m plo yees t o c o n nect t h e t r a in ing w ith e v ery d ay is su es. C halle n ges in t h e t r a n sfo rm atio n t o a le arn in g o rg an iz a tio n 5/13/2019 Learning organization – W ikipedia https://en.wikipedia.or g/wiki/Learning_organization 5/6 A u su al c h alle n ge w ith m an y o rg an iza tio ns is t h e l a ck o f c o n ce n tr a tio n o n p ers o n al d ev elo p m en t w hile f o cu sin g m ain ly o n p ro fe ssio nal d ev elo p m en t w hic h is m ore lik ely to h ave a d ir ect co n tr ib utio n to o rg an iz atio n’s p erfo rm an ce w here a s p ers o n al d ev elo p m en t’s p osit iv e r e su lt s a p pea r m ore in t h e l o n g r u n a n d l e ss v is ib ly . [1 2 ] A s f o r t h e l e a d er, it m ay b e c h alle n gin g n ot t o c o n sid er o n e’s o w n p ers o n al v is io n a s t h e o rg an iz atio n’s s h are d v is io n. [9 ] S om e o f t h e is su es t h at le a rn in g o rg an iza tio ns w ere d esig ned t o a d dre ss w ithin in stit utio ns is f r a g m en ta tio n, c o m petit io n an d r e a ctiv en ess. [1 9 ] F ra g m en ta tio n is d esc rib ed a s b re a k in g a p ro b le m in to p ie ce s. F or e x am ple , e a ch o rg an iz atio n h as a n a cco u n tin g d ep artm en t, f in an ce , o p era tio ns, I T a n d m ark etin g. C om petit io n o ccu rs w hen e m plo yee s a re t r y in g t o d o b ette r o r ‘b ea t’ o th ers in a n a ssig nm en t in ste a d o f c o lla b ora tin g. R ea ctiv en ess o ccu rs w hen a n o rg an iz atio n c h an ges o n ly in re a ctio n t o o u ts id e f o rc e s, r a th er t h an p ro activ ely in itia tin g c h an ge. In ap pro p ria te h ab it s w hile o rg an izin g t e a m m eetin gs c a n e ffe ct n eg ativ ely . M eetin gs s h ou ld b e p re p are d in t im e, a g en da d ra w n u p a n d e n ou gh tim e d ed ic ate d to fo cu s o n th e su bje cts . B eca u se b est re su lt s in te a m le a rn in g fo rm th ro u gh d is cip lin e, it is e sse n tia l t o h ave a n a g en da, m ak e a tm osp h ere o p en a n d r e sp ect o th ers : a vo id in te rru ptio n, b e in te re ste d a n d r e sp on d. [1 7 ] C om munit y o f p ra ctic e K now le dge m anagem ent Learn in g a genda O rg aniz a tio nal le arn in g P ro fe ssio nal le arn in g c o m munit y R efle ctiv e p ra ctic e 1. P edle r, M ., B urg ogyn e, J . a nd B oyd ell, T . 1 99 7. T he L earn in g C om pany: A s tr a te gy fo r s u sta in able d eve lo pm ent . 2 nd E d. L ondon; M cG ra w -H ill. 2. S enge, P . M . ( 1 990). T he a rt a nd p ra ctic e o f th e le arn in g o rg aniz a tio n. T he n ew p ara dig m in b usin ess: E m erg in g str a te gie s fo r le aders h ip a nd o rg aniz a tio nal c h ange , 1 26-1 38. R etr ie ve d fr o m http ://w ww.g ie e.n tn u.e du.tw /fi le s/a rc h iv e /3 80_ 9e53918d.p df 3. O ‘K eeff e , T . 2 002. O rg aniz a tio nal L earn in g: a n ew p e rs p ectiv e . J o urn al o f E uro pean In dustr ia l T ra in in g , 2 6 ( 2 ), p p. 130-1 41. 4. F ulm er, R obert M ., K eys, J . B ern ard . ( 1 998). A C onve rs a tio n w it h P ete r S enge: N ew D eve lo pm ents in O rg aniz a tio nal Learn in g O rg aniz a tio nal D yn am ic s, 2 7 ( 2 ), 3 3-4 2. 5. L earn in g O rg aniz a tio ns ( 2 005) p .1 90 6. S enge, P .M . 1 990. T he F if th D is cip lin e . L ondon: C entu ry B usin ess. 7. A rg yris , C hris 1 999. O n O rg aniz a tio nal L earn in g . 2 nd E d. O xfo rd : B la ckw ell P ublis h in g. 8. W ang, C .L . a nd A hm ed, P .K . 2 003. O rg aniz a tio nal le arn in g: a c rit ic a l r e vie w . T he le arn in g o rg aniz a tio n , 1 0 ( 1 ) p p. 8 – 17. 9. G éra rd , F illio n; K offi , V iv i; E kio nea, J e an-P ie rre . ” P ete r S enge’s le arn in g o rg aniz a tio n: A c rit ic a l v ie w a nd th e a ddit io n of s o m e n ew c o nce pts to a ctu aliz e th eory a nd p ra ctic e “. J o urn al o f O rg aniz a tio nal C ult u re , C om mun ic a tio ns a nd C onflic t . 1 9 ( 3 ). P ro ble m s o rg an iz a tio nal le arn in g a d dre sses See also References 5/13/2019 Learning organization – W ikipedia https://en.wikipedia.or g/wiki/Learning_organization 6/6 Bark e r, R andolp h T . & C am ara ta , M artin R . ( 1 998). T he r o le o f c o m munic a tio n in c re atin g a nd m ain ta in in g a le arn in g org aniz a tio n: p re co ndit io ns, in dic a to rs , a nd d is cip lin es, T he J o urn al o f B usin ess C om munic a tio n , 3 5 ( 4 ), 4 43-4 67. P apa, M . J ., D anie ls , T . D ., & S pik e r, B . K . ( 2 0 08). O rg aniz a tio nal C om munic a tio n: P ers p ectiv e s a nd T re nds . T housa nd O aks: S age P ublic a tio ns. S ch w andt, D avid R ., M arq uard t, M ic h ael J . ( 2 000). O rg aniz a tio nal L earn in g . B oca R ato n: S t. L ucie P re ss. S enge, P ete r M ., K le in er, A rt., R oberts , C ha rlo tte ., R oss R ic h ard B ., S m it h , B ry a n J . ( 1 994). T he F if th D is cip lin e F ie ld book N ew Y ork : C urre ncy D ouble day. R etr ie ve d fr o m ” h ttp s://e n.w ik ip edia .o rg /w /in dex.p hp?tit le = Lea rn in g_org aniz a tio n& old id = 881204150 ” T his p ag e w as la st e d it e d o n 1 F eb ru ary 2 019, a t 0 2:2 6  ( U TC ) . Te xt is a va ila ble u nder th e C re ativ e C om mons A ttr ib utio n-S hare A lik e L ic e nse ; a ddit io nal te rm s m ay a pply . B y u sin g th is s it e , y o u a gre e to th e Te rm s o f U se a nd P riv a cy P olic y . W ik ip edia ® is a r e gis te re d tr a dem ark o f th e W ik im edia F oundatio n, In c. , a n on-p ro fit o rg aniz a tio n. 10 . H erre ra , D avid ( 2 007). A v a lid atio n o f th e le arn in g o rg aniz a tio n a s a d riv e r o f p erfo rm ance im pro ve m ent . C apella U niv e rs it y . IS BN  9780549127895 . 11 . M cH ugh, D ., G ro ve s, D . a nd A lk e r, A . 1 998. M anagin g le arn in g: w ha t d o w e le arn fr o m a le arn in g o rg aniz a tio n? T he Learn in g O rg aniz a tio n . 5 ( 5 ) p p.2 09-2 20. 12 . B ui, H ong; B aru ch , Y ehuda. ” C re atin g le arn in g o rg aniz a tio ns: A s yste m s p ers p ectiv e “. T he L earn in g O rg aniz a tio n . 1 7 (3 ). 1 3 . S enge, P ., K le in er, A ., R oberts , C ., R oss, R . B ., & S m it h , B . J . ( 1 994). T he fi fth d is cip lin e fi e ld book: S tr a te gie s a nd to ols fo r b uild in g a le arn in g o rg aniz a tio n. 14 . E aste rb y-S m it h , M . , C ro ssa n, M ., a nd N ic o lin i, D . 2 0 00. O rg aniz a tio nal le arn in g: d ebate s p ast, p re se nt a nd fu tu re . Jo urn al o f M anagem ent S tu die s . 3 7 ( 6 ) p p 7 83-7 96. 15 . S enge, P . M . ( 1 992). M enta l m odels . P la nnin g r e vie w , 2 0(2 ), 4 -4 4. 16 . H uff m an, J a ne ( D ece m ber 2 003). ” T he R ole o f S hare d V alu e s a nd V is io n in C re atin g P ro fe ssio nal L earn in g C om munit ie s”. N atio nal A sso cia tio n o f S eco ndary S ch ool P rin cip als . N ASSP B ulle tin ; R esto n . 8 7 : 2 1–34 – v ia P ro Q uest. 1 7 . S enge, P . e t a l. ( 1 994) T he F if th D is cip lin e F ie ld book: S tr a te gie s a nd T o o ls fo r B uild in g a L earn in g O rg aniz a tio n. 18 . T he F if th D is cip lin e ( n o d ate ). A va ila ble a t: h ttp s://w ww.te ch re public .c o m /a rtic le /te am -le arn in g-m ore -th an-g ro up- th in kin g/ . 1 9 . C haw la , S arit a & R enesch , J o hn ( 1 995). L earn in g O rg aniz a tio ns: D eve lo pin g C ult u re s fo r T o m orro w ‘s W ork p la ce . P ortla nd, O R: P ro ductiv it y P re ss ( p . 1 6). 2 0 . H ip sh er, B ria n; G ra nt L in dstr o m ; D on P ark s ( 1 997). ” T he S tr a te gic D ile m ma”. J o urn al o f B usin ess a nd S ocie ty . 1 0 ( 2 ): 1 84. 21 . S anto s- V ija nde, M .L .; L ópez-S ánch ez, J . Á .; T re sp ala cio s, J . A . ( 2 012). ” H ow o rg aniz a tio nal le arn in g a ff e cts a fi rm ‘s fl e xib ilit y , c o m petit iv e s tr a te gy, a nd p erfo rm an ce “. J o urn al o f B usin ess R ese arc h . 6 5 ( 8 ): 1 079–1089. 22 . H urle y, R .F .; H ult , G . T . M . ( 1 998). ” In nova tio n , m ark e t o rie nta tio n, a nd o rg aniz a tio nal le arn in g: a n in te gra tio n a nd em pir ic a l e xa m in atio n”. T he J o urn al o f M ark e tin g : 4 2–54. 23 . S ere nko , A ., B ontis , N . a nd H ard ie , T . 2 007. O rg aniz a tio nal s iz e a nd k n ow le dge fl o w : A p ro pose d th eore tic a l lin k. ( h tt p ://w ww.a se re nko .c o m /p apers /G it a sR ule _P ub lis h ed.p df) J o urn al o f In te lle ctu al C apit a l , 8 ( 4 ), p p. 6 10-6 27. 24 . S enge, P ete r., K le in er, A rt., R oss, R ic h ard ., R oth , G eo rg e., S m it h , B ry a n. ( 1 999). ” T he D ance o f C hange” N ew Y ork : C urre ncy D ouble day. Further reading
Dr. Frank Can I get this paper done for wednesday 6pm
FINAL EXAMINATION PART 2 – ON LINE DECEMBER 23, 2019 HSA 267/XQ01 TUESDAY AFTERNOON FALL 2019 MANAGEMENT OF HEALTH CARE ORGANIZATIONS        FOR EACH QUESTION, FIND THE PERTINENT ANSWERS TO THE QUESTIONS IN THE ATTACHED READINGS. YOUR ANSWERS SHOULD BE BRIEF AND TO THE POINT. SEE FURTHER INSTRUCTIONS IN THE TEXT BOX FOR THIS PART 2 OF THE HSA 267 FINAL. PLEASE COMPLETE AND SUBMIT VIA BLACKBOARD ASSIGNMENTS BY 11:59 PM, MONDAY, DECEMBER 23, 2019. LEARNING AREA 1: Process Improvement – Key Principles and Tools of Process Improvement (A Key Aspect of Quality Improvement.) Question 1: BRIEFLY – In Process Improvement, what is the definition of a Problem, and how is the Improvement Process supposed to solve a particular Problem? (Like reducing the time it takes from ordering a blood test in the Emergency Room to the receipt of blood test results by ER staff)? Use Readings 1.A. AND 1.B. ATTACHED. Question 2: Tools for Solving Problems in Process Improvement – BRIEFLY DESCRIBE THE A-3: WHY IS IT USED – IN OTHER WORDS, HOW IS IT USED TO SOLVE PROBLEMS IN DELIVERING HEALTH CARE? Use Reading 1.B. and 1.D. ATTACHED: Question 3: WHAT IS A FLOW CHART AND HOW IS IT SUPPOSED TO HELP SOLVE PROBLEMS IN PROCESS IMPROVEMENT? GIVE ONE EXAMPLE OF HOW IT HELPS SOLVE PROCESS IMPROVEMENT PROBLEMS. Use Readings 1.A. AND 1.C. ATTACHED LEARNING AREA 2: Team Learning and Learning Organizations. Readings 2.A. AND 2.B. – SEE ATTACHED.   Question 4: What is a Learning Organization? Describe briefly. Question 5: What is one (1)) key advantage of developing and maintaining a Learning Organization?