INNOVATION AND

ORGANIZACIONAL

LEARNING

Artur Ferreira da Silva

artfsilva@gmail.com

SIDS/IST

2014, December 01

INNOVATION AND

ORGANIZACIONAL

LEARNING

Content:

A dialogic presentation with no PPT’s

Additional materials: • PPT presentation (to see after the session –

some slides are in Portuguese – sorry…)

• Takeuchi et al, “The Contraditions that drive

Toyota sucess”

INNOVATION AND

ORGANIZACIONAL

LEARNING

Note:

PowerPoint Is Evil Power Corrupts. PowerPoint Corrupts Absolutely.

By Edward Tufte

http://www.wired.com/wired/archive/11.09/ppt2.html

What is Learning

What does “Learning” means?

“Impart of Knowledge” or Knowledge Prodution/

Creation/ Recreation?

Learning by Socialization

Lige Long Learning

Root Learning VS Profound Learning

Piaget, Khun, Argyris e Schön

To Learn and to Unlearn

Learn and Change

Individual, Team, Community and Organizational

Learning

AFS - IST SIDS 2014

INNOVATION & META-INNOVATION

«(…) Really, what we need is “meta-innovation” –

innovation about ways to innovate. (…) We need

innovation not just in the technology but innovation

in (…) the institutions that manage the

collaboration and that manage a global

community working on problems. The question

is: Is there a way that we can create an institution or

a set of institutions where the right answers

emerge consistently from collaborative efforts?

(…)».

Erik Brynfolson, “Beyond Enterprise 2.0”

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INNOVATION & META-INNOVATION

«(…) I’m not saying that the complete level

playing field that the Internet makes possible

is a great ideia in all cases. But the business

opportunity it presents is to create the

architecture of participation – the ground

rules of the game – so that the good

material emerges. (…)».

Andrew McAfee, “Beyond Enterprise 2.0”

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INNOVATION & META-INNOVATION

von Hippel, E.,2001

Abstract: If the open-source software movement is any

harbinger of future trends, manufacturing companies

need to be concerned not only about what they

produce, but also about what their customers might

produce without them. This paper identifies the conditions

that favor user innovation and explores how circumstances

evolve - sometimes to include commercial manufacturers

and sometimes not. Aided by the internet to support

collaboration and distribution, the power and pervasiveness

of such communities could be enormously amplified.

(http://web.mit.edu/evhippel/www/papers/evh-04.htm)

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INNOVATION & META-INNOVATION

META-META-PLAN

(Paradigm Shift or Metanoia:

Change the way we think

about Innovation)

META-PLAN

(Cultivate a Context

that Enables

Innovation)

PLAN OF

INNOVATION AFS - IST SIDS 2014

INNOVATION & META-INNOVATION

PLAN OF

INNOVATION

Innovate

Sharing

Tacit

Knowledge

Creating

a

Concept

Justifying

a

Concept

Building

a

Prototype

Cross-

-Levelling

Knowledge

Source: Adapted to Innovation by AFS, from Van Krogh et al. (2000). AFS - IST SIDS 2014

INNOVATION & META-INNOVATION

META-PLAN

(Cultivate a Context

that Enables

Innovation)

PLAN OF

INNOVATION

Enable Innovation

Instill a

Knowledge

Vision

Innovate

Manage

Conversa

tions

Create the

Right

Context

Globalize

Local

Knowledge

Sharing

Tacit

Knowledge

Creating

a

Concept

Justifying

a

Concept

Building

a

Prototype

Cross-

-Levelling

Knowledge

Source: Adapted to Innovation by AFS, from Van Krogh et al. (2000).

Mobilize

Knowledge

Activists

AFS - IST SIDS 2014

INNOVATION & META-INNOVATION

META-PLAN

(Cultivate a Context

that Enables

Innovation)

PLAN OF

INNOVATION

AFS - IST SIDS 2014

Enable Innovation

Instill a

Knowledge

Vision

Innovation

Manage

Conversa-

tions

Create the

Right

Context

Globalize

Local

Knowledge

Sharing

Tacit

Knowledge

Creating

a

Concept

Justifying

a

Concept

Building

a

Prototype

Cross-

-Levelling

Knowledge

Source: Adapted to Innovation by AFS, from Van Krogh et al. (2000).

Understand how to Enable Innovation:

Patterns for Organizational Resilience,

Learning and Change – Some Exemplars

1) Combine incremental/planned change & learning with

transformational/emergent change, learning & innovation;

2) Use Open Space Technology - that facilitates both

Mobilize

Knowledge

Activists

META-META-PLAN

(Paradigm Shift or

Metanoia)

Learning Argyris e Schön

Single Loop Learning Vs Double Loop Learning

governing

variables action consequences

Double-loop learning

Single-loop learning

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REFLEXIVE PRACTICE Schön

“Reflexion in Action” and “Reflection on Action”

A reflexão sobre a prática (individual, de grupo ou organizacional) é a principal forma de aprendizagem, especialmente no caso de competências e conhecimentos tácitos

Aprendizagem na prática por contraposição à aprendizagem académica: das corporações medievais a certas profissões e associações profissionais actuais (aprendizagem em “comunidades de prática”)

O caso dos Portfolios Pessoais

Investigação reflexiva (na prática e/ou na academia)

Crítica da “racionalidade técnica do positivismo”

Como analisar as “messies” e o “caso único” (do “problem solving” ao “problem framing”)?

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APRENDIZAGEM ORGANIZACIONAL

segundo Nonaka e Takeuchi

Enfâse na Criação de Conhecimento

Processos de Conversão entre Conhecimento

Tácito e Explícito (Modelo SECI)

Socialização (T → T)

Externalização ( T → E)

Combinação (E → E)

Internalização (E → T)

Espiral de Conhecimento

O Conceito de Ba

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EMPRESAS APRENDENTES

Arie de Geus, “Planning as Learning”, HBR,1988; “The Living Company”, 1997

Empresas de Grande Longevidade (200-700 anos) versus a maioria (30-40 anos para as empresas “Fortune”)

As primeiras são capazes de se adaptar e sobreviver - portanto são capazes de aprender

As empresas são organismos vivos que competem num ecossistema e que estão sujeitas a uma forma de ‘selecção natural’

Características das empresas aprendentes: “Sensitive to their environment” (open, learning)

“Cohesive, with a strong sense of identity” (had a “persona”)

“Tolerant” (also used, “decentralised”)

“Conservative in Finances”

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ORGANIZAÇÕES APRENDENTES

Peter Senge, Prefácio a “The Living Company”

Peter Senge,“The Fifth Discipline”, 1990

5 disciplinas para uma Organização se transformar numa LO

Systems Thinking

Mental Models

Personal Mastery

Shared Vision

Team Building

E isto resulta? Não! É necessário um modelo emergente de transformação (Senge, “The Dance of Change”, 1999)

SOL – Society for Organizational Learning (http://www.solonline.org/)

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QUESTÕES

Como promover mudanças / aprendizagens

profundas a nível pessoal, organizacional e

social?

Mais especificamente:

Como criar de raiz uma

organização/empresa que seja “aprendente”?

Como transformar (se for possível) uma

organização “tradicional” numa

“aprendente”?

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O CONCEITO DE METANÓIA

JUSTIFICAÇÃO O ensino e prática das 5 disciplinas de Senge não conduz a

Organizações Aprendentes.

As técnicas de Argyris para transformar o Modelo I em Modelo II são muito lentas e dão resultados controversos.

PISTAS A imersão numa comunidade em “estado nascente”

(Alberoni) parece ser uma condição facilitadora de metanóia.

Necessita-se de uma reflexão sobre como efectuar “mudanças profundas” (metanóia) quer a nível pessoal, quer organizacional.

O Espaço Aberto (OST) de Harrison Owen parece criar condições similares ao estado nascente, facilitando pois a metanóia organizacional.

O Presencing e a Teoria U (Sharmer) também parecem ser facilitadores

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Como promover a Metanoia

Organizacional

Uma organização baseada em valores

Action Research e Prática Reflexiva ao nível

organizacional

A Metodologia OST – Open Space

Technology

WW OST NING http://openspaceworld.ning.com/

Instituto OST de Portugal – http://www.instituto-

ost.pt/

Presencing (Otto Scharmer)

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PRESENCING Dialog on Leadership

Bill O’Brian: «The sucess of the intervention depends on the interior conditions of the intervener» (Scharmer, 2000).

«Presencing: the process of coming-into-being of emerging futures» (Scharmer, 2000).

«The experience of presencing is twofold: co-creating and giving birth to a new reality and, at the same time, being transformed and born into a new world by the very same process» (Scharmer, 2000).

Triple Loop Learning (Pechl)?

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PRESENCING

The U-Theory

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PRESENCING – TWO MODELS

OF LEARNING

From Past Experiences From the Emerging Future

Observe Seeing

Reflect Act Sensing Enacting

Plan Presencing

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Para uma Arquitectura de

Aprendizagem - Padrões

Fontes: Chris Alexander, “The Timeless Way of

Building”,“A Pattern Language – Towns,

Buildings,Construction”

Não se trata apenas, nem principalmente, de padrões

de desenho e construção, pois parte de padrões

urbanísticos gerais – regiões, cidades, conjuntos de

edifícios, etc.

No caso dos padrões mais gerais (região, cidade) não

se trata de definir um desenho para construção mas

de “desenhar para a emergência” (note-se a analogia

do desenho de cadeiras com os Portfolios ou GCAO)

Pode elaborar-se uma “engenharia da emergência”? AFS - IST SIDS 2014

Organização

Ambiente Externo

Fig X – A Organização e o seu Ambiente Externo

Para uma Arquitectura de Aprendizagem –

Padrões

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C

Organizaçã

o

Planeta

Terra

Sistema

Escolar

Fig X+1 – A Organização e o seu Ambiente Externo -

alguns subsistemas significativos do ambiente AFS - IST SIDS 2014

Valores

I – Informação

Arquitectura, Desenho

e Construção de SI/TI

Arquitectura dos SIO

Independência dos dados

Metodologia de Concepção

e Desenvolvimento (Met.

Ágeis, mas…) Sistema de suporte

às Operações e à

Gestão

Sistema de suporte à GC,

Colaboração, Aprendizagem

e Inovação

M - METANOIA

Princípios gerais da Metanoia (Alberoni)

Metanoia nas pessoas

Diades, Grupos e Comunidades

Metanoia Organizacional

OST

Being e não Doing

Fig X+2 – Modelo Geral de Padrões para uma Organização Aprendente AFS - IST SIDS 2014

REFERENCES (1) Alberoni, F., 1990, Génese, Bertrand Editora, Lda.

Alexander, C., 1979, The Timeless Way of Building, Oxford University Press

Alexander, C., E OUTROS, 1977, A Pattern Language – Towns, Buildings, Construction, Oxford

University Press

Argyris, C. and Schön, D., 1974, Theory in Practice – Increasing Professional Effectiveness, San

Francisco, Jossey-Bassey Publishers.

Argyris, C. and Schön, D., 1996, Organizational Learning II – Theory, Method and Practice,

Addison-Wesley Publishing Company.

Arthur, W.B., 1991, “What Counts is Where You’re Coming From In Your Inner Self”, conversation

with J. Jaworsky, G. Jusela and C.O. Scharmer. Available: www.dialogonleadership.org

(8/5/2007).

Brynjolfsson, E. and Mc.Afee, A., 2007, “Beyond Enterprise 2.0”, Special Report: The Future of

the Web, Sloan Management Review, Spring, pp.50-55.

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Dialog on Leadership, 2001. Available: http://www.dialogonleadership.org/ (8/5/2007).

de Geus, A., 1988, “Planning as Learning”, Harvard Business Review, March-April, pp.70-74.

de Geus, A., 1997, The Living Company – Growth, Learning and Longevity in Business, Harvard

Business School Press.

Kaufman, F. e Senge, P., 1993, Communities of Commitment: the Heart of the Learning

Organization, Organizational Dynamics, Autumn

Kuhn, T., 1962, The Structure of Scientific Revolutions, 3rd ed. (1996), The University of Chicago

Press, USA.

Lao Tse, 1989, Tao te King, 4ª ed., Editorial Estampa.

Instituto OST, 2009, http://www.instituto-ost.pt/ (12/12/2010)

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REFERENCES (2)

Nonaka, I. and Takeuchi, N., 1995, The Knowledge-Creating Company – How Japanese

Companies Create the Dynamics of Innovation, Oxford University Press, USA.

Owen, H., 1990, “Learning as Transformation – The evolution of Consciousness”. Available:

http://ho-image.com/learnTrans.htm (8/5/2007).

Owen, H., 1997, Open Space Technology – A User’s Guide, 2nd ed., Berrett-Koehler Publishers, Inc.

OST World Wide Community NING, 2009, http://openspaceworld.ning.com/ (12/12/2010)

Pechl, M.F., 2007, Triple-loop Learning as Fundation for Profound Change, Individuaql Cultivation and radical innovation, in Constructivist Foundactions, 2, 2-3

Piaget, J., 1977, O Desenvolvimento do Pensamento – Equilibração das Estruturas Cognitivas, Lisboa, D. Quixote.

Scharmer, O., 2000, “Presencing: Learning from the Future as It Emerges. On the Tacit Dimension of Leading Revolutionary change”, Conference on Knowledge and Innovation, May 25-26, Helsinki School of Economics, Finland. Available: http://otto.scharmer.com (8/5/2007).

Scharmer, O., 2005, “A New Social Technology for Transforming Capitalism and Deepening Democracy” Voices from the Edge”, presentation recorded live at Foxhollow Forum , MA (2005). Available: http://www.wie.org/unbound/media.asp?id=78 (8/5/2007).

Scharmer, O., 2006, “Theory U: Leading from the Future as It Emerges. Fieldnotes: an online Newsletter of the Shambhala Institute for Authentic Leadership”, Setp.-Oct. Available: http://otto.scharmer.com (8/5/2007).

Schön, D., 1983, The Reflective Practitioner – How Professionals Think in Action, Basic Books.

Senge, P., 1990, The Fifth Discipline, Doubleday.

Senge, P., 1999, The Dance of Change – The Challenge of Sustaining Momentum in Learning Organizations, Nicholas Bradley.

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REFERENCES (3) Senge, P., Scharmer, C.O, Jaworski, J. and Flowers, B.S., 2005, Presence – Exploring Profound

Change in People, Organizations and Society, Nicholas Brealey Publishing.

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von Hippel, E., 2001, Innovation by User Communities: Learning from Open-Source Software. MIT Sloan Management Review, 42(4), 82 (http://web.mit.edu/evhippel/www/papers/evh-04.htm)

von Hippel, E., 2005, Democratizing Innovation, MIT Press (also Creative Commons License: http://web.mit.edu/evhippel/www/democ1.htm

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