Transcript Developing a Learning Organisation

Developing a Learning
Organisation
Hans Selberg
NTNU Library
Norwegian University of Science and
Technology
NTNU Library - Merger of 3
libraries in 1996:
 University Library of Trondheim.
– Originated as Library of the Royal Norwegian
Society of Science and Letters, est.1760
 Technical University Library of Norway.
– Library of the Norwegian Institute of
Technology, est.1910
 Medical Library
– Library of the Regional- and University
Hospital in Trondheim
NTNU Library
 Section for Technology and Architecture
 Section for Humanities and Social Sciences
 Gunnerus Library
 Natural Science Library
 Medical Library
The Goal of a Learning
Organisation
 Creating a learning environment:
– An increased ablity to learn
– Increasing efficiency
– Increasing flexibility
– Increasing the ability to change
A Stimulating Work-Environment
 A general climate of co-operation
 Mutual respect and trust regardless of
formal positions
 Open channels of communication. No
”secrets” or hidden agendas
 Different skills and opinions being
considered a bonus
 Development of everyone’s ability to create
 Minimising fear and uncertainty about the
work-situation and the future
 Encouraging experimental attitudes
 Lots of humour and positive awareness
Staff-members must
 Know which way we are heading
 See and experience a full understanding of
what we are doing and why
 Dare to challenge the present
 Feel good about themselves, their work and
their colleagues
 Participate in inspiring team-work
 Be able to influence their own work-
situation
 Experience that their own values match
those of the organisation
Professional Training Course
Spring 2002
 Session 1: Organisational and management
philosophy –Leadership in a changing
world (2 days)
 Session 2: Communication skills, coaching
(3 days)
 Session 3: Team-building, -development
Methods and tools (3 days)
 Session 4: Presentation skills (2 days)
Staff Seminars
 Autumn 2002 and autumn 2003:
– Establishing a set of common values
– Learning and practising communication skills
– Learning and using practical methods and tools
of problem solving
Common Organisational
Problems
 Unclear/missing goals, strategies, basic
values et cetera
 No common understanding of what
practical leadership is all about
 Unclear roles, expectations, responsibilities
and areas of authority
 Not enough delegation of authority
 Non-existing or bad routines in important
areas
 Too much focus on targets and results
 Too little focus on the processes needed to
reach them
 Lack of competence (in leadership and staff
alike)
 Lack of information
 Ineffective meetings
 Less than optimal company organisation
 Too little co-operation across functional and
organisational boundaries
General Attitude
 We are all valuable staff-members, and we
respect each other
 We are all able to make positive
contributions
 Team-working sparks intelligent creativity
 Show a positive attitude to all
 Support and encourage one another
 Meet well prepared at meetings, and
participate actively
 Communicate opinions and feelings freely
and openly
 Stick to the point
 Develop your knowledge and skills
 Solve conflicts in an open manner
 Have a good time together
Communication Skills
 Matching the other person
 Learn how to listen
 Active listening
 Real understanding
 Express your views
 Present a clear message
Roles for an Efficient Meeting
 Leader/co-ordinator
 Secretary
 Time-keeper
 Relevancy-checker
 Encourage participation
 Summing up
 Devils advocate
Methods/Tools
 Open discussion
 The round table
 Individual-group-plenary
 Situation-target-action
 Force field analysis
 Brainstorming
 Flow-chart analysis
Experiences
 Initial reluctance
– We don’t have time for this. I have a job to do
– Another fancy leadership theory!
– Who did they visit this time?
– I’ve been doing this for thirty years – I know
how it is best done
– We don’t do things like that in these parts..
 Large degree of acceptance by those taking
part in the seminars, despite initial
reluctance
 Cool attitude amongst people not taking
part in seminars
 Old habits are hard to change
 New habits are hard to establish
 Initial difficulties in choosing the right
tools/principles to use on each problem
Status Today
 Basic values and principles in place
 Better awareness of the way we treat each
other
 Better communication skills. We have
learned how to listen
 Meetings are more structured
 Wider acceptance of change
 Some staff members are very enthusiastic
about the learning organisation
 Some are a bit lukewarm. Results have not
matched expectations
 A small group is still quite cold about the
whole idea
Future Plans and Thoughts
 Yearly staff seminars
 New methods and attitudes - an automatic
reflex
 Accepting new and controversial ideas
 No trench warfare