Assignment: Leading the Learning Organization
Assignment: Leading the Learning Organization
Assignment: Leading the Learning Organization
Assignment: Leading the Learning Organization
Assignment: Leading the Learning Organization
Leading the Learning Organization As we noted above, learning is key to organizational adaptability. Effective
leaders build learning organizations that are skilled at generating and acquiring knowledge and then using that information to modify behavior.21 They model learning by reading, attending workshops, visiting customers, touring facto- ries, and so on. Learning leaders also function as teachers who challenge the assumptions of the group, ask probing questions, and allow others to experi- ment and fail.22 Further, they ensure that their organizations make effective use of three types of learning: intelligence, experience, and experimentation.23
Intelligence consists of the collection and interpretation of information gathered from sources outside and inside the organization. Search intelli- gence involves scanning and analyzing data that already exist or are readily available through public sources like newspapers, patent filings, information databases, and Internet websites. Searching can reveal cultural or industry trends or market growth, for instance. (We’ll have more to say about identify- ing important trends or issues in the next chapter.) Inquiry intelligence must be used when existing information is incomplete or unavailable. For example, an auto dealer may want to discover why car buyers chose its dealership over others in the area. Managers might use interviews, questionnaires, and/or focus groups to gather this information, asking closed-end questions like “How many dealerships did you visit before choosing this one?” or posing open-ended queries like “Why did you choose to buy a car from us?” Observa- tion intelligence is appropriate when respondents have trouble communicat- ing their real needs or feelings. Most employees can describe their formal job duties, for instance. However, by observing their behavior, you might discover that they spend much of their time on responsibilities not spelled out in their job descriptions. (Turn to box 8.3 to see how one organization makes effective use of intelligence.)
Experience learning is based on doing—entering a new overseas market, acquiring a competitor, surviving a crisis, solving an ethical dilemma. Learning organizations analyze their successes and, more importantly, their failures. Learning leaders develop case studies based on organizational experiences, or they draw side-by-side comparisons between average and superior products. Boeing used the comparison approach to make sure that problems with the 737 and 747 airplanes weren’t repeated. These models were contrasted to the 707 and 727 rollouts, which were highly successful. You can also conduct reviews to determine why individuals (engineers, leaders), groups (project development teams), and entire organizations are effective.
Experimentation comes into play when organizations enter unfamiliar terri- tory. Through experiments, learners introduce changes, observe, and then draw conclusions. They may test different explanations or interpretations to account for why sales are down or customer complaints are up, for example. Exploration is a form of experimentation that introduces prototype products (clothing lines, soft drinks, software) and processes (automated assembly lines) and then refines them based on feedback. Demonstration projects test significant changes in one location before they are rolled out to the rest of the organization. GE took this approach when it created an entirely new manufac- turing plant to produce an advanced refrigerator compressor. At the facility,
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.ADDITIONAL INSTRUCTIONS FOR THE CLASSDiscussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.