In terms of learning, the organization could be thought of as an oxymoron (contradiction) insofar as it must obey a double mandate: a) repeat what was once successful and (b) ‘keep on track’ to continue being selected in the environment. 

This can make us think that knowledge is a key player in the growth of any organization. But how do we know if there is true learning within organizations? 

A learning organization: 

1. Acquires new habits 
2. Allowsconceptual change 
3. Identify opportunities and develop ways to take advantage of them
4. Detects problems and prepares to solve them

However, when it comes to knowledge, there is more than meet the eye. The following matrix can serve as a basis for organizing the types of knowledge that are produced in organizations.

A) Types of knowledge produced in organizations 

 

                            INDIVIDUAL         COLLECTIVE  

EXPLICIT	1  At a guess.... a rough estimate	2  It is widely known that…
TÁCIT	3  Assumptions and conceptos	4  Theoretical framework

 

1. Type 1: individual and explict knowledge  

Here the knowledge pre-exists the teaching activity, such as, for example, the multiplication tables. Knowledge is a starting point. It is the knowledge that is learned in the classroom 

2. Type 2: group and explicit knowledge 

This type of knowledge can be easily shared within the organization. Explicit knowledge is characterized by being objective, rational, sequential and theoretical and can be transferred in the appropriate circumstances. Group explicit knowledge is a social construction. 

3. Tupe 3: non-codified knowledge  

It implies a rather tacit knowledge that is generally the most relevant knowledge for the company. This type of knowledge is created in the same place where you work. Knowing by itself is not enough for that knowledge to come to life. There must be a concrete coordination of behaviours that contemplate the generation, transmission and retention of knowledge through interpersonal relationships. There must be shared practices. A clear example is knowing the skills that each member of the work team possesses. 

4. Type 4: productive knowledge 

Productive knowledge is rather tacit and collective and differs from simple information that tends to be individual and explicit. In addition, productive knowledge supposes a certain way of connecting and certain expectations and is endowed with meaning. 

B) Knowledge and learning     

How does our knowledge relate to organizational behaviour! When the action does not produce the expected result, the first thing we tend to do is to correct the action, that is, do it again. This is called ‘simple circuit learning’. In an organizational context, simple circuit learning occurs through the interaction of individuals that play different  

This type of learning, which we could also call action-learning, is essential although it assumes that the rules and norms that govern this knowledge are correct. This type of knowledge does not question the basic assumptions on which that knowledge rests.

However, there is also complex circuit learning or knowledge-theory. This implies that when the result is not what we expect, what we must do is modify not the action but the assumption or theory on which that action rests, and then correct the action. Complex circuit learning recognizes that the way a problem is defined can be a source of the problem. For example, thinking that the correction or pointing out of errors should be spontaneous or at the time they occur.

Complex circuit learning implies a change in people’s mentality, it also implies asking the reason for what was once taken for granted. If, for example, you start noticing changes at work, then it could be a good beginning.  

c) Implications for management  

Management has long ceased to limit itself to assigning clear objectives and procedures. Everyone in your field of action is expected to do and think. Therefore, part of the new role of management is to be able to decide what knowledge will generate value and who are the referents of that knowledge. 

The difficult question to answer is how to be prepared to deal with this reality. At a recent Singularity University conference, presenters stated that the organizations that will thrive are those that focus on learning. It seems that we are witnessing a great change: from the traditional paradigm in which the focus was placed almost exclusively on efficiency to a model where the key is learning. This has implications for the type of leadership accepted as successful and for the emergence of new types of leadership. We could distinguish two types of mentalities. Type A rigid or fixed mentality and Type B flexible or growth mentality. However, not everything is so binary. We can have a growth mindset in some aspects or areas and fixed for others. 

In short, having a growth mindset is a decision, and a question we can ask ourselves is  what was the last thing I learned? How did it happen?  What place does learning have in my organization? And in my professional development? 

The honest answer to these questions can help you to draw a horizon of growth.

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Asesoría

En VG & Asociados acompañamos a las empresas y sus líderes en el desarrollo de sus habilidades de liderazgo y habilidades blandas en general desde el enfoque del Aprendizaje Organizacional. Nuestra propuesta busca potenciar las capacidades subyacentes de las personas en proceso de capacitación, invitándoles a ser parte activa del proceso.