This time we present a brief essay or rather a brief refresher of what we consider learning: Behavior Change. If after any process or training vivenvcial or pulse shaping managerial changes, behavioral change is absent, then there was never learning. Let us see:
Learning and Knowledge:
As a benchmark, the author will Ruben Ardila. (1982). Psychology of Learning. Edit. Siglo XXI. Pgs. 15-22; this author defines learning "as a relatively permanent change in behavior that occurs as a result of practice." This change is reflected or manifested in the implementation of process, events or facts that point to the innovation, and in turn is a result of use or use what they learned in practice.
In the organizational context Ikujisu authors Nonaka and Takeuchi Hirotaka (1995), argued that the creation of learning the company is an organizational capacity, based on the experience of trial and error, mental models and learning from others. Organizational knowledge creation is the ability of the company as a whole to create new knowledge, disseminate it throughout the organization and incorporate it into products and services.
addition, he argues that in organizations there is tacit knowledge (that knowledge not known by everyone, but each one is generated by reservation) and the explicit knowledge (knowledge that known and shared by all: manuals, documented experiences and learning that documented).
knowledge creation leads to continuous innovation and this in turn the development of competitive advantage. Reason, these authors emphasize that the ability to manage the "Knowledge-based intellect" (Intellect based on knowledge), is becoming the critical executive skill of this era.
authors Thomas Davenport and Laurence Prusak (1998) stress that knowledge is a seamless combination of experiences, values, contextual information and expert understanding which provides a framework for evaluating and incorporating new experiences and information, originated and implemented by the workers. In organizations, knowledge often is found not only in documents or repositories of information, but in the routines, rules (written and unwritten) and management practices.
In this sense, knowledge-generating activities include:
• Comparison of information.
• Identification of consequences.
• Connections between knowledge.
• Conversations.
knowledge into action to understand, then the following processes:
• Experience: provide a historical perspective from which to display new situations.
• Truths in real life (Ground Truth) is to know what really works in a particular work context: the golden rules.
• Management of complexity: the importance of experience and rules of thumb is an indication of the ability to deal with complexity.
• Generation of trials.
Davenport and Prusak suggest the following principles of knowledge management from a case study of British Petroleum:
• Knowledge originates and resides in the minds of people.
• Knowledge sharing requires trust.
• Technology makes possible new behaviors.
• Sharing knowledge should be encouraged and rewarded.
• Support and resource management is essential.
• Initiatives should start with a pilot program.
• is a need for qualitative and quantitative measures.
• Knowledge is creative and should be encouraged in unexpected ways.
In a more concrete way, the author David Garvin. (2000), argues that organizational learning requires an inquiry and openness, a willingness on the part of managers and decision makers to challenge the assumptions and attack the conventional wisdom and offers:
1 .- Acquisition: information, structure and organize facts, observations and data. Key questions:
- What information should we collect?
- Which source?
- How should be obtained and by whom?
2 .- Interpretation: to produce perspectives, positions and precise understanding: key questions:
- What is the meaning of information?
- What categories should I use?
- What cusa-effect relationship are operating?
3 .- use or application of information, engaging in tasks, activities and new behaviors. At this point, the analysis is translated into action. Crucial questions:
- What new activities are appropriate?
- What behaviors should be changed?
- How to generate a response collective from the organization?
Each of these stages brings its own tasks and challenges.
activities through which learning would materialize:
• Conduct competitive intelligence.
• Conduct research.
• Ask (identify opportunities, looking for answers.)
• Observe.
• Experience.
• Learn from experience.
• Explore.
These activities contribute to the innovation process and must be organized, managed and controlled. In this sense, the contribution of the authors Gilbert Probst, Steffen and Romhardt Raul Kai. (2001), is proposing guiding core processes for knowledge management:
- Identification of knowledge.
- Acquisition of knowledge.
- Development of knowledge.
- Sharing and developing knowledge.
- Use of knowledge.
- Retention of knowledge.
These authors come to propose an assessment tool for knowledge management using the above processes, suggesting the indicators for each. The product of this technique is to obtain the knowledge profile of an organization.
worth stressing that the management and direction of knowledge necessarily warrant an alignment or congruence between the dimensions of the model proposed in this document. Probst, Steffen and Romhardt. (2001) suggest that the profile should be consistent with the culture, technology, the measurement system and leadership.
An edge Additional management and knowledge management intends authors Arthur Yeung, Dave Ulrich, et all. (2000), with its model of learning organizations, the phases of these perspectives are:
1 .- generate ideas with impact: How did the company create an environment for learning that leads to continuous product innovation?
2 .- generalize ideas with impact: How do you share and apply knowledge employees throughout the organization?
3 .- Identify disabilities to learn: What are the obstacles and how to overcome?
The model does take into account the following dimensions and are described in Chapter III. Pg.66:
1. The business context.
2. The ability to learn.
3. Business Performance: Innovation and Competitiveness.
also 24 leading companies in various economic and industrial sectors in Venezuela support this contest: Chevron, SIDOR Cativen-SUCCESS, Empresas Polar, Procter & Gamble, Cargill, IBM, SUN Microsystems, El Nacional, El Universal, Globovision, Cadena Capriles, Inelectra , Electricidad de Caracas, Venoco, Accumulators Duncan Real Estate Securities Fund, Bolsa de Valores de Caracas, Farmatodo, SAP, Alfonzo Rivas, Packaging Venezolanos, GlobalQuimica and Ford Motors de Venezuela.
The second prize went CompuFácil, a proposal to provide personalized service based on the information technology needs the general public and small businesses. • The approach of a new pattern of production and marketing of large-scale Venezuelan snail under international regulations, took third prize. • Two initiatives received the Special Award for Social Entrepreneurship, awarded for the first time this year: one aimed at improving emotional state in hospitalized children through joy and laughter, and another aimed at reducing the illiteracy rate in the population with hearing impairment . • There were four special mentions: two ideas in the business category and two in social entrepreneurship. • The organizing committee reported that the call the fifth edition of the competition will be held between April and May 2007. For more information: http://www.ideas.com.ve
Any comments, we are at your service,
Greetings from Venezuela!
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