Slides of a presentation on "Innovation and Organizacional Learning" to the IST's "Seminars on Innovation and Sustainable Development", 2014. Note: some slides are still in Portuguese. Sorry...

1. INNOVATION AND
ORGANIZACIONAL
LEARNING
Artur Ferreira da Silva
artfsilva@gmail.com
SIDS/IST
2014, December 01

2. 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”

3. 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

4. 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

5. 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”
AFS - IST SIDS 2014

6. 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”
AFS - IST SIDS 2014

7. 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)
AFS - IST SIDS 2014

8. 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

9. 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

10. 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

11. 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)

12. Learning
Argyris e Schön
 Single Loop Learning Vs Double Loop Learning
governing
variables
action consequences
Double-loop learning
Single-loop learning
AFS - IST SIDS 2014

13. 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”)?
AFS - IST SIDS 2014

14. 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
AFS - IST SIDS 2014

15. 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”
AFS - IST SIDS 2014

16. 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/)
AFS - IST SIDS 2014

17. 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”?
AFS - IST SIDS 2014

18. 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
AFS - IST SIDS 2014

19. 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)
AFS - IST SIDS 2014

20. 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)?
AFS - IST SIDS 2014

21. PRESENCING
The U-Theory
AFS - IST SIDS 2014

22. PRESENCING – TWO MODELS
OF LEARNING
From Past Experiences From the Emerging Future
Observe Seeing
Reflect Act Sensing Enacting
Plan Presencing
AFS - IST SIDS 2014

23. 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

24. Organização
Ambiente Externo
Fig X – A Organização e o seu Ambiente Externo
Para uma Arquitectura de Aprendizagem –
Padrões
AFS - IST SIDS 2014

25. COrganizaçã
o
Planeta
Terra
Sistema
Escolar
Fig X+1 – A Organização e o seu Ambiente Externo -
alguns subsistemas significativos do ambiente
AFS - IST SIDS 2014

26. 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

27. 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.
 COL, 2006, Change and Organizational Learning. Available: http://col.tagus.ist.utl.pt/ (8/5/2007).
 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)
AFS - IST SIDS 2014

28. 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.
AFS - IST SIDS 2014

29. 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.
 Smith, M. K., 2001 “Chris Argyris: theories of action, double-loop learning and organizational
learning”, the encyclopedia of informal education. Available: www.infed.org/thinkers/argyris.htm
(8/5/2007).
 Trung Le, 2010, A 21st Century School on the Cutting Edge of Learning,
http://www.fastcodesign.com/1662762/form-follows-function-even-in-
learning?partner=homepage_newsletter (12/12/ 2010)
 Van Krogh, G, Ichijo, K. and Nonaka, I., 2000, Enabling Knowledge Creation – How to Unlock the
Mystery of Tacit Knowledge and Release the Power of Innovation, Oxford University Press.
 von Hippel, E. (1976). The dominant role of users in the scientific instrument innovation process.
Research Policy, 5(3), 212-239 . (http://web.mit.edu/evhippel/www/papers/evh-01.htm)
 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
 Watzlawick, P., Weakland, J. and Fisch, R., 1974, Change – Principles of Problem Formation and
Problem Transformation, New York, Norton Inc, tradução em castelhano (1985) Cambio, Barcelona,
Ed. Harder.
 Wenger, E., 1998, Communities of Practice – Learning, Meaning and Identity, Cambridge University
Press.
 Wenger, E., McDermott, R. and Snyder, W., 2002, Cultiving Communities of Practice, Harvard
Business School Press.
 Wilson, T.,2002A,The Nonsense of Knowledge Management, http://informationr.net/ir/8-
1/paper144.html
 Wilson, T., 2002B,The Nonsense of Knowledge Management (presentation)
http://dcti.iscte.pt/eibd/seminarios/20031018_Tom_Wilson/KM_dissent2.pdf
AFS - IST SIDS 2014