At 01:15 PM 10/22/97 +0000, Martin Silcock wrote:
>It struck me that the "form" in which the "lesson" is recorded would be an
>important issue for its capture retrieval and use by others? e.g lists of
>Statements-" If you do this we found this happened" or would a short story
>be better?, a video clip?
Stand up and present by the discoverer. The exposure is a form of reward
and would be receive better by peers than a lesson from headquarters.
Intracompany nets are being used with some success.
>Also what do we actually mean by a "lesson" in learning terms?, are they
>answers to questions we should have had in hindsight?!.
>
>How do we take context into account when recording and disseminating
>"lessons" from experience.
>
>How do we know a lesson has been learned?
Deming taught us to use control charts to discern when and if the process
has actually changed. That is have we learned a new way. They are useful
at all levels and without them it is unlikely that an organization can
learn because it cannot se anything but gross change. Organizations
following Deming have been 'learning organizations for years and years.
>Does the way we record the "lesson" affects the ways we perceive it?
Yes. When the only methods is by mouth without the support of facts then
we develop 'old wife's tales' and misconceptions about learning. Data and
theory present to peers help get to the truth.
>How do we make a lesson memorable?
Use SPC charts to support and present the facts and show change. The
charts provide experience, awareness of cause and effect, reward when real
change is achieved, opportunity to show others.
>Are all lessons lessons for everyone? NO
How generalisable are they?
Eugene Taurman
interLinx ilx@execpc.com http://www.execpc.com/~ilx
What you are is determined by the thoughts that dominate your mind.
Paraphrase of Proverbs 23 Ch7
--Eugene Taurman <ilx@execpc.com>
Learning-org -- An Internet Dialog on Learning Organizations For info: <rkarash@karash.com> -or- <http://world.std.com/~lo/>