EMAC ASSESSMENTS, LLC

CREATE COMPETITIVE ADVANTAGE WITH EMAC'S LAMPE

LEADERSHIP MODEL AND OUR HALO TECHNOLOGIES.

ORGANIZATIONAL LEVEL LEARNING AND ORGANIZATIONAL I.Q.

Due to rapid changes in production and process technologies, products and services, competition, information technologies, and organizations, it is necessary for organizations to become adaptable and efficiently adaptable. An organization must learn to adapt if it is to prosper in today's competitive world. The worldwide need for organizations and their employees to learn and act intelligently has sparked intense interest in the phenomena of organizational learning.

Improving organizational intelligence raises basic issues such as: Who is learning? What is being learned? How does one know learning has taken place? What is organizational intelligence? What needs to be done to improve the intelligence of an organization? What role does technology play to improve organizational intelligence?

These fundamental questions need to be addressed. For example, can an organization with intelligent people act as if it is learning impaired? The answer is yes. Consider the US Congress. Can an organization with learning impaired members act as if it is intelligent? Again, the answer is yes. Consider a beehive or a termite colony. The intelligence of an organization is clearly more than the simple average intelligence of its members. Furthermore, intelligence involves purpose, persistence, discipline, and courage. There are many truly brilliant people who are underachievers. There are also many ordinary people who accomplish great things. Judging intelligence as IQ is similar to judging horsepower by what the engine is capable of producing instead of the power actually delivered to the axle.

Effective Organizational Intelligence is the purposive, disciplined, and persistent management of organizational knowledge while the organization continues to operate. Organizational intelligence is judged by the extent to which organizational-level learning is deployed throughout an organization.

The model within the HALO comes from the research of Carol A. Benoit and Kenneth D. Mackenzie. The specific references are:

Benoit, C.A., & Mackenzie, K. D. (1994). A Model of Organizational Learning and the Diagnostic Process Supporting It. The Learning Organization, 1 (3), 26-37. (67)

A trilogy:

Mackenzie, K. D. (1994). The Science of an Organization, Part I: A New Model of Organizational Learning. Human Systems Management, 13 (4), 249-258. (66)

Benoit, C. A., & Mackenzie, K. D. (1995). The Science of an Organization, Part II: Realizing a New Model of Organizational Learning. Human Systems Management, 14 (2), 119-132. (69)

Mackenzie, K. D. (1995). The Science of an Organization, Part III: Organizational Problem Solving During the ODS Process. Human Systems Management, 14 (2), 133-148. (68)

MACKENZIE-BENOIT MODEL OF ORGANIZATIONAL-LEVEL LEARNING

The Mackenzie-Benoit model of organizational-level learning assumes that there are two purposes:

1. Achievement of the organization's strategic direction
2. Improvement of the organization's intelligence

The model incorporates the following five underlying ideas:

1. Organizational intelligence is an active, on-going process of adaptation and change.
2. Effective organizational learning is purposive, persistent, disciplined, and courageous.
3. Organizational learning is an organizational phenomena, not simply the average of individual learning.
4. The criterion of an intelligent organization is how well the organization deploys organizational knowledge and learning.
5. Organizational-level learning must incorporate how an organization selects and deploys available technologies.

The following describe the four key learning processes of organizational knowledge:

Box 1. The Evolution of the Organization's "Theory-In-Use." Processes which support an organization's ability to effectively and efficiently:

• Understand and adapt to its environments
• Define and integrate its strategic direction throughout the organization
• Ensure that its major assumptions are both accurate and realistic
• Ensure ethical decision-making.

Box 2. Developing the Organizational Means to Implement its Theory-In-Use. Processes which support an organization's ability to effectively and efficiently:

• Establish the Organizational Logic (the organization of its many task processes)
• Establish the Organizational Architecture
• Establish the bonding of positions to the organization
• Develop effective and fair organizational rewards systems
• Establish clear linkage between performance and rewards.

Box 3. Applying Organizational Means and Deployable Technologies. Processes which support an organization's ability to effectively and efficiently:

• Ensure results
• Bond its employees to the organization
• Ensure product and service quality
• Foster employees initiatives for improving the organization
• Solve problems without politics and nastiness
• Integrate deployable technologies within the organization's positions.

Box 4. Selecting and Developing Deployable Technologies. Processes which support an organization's ability to effectively and efficiently select and develop:

• Process and product technologies
• Materials technologies
• Information management and movement systems.

Organizational learning is the evolution of organizational knowledge. Not only are the four types of organizational knowledge changing, but when one process is effected, it directly influences each of the other three processes. The four boxes in the Figure represent the four types of organizational knowledge. The loops represent changes in the organizational knowledge represented in each box. The links between the four types of organizational knowledge illustrate their impact of each other. The Figure highlights the truly important driving force and causal primacy of Box 1, the evolution of the organization's "theory-in-use".

The results of the HALO generate results for every box, loop, and link within the Figure. The special form of the HALO instrument, called HALO Form G: The Learning Organization, is designed to elicit the judgments necessary for calculating these quantities. It can be used to calculate the organizational I.Q. as well.

The HALO item scales are knobby: 1 (never), 2 (rarely), 3 (sometimes), 4 (often), 5 (always). The higher the score, the more the process incorporated in the item is done in the client organization. The Organizational I.Q. is normal to be 0 if the score is the minimum of unity and 170 if the score is the maximum of 5. The variety of scores (and hence the O.I.Q.'s) allows one to pinpoint areas of relative strengths and weaknesses regarding the adaptation processes of an organization.

We have constructed a measure of the Organizational I.Q. (OIQ):

OIQ = (Score - 1) (42.5).

Below is a scale to help one understand one's OIQ score.

Prior studies have shown the OIQ is closely and positively correlated with the average of the twelve Holonomic Processes. Improving Leadership Practices improves both the average Holonomic Process and your OIQ score.