it includes learning organization,safety culture with case studies

1. Organizational Factors
Leadership
Behavioural Safety
Learning Organization

2. Importance of Good Leadership
The way you lead your team on health and safety can determine
how safe your site is to work on (and the number of accidents,
incidents and ill-health cases that happen) because:
• Your attitudes and beliefs about health and safety drive your
behaviour; your behaviour on site sends a powerful
• Message to your workers about how seriously they should take
health and safety; and the real causes of accidents on site can
often
• Be traced back to managers’ decisions.

3. Essential Principles of Leadership
Strong and active leadership from the top
• Visible, active commitment from the board;
• Establishing effective ‘downward’ communication systems and
management structures;
• Integration of good health and safety management with business decisions.
Worker involvement
• Engaging the workforce in the promotion and achievement of safe and
healthy conditions;
• Effective 'upward' communication;
• Providing high quality training.

4. Essential Principles of Leadership
Assessment and Review
• Identifying and managing health and safety risks;
• Accessing (and following) competent advice;
• Monitoring, reporting and reviewing performance.

5. Four-point agenda
Four-Point Agenda

6. Plan The Direction For Health And Safety
• The board should set the direction for effective health and safety
management.
• Board members need to establish a health and safety policy that is much
more than a document – it should be an integral part of your
organisation’s culture, of its values and performance standards.
• All board members should take the lead in ensuring the communication of
health and safety duties and benefits throughout the organisation.
• Executive directors must develop policies to avoid health and safety
problems and must respond quickly where difficulties arise or new risks
are introduced; non-executives must make sure that health and safety is
properly addressed

7. How Can It Be Done
• Health and safety should appear regularly on the agenda for board
meetings.
• The chief executive can give the clearest visibility of leadership, but
some boards find it useful to name one of their number as the health
and safety 'champion'.
• The presence on the board of a health and safety director can be a
strong signal that the issue is being taken seriously and that
its strategic importance is understood.
• Setting targets helps define what the board is seeking to achieve.
• A non-executive director can act as a scrutiniser – ensuring that the
processes to support boards facing significant health and safety risks
are robust.

8. Do
• Delivery depends on an effective management system to ensure, so
far as is reasonably practicable, the health and safety of employees,
customers and members of the public.
Organisations should aim to protect people by introducing
management systems and practices that ensure risks are dealt with
sensibly, responsibly and proportionately.

9. Core Actions
To take responsibility and 'ownership' of health and safety, members of
the board must ensure that:
• Health and safety arrangements are adequately resourced;
• They obtain competent health and safety advice;
• Risk assessments are carried out;
• Employees or their representatives are involved in decisions that
affect their health and safety.

10. How Can It Be Done
• Leadership is more effective if visible – board members can reinforce
health and safety policy by being seen on the ‘shop floor', following
all safety measures themselves and addressing any breaches
immediately.
• Consider health and safety when deciding senior management
appointments.
• Having procurement standards for goods, equipment and services can
help prevent the introduction of expensive health and safety hazards.
• The health and safety arrangements of partners, key suppliers and
contractors should be assessed: their performance could adversely
affect yours.

11. • Setting up a separate risk management or health and safety committee
as a subset of the board, chaired by a senior executive, can make sure
the key issues are addressed and guard against time and effort being
wasted on trivial risks and unnecessary bureaucracy.
• Providing health and safety training to some or all of the board can
promote understanding and knowledge of the key issues in your
organisation.
• Supporting worker involvement in health and safety can improve
participation and help prove your commitment.
How Can It Be Done

12. Check
• Monitoring and reporting are vital parts of a health and safety culture.
• Management systems must allow the board to receive both specific
(e.g. incident-led) and routine reports on the performance of health
and safety policy.
• Much day-to-day health and safety information need be reported only
at the time of a formal review. But only a strong system of monitoring
can ensure that the formal review can proceed as planned – and that
relevant events in the interim are brought to the board's attention.

13. Core Actions
The board should ensure that:
• Appropriate weight is given to reporting both preventive information (such
as progress of training and maintenance programmes) and incident data
(such as accident and sickness absence rates);
• Periodic audits of the effectiveness of management structures and risk
controls for health and safety are carried out;
• The impact of changes such as the introduction of new procedures, work
processes or products, or any major health and safety failure, is reported as
soon as possible to the board;
• There are procedures to implement new and changed legal requirements
and to consider other external developments and events

14. How Can It Be Done
• Effective monitoring of sickness absence and workplace health can alert the
board to underlying problems that could seriously damage performance or
result in accidents and long-term illness.
• The collection of workplace health and safety data can allow the board to
benchmark the organisation's performance against others in its sector.
• Appraisals of senior managers can include an assessment of their contribution
to health and safety performance.
• Boards can receive regular reports on the health and safety performance and
actions of contractors.
• Some organisations have found they win greater support for health and safety
by involving workers in monitoring.

15. Act
• A formal boardroom review of health and safety performance is
essential.
• It allows the board to establish whether the essential health and
safety principles – strong and active leadership, worker involvement,
and assessment and review – have been embedded in the
organisation.
• It tells you whether your system is effective in managing risk and
protecting people.

16. Core Action
• The board should review health and safety performance at least once a year.
The review process should:
• Examine whether the health and safety policy reflects the organisation’s
current priorities, plans and targets;
• Examine whether risk management and other health and safety systems
have been effectively reporting to the board;
• Report health and safety shortcomings, and the effect of all relevant board
and management decisions;
• Decide actions to address any weaknesses and a system to monitor their
implementation;
• Consider immediate reviews in the light of major shortcomings or events.

17. How Can It Be Done
• Performance on health and safety and wellbeing is increasingly being
recorded in organisations' annual reports to investors and
stakeholders.
• Board members can make extra 'shop floor' visits to gather
information for the formal review.
• Good health and safety performance can be celebrated at central and
local level

18. Case Studies
Successful leadership

19. Case Study- North Staffordshire Combined
Health Care NHS Trust
• The board found itself facing service improvement targets. Using new
corporate and clinical guidance, it set about taking a 'whole systems'
approach to managing corporate risk, giving one of its directors
responsibility for the leadership of health and safety for the first time.
Health and safety was also made a key item on the board agenda.
• This has resulted in a much better integrated health and safety
management system that increases the opportunity to identify and
manage all corporate risks, and a much more open culture, improving
reporting and monitoring. The board actively promotes a culture that
gives staff the confidence to report incidents. This has resulted in:
• Incidence rates reduced by 16% over two years;
• Insurance premiums reduced by 10%.

20. Case Study- North Staffordshire Combined
Health Care NHS Trust
Results include:
• A two thirds reduction in both lost time and minor injury
frequency rates over a 10 year period.
• Much greater understanding by directors of health and safety
risks.

21. Case Study- British Sugar
British Sugar had an excellent safety record and was devastated in 2003 when
it suffered three fatalities. Although health and safety had always been a
business priority, the company recognised that a change in focus was needed
to achieve behavioural change. This included:
• The CEO assigning health and safety responsibilities to all directors, and
monthly reports go to the board;
• Creating effective working partnerships with employees, trade unions and
others;
• Overseeing a behavioural change programme and audits;
• Publishing annual health and safety targets, and devising initiatives to meet
them.

22. Case Study- Mid and West Wales Fire and
Rescue Service
To give health and safety a high priority, Mid and West Wales Fire and
Rescue Service recognised that it was critical for its leadership to
demonstrate to its staff that accountability for health and safety was a
fundamental element in the success of its overall service delivery.
The director of service policy and planning was nominated as the health
and safety director for the service in order to clearly define the
importance this subject held within the organisation.
The director implemented a revised health and safety framework, which
included a programme of fire station visits to engage the workforce, and
placed a renewed emphasis on improving incident reporting,
investigation and monitoring procedures.

23. Case Study- Mid and West Wales Fire and
Rescue Service
The service has reported:
• £100,000 reduction in insurance liability premiums in one year
through improved corporate strategic risk management;
• 50% reduction in sickness absence through work related injury
over a two year period;
• 50% reduction in injury incidence rate over a three year

24. Case Study- Sainsbury’s
• An external health and safety audit identified a need to develop a
unified approach, and also recommended more direction from the
board, to develop an effective strategy.
The result was a radical revision of the company's approach,
including:
• The group human resources director creating a health and safety
vision, supported by a plan with targets over three years;
• Training on health and safety responsibilities was introduced for
all board directors.

25. Case Study- Sainsbury’s
This has resulted in:
• the board providing a role model for health and safety behaviour;
• 17% reduction in sickness absence;
• 28% reduction in reportable incidents;
• Improved morale and pride in working for the company;
• Raising the profile of health and safety so it is becoming
embedded in the culture of the organisation.

26. Behavioural Safety
Improving Performance

27. What Is Behavioural Safety?
• Behaviour can be defined as an action by an individual that is observable by others.
• It’s estimated that in up to 80 per cent of work-related accidents, employees’
behaviour – in the form of acts or omissions – is a contributing factor.
• Such behaviour can pave the way for many pre-existing factors to come together in
a negative event.
• There are many reasons why employees engage in ’at-risk’ behaviour at work.
• Some examples are: -
Cutting corners to save time: how often do employees decide not to use personal
protective equipment (PPE) because a task may only take seconds to complete? In
this example, the at-risk behaviour (the failure to use PPE) has the instant perceived
benefit of saving time

28. What Is Behavioural Safety?
Ergonomic factors: inappropriately placed machine controls may
lead to improvised and potentially dangerous access arrangements
Accepted practice: ’we’ve always done it that way’
Reinforcement of at-risk behaviour by the actions of supervisors:
this may also undermine employees’ confidence in the
management’s commitment to manage concerns such as safety
Misunderstanding at-risk behaviour: employees may be unaware, or
have a low perception, of the risks associated with a particular task
or activity. This could be due to insufficient information or training

29. What is behavioural safety?
• The emphasis of the behaviour-based approach to safety is, as the
name suggests, on employees’ behaviour. Through influencing
behaviour, this system can reduce injury rates.
• The behaviour-based approach to safety focuses exclusively on the
observable, measurable behaviours critical to safety in a
particular setting. This is a task-oriented view of behaviour, and it
treats safe behaviour as a critical work-related skill. Don’t confuse
it with inspections and audits of the workplace for unsafe
conditions.

30. Why Is It Commonly Used?
• Significant number of accidents reportedly caused by
inappropriate behaviour
• Good vehicle for management and workforce participation
• Can improve the visibility of managers
• Behaviours and actions influence culture through attitudes
and perceptions
• Behaviours determine the performance of systems

31. Key features
• Define ‘safe’ and ‘unsafe’ behaviour
• All involve observation of behaviour in the workplace
• By managers and/or peers
• With/without targets
• Provide feedback
• Reinforce safe behaviour
• ‘re-educate’ unsafe behaviour
• Feedback ranges from on-the-spot specific feedback and discussion,
to impersonalised general data

32. How Does Behavioural Safety Work?
• Leading from the top.
• Significant workforce participation
• Targeting specific unsafe behaviours
• Observational data collection
• Data-driven decision-making processes
• Organised improvement intervention.
• Regular, focused feedback on continuing
performance.
• A requirement for visible continuing
support from managers

33. Leading From The Top.
• Top management needs to ‘buy into’ the programme to
ensure commitment and resources for the organisation.

34. Significant Workforce Participation
• Full engagement of the workforce in the programme is
an essential part of behavioural safety.
• Without this engagement, it’s difficult to make
improvements.

35. Targeting Specific Unsafe Behaviours
• The programme focuses on the small percentage of unsafe behaviours
that are responsible for a large percentage of an organisation’s
accidents or incidents.
• These can be identified by systematically examining the
organisation’s accident and incident records.
• Getting employees and management working together to understand
the reasons for unsafe behaviours and to identify and agree targets
for change helps to promote ownership and agree common
behavioural measures.

36. Observational Data Collection
• Trained observers regularly monitor their colleagues’ safety behaviour
against agreed measures.
• Making an observation is like taking a photograph – it provides a
snapshot of a moment in time.
• The greater the number of observations, the more reliable the data
become, as the employees’ true behavioural pattern can be established.
• It’s important to understand the context of the observation data,
including the number of observations and the number of people
observed.
• Additionally, more frequent observations increase the probability that
the level of safe behaviour will improve, as people tend to alter their
behaviour if they know someone’s watching

37. Data-Driven Decision-Making Processes
• The data from the observation process allow you to measure
safety performance.
• You can then examine trends in these data to identify the key
operational areas that need improvement.
• It’s then possible to positively reinforce employees’ safe
behaviour while taking steps to correct unsafe behaviours.

38. Organised Improvement Intervention
• The planned intervention often begins with briefing sessions in those
work areas and departments that will be involved.
• Then volunteer groups are brought together, such as a steering
committee and observers, who then receive training in observation
and feedback techniques.
• The project team oversees the development of the process in the
organisation, from the initial analysis of accident and incident data
through to monitoring performance, setting goals and reviewing
progress.

39. Regular, Focused Feedback on Continuing
Performance.
• Feedback is the key ingredient of any type of improvement
initiative.
• In behavioural safety systems, feedback usually takes three forms:
verbal feedback to people at the time of observation; visual
feedback on charts displayed in the workplace; and weekly/
monthly briefings where detailed observational data are provided
about specific employee behaviours.
• In combination, these forms of feedback provide a basis for
targeting focused improvements.

40. A Requirement For Visible Continuing
Support From Managers
• It’s vital that managers show visible leadership and commitment to the
process. They can demonstrate this by:
• Allowing the observers enough time to make their observations
• Giving praise and recognition to staff who work safely
• Encouraging employees to report health and safety concerns
• Providing the resources and help needed for improvements
• Promoting the initiative whenever and wherever they can.

41. Business Benefits
A manufacturing company with 1,400 staff introduced a behavioural safety
programme and gained:
• Improved productivity
• The number of work days lost through injury per year dropped from 550
to 301 in four years
• Improved public image
• The company’s managers have given presentations at major behavioural
safety conferences
• Staff development
• Many observers have improved communications and IT skills, and greater
confidence.

42. Business Benefits
A behavioural safety programme at a petrochemicals plant brought
economic benefits, including:
• A saving of £250,000 per year through early identification and repair of
leaks
• A 32 per cent reduction in insurance premiums
• Major reductions in operating costs as workers became more confident
about identifying and dealing with problems themselves.
(Source: HSE)

43. Business Benefits
Partly through introducing a behavioural safety programme,
one company achieved a 43 per cent reduction in time lost to
injuries over two years and a 63 per cent reduction in major
issues over the course of a year. (Source: HSE)

44. Case Study

45. A Behavioural Approach To Improve Safety In
Aircraft Manoeuvring Areas
The study was carried out in aircraft manoeuvring areas of a major
UK airport for a US-based international airline, with approximately
400 employees including support staff.

46. PROCEDURE
Management briefing
• During the planning stages, line managers and HR staff received a
briefing to explain the philosophy behind the behavioural approach,
outlining their role and why their commitment is important.
• Developing measures of safety performance
• The company identified safety-critical behaviours from accident records
and interviews with key people.
• They developed measures for critical behaviours in three areas of
concern: manual handling, vehicle operations and general ramp safety.

47. PROCEDURE
Training the observers and observing safety performance
• Initially 35 observers were trained to observe and measure their colleagues’
safety performance and provide verbal feedback.
• They represented both managers and employees and were drawn from all
operations.
• The key reasons for choosing them were that they were respected by their
peers, were committed to improving safety and had good communication
skills.
• The observations took around 20 minutes and took place at different times to
make sure that they reflected a true picture of safety performance.

48. PROCEDURE
Determining A Baseline
Straight after the observers were trained, they collected data for four
days. In total, 60 snapshots of safety performance provided a baseline
figure for each of the three areas of concern. The company then set
targets for improvement on the basis of these figures.
Establishing improvement goals
At the end of the baseline period, all observers and representatives from
senior management attended a goalsetting meeting. Here they decided
goals that were challenging but achievable for improvements in safety
performance across the three measured categories. They also discussed
any barriers to improvement identified during the baseline observations.

49. PROCEDURE
Feedback and follow-up
• Following the goal setting, the observers posted feedback charts around
the ramp and gave short PowerPoint presentations in staff rooms
throughout the day and through the internal computer network.
• On average, they carried out 110 observations each month.
• They displayed the results of the observations every week and included
information on the issues that had improved the most and those that
had the worst scores.
• More observers were trained to provide extra cover during busy periods
and holidays, to replace observers who had left the programme and,
more importantly, to cascade the programme throughout the ramp
operation.

50. Percentage improvement across the three intervention categories in the case study

51. RESULT
• During the first 19 months, the percentage of behaviour observed
as safe increased from an average of 70 per cent to 79 per cent
• Over the next five years, the programme evolved to address other
safety issues and received two ground handling awards.
• The company’s insurers have also recognised the programme’s
importance through reduced employers’ liability premiums.

52. CONCLUSION
• This study shows that applying a behavioural approach to safety is
effective for ramp operations.
• Despite recent economic trouble in the sector, the scheme had positive
effects on safe behaviour, work methods, communication and industrial
relations, as well as reducing the occurrence of accidents and related
costs.
Source: United Airlines and Heathrow behavioural case study 2005 Robin
Phillips CFIOSH (personal communication)

53. Oil Refinery
• The intervention took place in an oil refinery in which plant
managers had expressed a clear interest in reducing injuries and
improving the safety culture. An initial assessment of the previous
3 years of incident reports revealed that unsafe employee acts
contributed to 96% of injuries. The intervention was initially
introduced to one area of the refinery as this area showed the
highest risk and the most past injuries.
• The following steps provide a brief description of the intervention:

54. PROCEDURE
• Step 1
All employees were informed of the intervention, the rationale behind
the intervention and the goals of the intervention. A thorough safety
assessment was conducted to ascertain past interventions, get input from
employees, identify high risk areas and activities, and identify training
needs.
• Step 2
A design team was created consisting of 10 employees who volunteered to
take part, an area manager and a committee leader. The design team
were trained on behaviour analysis and the behavioural safety process
over a 3-day workshop.

55. PROCEDURE
• Step 3
The design team identified basic safety values(e.g., teamwork, employee
empowerment), and then pinpointed practices and behaviours that would
be indicative of those values. Then the team created a safety process for
each unit of the plant, stating the values and practices for each process.
• Step 4
The design team (along with behavioural consultants) trained all
employees on behavioural observation techniques and the rationale for
using observation to measure safe behaviour. Employees practiced
observation and delivery of feedback.

56. PROCEDURE
• Step 5
Employees were asked to complete at least two peer observations per month
using checklists that listed relevant safe behaviours. The design team reviewed
the observations monthly, graphed the data, and reviewed the data in monthly
safety meetings. The data taken were frequency of observations, participation,
and types of safety concerns from the observations.
• Step 6
Employees received monthly feedback; both verbal and visual. Lists of employee
suggestions and actions taken were also posted. Rewards were delivered in the
form of meals or small celebrations if the team met their monthly goals (%
increase from the previous month), and managers were always present for these
celebrations.

57. PROCEDURE
• Step 7
Following implementation in the initial area of the plant, the
programme was rolled out plant-wide.

58. RESULTS
• Although direct observation data was taken and used to drive the
intervention, injury data was consulted to view the overall success of
the programme.
• Following intervention in the initial area of the plant, 24 months passed
before the first recordable incident (this was unheard of in that area of
the plant).
• Overall the mean incidence rate in the refinery reduced from an
average of 4 per year prior to the BBS programme, to an average of
under 1 per year following introduction of the programme (lower than
the industry average).
• Additionally, over the years, participation in the programme remained
above 60% indicating a high level of employee engagement in safety.

59. The Learning Organization

60. Learning organization is an
organization that is continually
expanding its capacity to create its
future.
For such an organization, it is not
enough merely to survive. Survival
learning or what is more often
termed adaptive learning is
important, indeed it is necessary.
But for a learning organization;
adaptive learning must be joined by
generative learning, learning that
enhances our capacity to create.
Adaptive
Learning
Generative
Learning
Learning
Organization

61. Examples Of Learning
Organization
Apples Learning Organizational

62. Why Apple is a Learning Organization?
Steve Jobs
Vision for change the
world bs Vision for
change the world
Flexible & Adaptative
organization
Apple Culture
Encourage to apply
intelligence &
imagination
Employees’ Choice,
Best Place to Work

63. Apples Learning Cycle
• Allow
employees
to voice out
their opinion
• What needs
to be done
and what is
wrong?
•Tunes-
Integrates staff
to spend more
time in other
firms to
understand how
it works
•iPhone collect
information “
what consumer
Want”
Generate Integrate
InterpretAction

64. Why Apple Was Forced To Change ?
Customers Need Innovations
User-Friendly Systems
Long Term Competition
Inconsistency and incapability of management

65. How Apple Was Successful?
• Peter M. Senge’s research on Apple
• Apple used Senge’s five discipline to examine its
organizational learning success

66. Five Basic Discipline Of Learning Organization
Mental
Models
•Personal
Mastery
System Thinking
Team Learning
•Building Shared Vision

67. Shared Vision
“Not an idea…. rather a force of impressive power. It lifts us out of
our existing aspirations, and opens the doors to new ones.”
• Gives a real sense of purpose.
• Critical because it provides the focus and energy for learning.
• Must be real genuine
• Learning organizations and high performing teams can not excel or
even exist without this.
• Promotes focus and long-term commitment to organizational
effectiveness and survival.

68. Shared Vision
•Individual vision is not enough.
•Share your Vision.
•See Through Each Other’s Eyes
•Create a Shared Vision that Everyone Can
Support

69. Team Learning
“Team Learning is the process of aligning and
developing the capacity of a team to create the
results its members truly desire….”

70. Team Learning
• It is team learning, not individual learning, that adds to
organizational learning.
• People need each other to achieve their objectives.
• Teams are the key learning group of organizations.
• Talented teams are made up of talented individuals.
• Team Learning is the building block for organizational
learning.

71. System Thinking
Requires people to view the structural aspects of
organizational performance rather than individual
performance.
“A system is a perceived whole whose elements “hang
together” because they continually affect each other
over time and operate toward a common purpose.”

72. System Thinking
• Framework for focusing on patterns and interrelationships.
• Widens people’s perspectives.
• Involves adopting a holistic approach to problem solving – no
individual blaming.
• Involves the ability to see connections between issues, events
and information as a whole or as patterns, rather than as a
series of unconnected parts.
• Not breaking problems up into individual pieces. The focus is
on trying to understand how relevant factors collectively
interact to produce the problem.

73. Personal Mastery
Without Personal Mastery, individuals and
organizations are unable to continue to learn
how to create.
•“The essence of Personal Mastery is focusing
on ultimate desires… approaching life from a
creative, rather than a reactive viewpoint.”

74. Personal Mastery
• Relates to a special level of proficiency achieved through a
commitment to lifelong learning.
• Clear connection between individual development and
organizational learning.
• More than achieving a set of skills and competencies.
• Based on a commitment to truth about current reality.

75. Mental Models
Generalization
How
We
Act?
Images,
Assumptions,
Stories
Our View Point
Mental models can be simple
generalizations such as
"people are untrustworthy," or
they can be complex
theories,But what is most
important to grasp is that
mental models are active;
they shape how we act.

76. Mental Models
• Our mental models determine what we see and what we do not see. They
are the symbols that we use to mentally process the environment in which
we function.
• Deeply ingrained assumptions, generalizations or even pictures or images
that influences how we understand the world and how we take action.
• Discipline of working with mental models starts with turning the mirror
inward; learning to unearth our internal pictures of the world, to bring
them to the surface and hold them rigorously to scrutiny.
• It also includes “Learningful” conversations that balance inquiry and
advocacy, where people expose their own thinking effectively and make
that thinking open to the influence of others.

77. Evaluation of Apple’s Learning Organization
• Defeat its main competitor IBM
• User friendly products
• Great relationship with its customers
• Good leadership & Management
• Quality Control & Measurement

78. Barriers to Organisational Learning
• An undue focus on the immediate event rather than on the root
causes of problems;
• Latching onto one superficial cause or learning point;
• Failure to address the issues of blame, accountability,
responsibility and discipline;
• A culture of individual ‘error’ rather than one that takes a systems
approach;
• ‘Scapegoating’ rather than addressing deep-rooted organisational
problems;

79. Barriers to organisational learning
• Changes among key personnel within organisations and teams;
• Ineffective communication and other information difficulties;
• Tackling small individual issues, rather than addressing more
fundamental change;
• Pride in individual and organisational expertise leading to denial,
and a disregard of external sources of lessons;
• Not listening to ‘bad news’ and a failure to challenge existing
systems, procedures and structures;
• Inability to recognise the financial costs of failure, thus losing a
powerful incentive for organisations to change.

80. How To Create Learning Organizations
• Build individual development plans quarterly. The development
plans should list negotiated expectations for growth and learning over the
quarter. These plans may include cross-training, skill stretching assignments,
and representing the department at organization-wide meetings, as well as
education.
• Put each person directly into contact with customers. When each individual
personally knows customer needs, he/she is enabled to make better decisions
to satisfy the customer. Remember also, the internal customers. Anyone to
whom the organization provides a product or a service is a customer.
• Promote field trips to other organizations. Even organizations in different
industries can provide opportunities for learning. See and learn what others
are doing about the challenges you experience in your organization. It has
been seen that non-competing companies surprisingly are gracious about
sharing information.

81. How To Create Learning Organizations
• Meet regularly across departments, or in a smaller organization, as a
whole company. Even in a larger organization, bring the whole company
together, at least quarterly. People have to understand the whole work
system; otherwise they improve just their small part of the system.
While these small improvements are important, they do not necessarily
optimize the success of the entire system. This is an area in which every
technological advancement makes meeting easier.
• Use cross-functional teams to solve problems, scout for new
opportunities, and cross-fertilize units with new ideas.

82. How To Create Learning Organizations
• Pay for education for all employees. In fact, some forward thinking
organizations have determined learning is so important, that they pay for any
educational pursuit, not just those related exclusively to the individual's current
job. The goal is to foster learning and they presume that any investments in
learning translate into more effective work performance over time.
• Coach improved performance from all members of the organization. Work
constantly to enable people to set and achieve their next goals. Spend time with
people thinking about and planning their next objective.
• Form study groups. Internally, and even externally, these groups can focus on
creating a learning organization. There may be people, who are close to the
organization in question , geographically, seeking members or holding group
meetings.

83. How To Create Learning Organizations
• Take time to read, to think, to talk about new ideas and work. Create
discussion areas, conference rooms, and break areas that foster people
communicating.
• Hold brainstorming (idea generation) sessions on specific topics. Bring
"experts" in the organisation. As an example, a technical writer can add
value to a discussion about print presentation.
• Foster an environment of collegiality. Congenial work environment,
harmonious superior - subordinate & peer to peer relationship are
inevitable for creating a learning environment in any organization

84. How To Create Learning Organizations
• Evolving Roles of Supervisors: Supervisors are assuming
increasing responsibility for traditional human resource functions.
In a Learning Organization, managers serve as teachers and each
individual is empowered to be responsible for his or her own
learning

85. Do it the Toyota Way…..
Toyota Culture and Management Philosophy
The 14 Principles of the Toyota Way is a management philosophy
used by the Toyota corporation that includes TPS, also known as
lean manufacturing. TPS is the most systematic and highly
developed example of what the principles of the Toyota Way can
accomplish. The Toyota Way consists of the foundational principles
of the Toyota culture, which allows the TPS to function so
effectively.

86. The Main Ideas of the Toyota Way
• To base management decisions on a "philosophical sense of
purpose"
• To think long term
• To have a process for solving problems
• To add value to the organization by developing its people
• To recognize that continuously solving root problems drives
organizational learning

87. Principles of the Toyota Way
• Having a long-term philosophy that drives a long-term approach to building a learning
organization
Base your management decisions on a long-term philosophy, even at the expense of short-term
financial goals
• The right process will produce the right results
Create a continuous process flow to bring problems to the surface
Use "pull" systems to avoid overproduction
Level out the workload ( Work like the tortoise, not the hare)
Build a culture of stopping to fix problems, to get quality right the first time
Standardized tasks and processes are the foundation for continuous improvement and employee
empowerment
Use visual control so no problems are hidden
Use only reliable, thoroughly tested technology that serves your people and processes

88. Principles of the Toyota Way
Add value to the organization by developing its people and partners
• Grow leaders who thoroughly understand the work, live the philosophy,
and teach it to others
• 10. Develop exceptional people and teams who follow your company's
philosophy
• 11. Respect your extended network of partners and suppliers by
challenging them and helping them improve

89. Principles of the Toyota Way
• Continuously solving root problems to drive organizational
learning
Go and see for yourself to thoroughly understand the situation .
Make decisions slowly by consensus, thoroughly considering all
options; implement decisions rapidly.
Become a learning organization through relentless reflection and
continuous improvement.