Learning as a behavioral response to performance and growth expectations

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Learning as a behavioral response to performance and growth expectations

This is a summary post that presents 5 other posts exploring how activities that derive their meaning from results directed at delivering clear value automatically activate learning behavior and thus agility. The more we are able to focus our expectations of people and teams on results and value, the more we will begin to see the full extent of human potential at work in our organizations. 

Performance, Learning, Talent in an Organizational Context

I have always wondered why, in organizations, simple problems tend to go unresolved? Why do obvious opportunities remain under leveraged? Why does it seem like human beings at work are less capable than the same human beings at home?

While I am not suggesting that there is a simple way to solve these, I do believe there are some basic principles, that if consistently applied, might reduce their occurrence. 

Understanding Performance in an Organizational Context

Performance is a key construct that underpins a lot of what we try to do with people in organisations, yet the consistency of understanding needs to be signficantly improved if we are to truly leverage the human potential to perform. This is really about having a view of the different aspects of performance so that we can decide which ones we are targetting or expecting to be demonstrated either form ourselves or as managers or as the HR function supervising the process to make it fair and credible.

Understanding Complexity and Proficiency in an Organizational Context

In the previous posts I shared a holistic overview of the framework and then proceeded to explore performance in more details. Now, in this post, I will explore the concepts of complexity and proficiency in more detail.

Understanding Capabilities in an Organizational Context

In these series on performance, learning, talent in an organisational context, I have explored a lot of the key constructs that drive the learning behaviour in organisations. In this post, I go in to a lot more detail covering the mechanisms by which these concepts operate as variables to drive learning behaviour in organisations and how to leverage these variables either as in individual, a manager or an executive to achieve desired results and deliver desired value.

Setting individual performance goals to drive collaboration and deliver organizational results

As a teacher in a vocational school years ago, I remember the challenges that came with grading group projects. How do you decide who gets what grade especially when the level of contribution varies across members? I remember I always asked myself “why exactly did I give a group project?”.

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