She gives an example of how children learn more when they are given tools to create content rather than tools that just deliver content.  Now, she talks about technology in the classroom but this equally applies to technology in the workplace.  Think of the training that consists of delivering content (lecture, PowerPoint, brown bag talk, etc.) versus the training where people are encouraged to play with the new software program or tool.

I consider the basis of learning to be the creation of mental models.  You cannot just transmit your mental model completely to me; I have to create one unique to my own mind.  You can give me information to build the model and you can create experiences that will shape the mental model but the final product is still through my unique mental processes.  But every mental model starts with engagement.  Thus, this is why allowing people to make content rather than absorb content is the key to effective learning.

In the first article, McCabe gives a more detailed description of organizational culture as a collection of shared memories.  These memories can contradict each other or just be ambiguous about past organizational events but, woven together, these memories form a dynamic and conflicting culture for the organization.  McCabe disputes the common belief of many management theorists that the past can be erased in favor of the new reality because the past always blocks change.  Organizational memory is more complex than that because some memories can help facilitate change while other aspects resist change.  McCabe concludes by stating that organizational memory cannot be managed as part of the change process but must be accounted for.

McCabe’s article illuminates the findings in the second article by Becker.  The second article deals with the process of acquiring new technology in an organization.  As Becker explains, for employees to adopt a new technology they must unlearn the old technology.  They do this through releasing mental models of the workings of the old technology and create mental models of how the new technology works.  Memories of past change efforts can hinder the process of unlearning if it promotes fear and anxiety among the employees.  Becker does not have any specific remedies for dealing with organizational memory and unlearning but she does argue that further research is necessary to fully understand the unlearning process.

The relevance to Gov 2.0 is clear.  Many agencies have long and painful memories of past change efforts that have been woven into the current culture.  Gov 2.0 advocates must understand and acknowledge the past while developing strategies to alleviate the fear that will prevent government employees from unlearning the current way things are done in favor of making government transparent, open, and engaging.  Gov 2.0 advocates must take the positive aspects of the past and use those events to counter the negative past events while realizing that culture cannot be fully controlled.

References:

Becker, K. (2010). Facilitating unlearning during implementation of new technology. Journal of Organizational Change Management, 23:3. 251-268.

McCabe, D. (2010). Taking the long view: A cultural analysis of memory as resisting and facilitating organizational change. Journal of Organizational Change Management, 23:3. 230-250.

“Brian: I am NOT the Messiah!
Arthur: I say you are Lord, and I should know. I’ve followed a few.”

 Other nations have realized the value of universal education and its power to revitalize the economy and well-being of the citizens.  Ireland is the most notable example and one can argue that the rise of India and China is due to their emphasis on education.  American politicians claim to advocate education but after thirty years of concentrated effort, the US still lags behind other countries.  Clearly we need to rethink our approach and commit to bringing about universal education.