change but i think on that slide holy cow this is why he had virtual sessions yeah yeah no no sir cognitive cognitive life yeah Yes, sir. Oh, okay. At least drop a pin or something so I know you guys are there.
Yeah. Or somebody can sneeze once in a while. I'm sitting on the process. get back to where i am okay so let me get my mojo again okay uh so we spoke about this and uh we spoke about uh uh that it's a consequence based aspect of it then we spoke about okay So cognitive. Sir you are off again, cannot hear.
Hello sir, you're frozen again. So if you can hear us, can you try like rejoining please? We were like, what are you doing? And we froze on the way. So we went on to like three or four slides.
So it's quite hard right now to get in. So you'll be joining me where we left off, like on the phone. We went to Shauk and that was all. Mr Paduma, can you hear me? Can you try rejoining, please?
babe there's something happening today so hey guys sorry about that so here we are talking about you can hear me right yes sir let me in my mouth so It's all about response, cognitive, it's all about knowledge. Basically, this knowledge aspect is all about emphasis on problem solving and so on and so forth. It's all about memories and memory structures and so on.
That is something that we work on. So on constructive perspective, here it's all about constructivists. Say learning is a process where individuals develop new ideas with their current and past experiences and knowledge. And basically here it's talk about how you engage with people, engage with society, conversation, shared tasks and problems.
It basically talks about constructivism. So three key questions that. as individuals that we need to start asking about the organization number one is how do you learn best as individuals have you ever explored your learning style uh and how would you describe your optimum learning organizations needs to understand this of employees uh at least at a broader scale because organizational learning and and individual learning goes hand in grab that's very important to understand uh and if you don't as an organization start understanding what individual we spoke about this in detail what type of styles of learning that the that is and and so on and so forth so how do you learn best as an individual so if individuals have a different style of work learning what type of uh data should be whole it should be is it number based is it it is it case that study base where people start understanding and start learning through that process and and uh and how do they learn best for people to experience that because if people don't start learning that and use the optimum learning levels the organization doesn't also gain from this whole process so it is very important for for for uh need to uh create this whole learning organization in the overall gamut of things.
So we structure learning in this way where people also start understanding how it is done. So, Coebs in 84 created this whole model of Levenian experiential learning. And it was defined as increasing one's capacity to take effective action. If you look at the three aspects that we looked at, one is the behaviorism, then next one is cognitive psychology and constructive. activism, all these three are built into this learning cycle.
So you're talking about capacity, which is your knowledge gain, effective action is consequences, and you get your knowledge through social interactions and so on. So there are three key aspects of it, which is defined and brought in together to get this done. So yeah.
It's a very simple model where it talks about observation and reflections. Observation and reflections come through your social interactions, what you see around the organization, what you see around in the environment. So you start reflecting about your observation which has seen and then you build a concrete or a very strong experience of it. Our experiences are if you take life. of experiences are built on your observations and reflections on it your interpretations of your observations so your observations and reflections also play a big role uh in in this process where you build your experiences on your observations and reflections or interpretations so then you start testing the implications on that on a new situation okay i i saw this happening and we saw this these are the these are the situations they use that experience and then you test it you test test it in your situations and so on and finally form form a abstract or a concept or a policy or a process around it so so that is how we do it so then it's a cycle of learning where experiences and interpretations or reflections of it helps you to understand better and take it forward and that's what learning cycle is all about you One of the key aspects of the Levinian experiential learning, the main criticism, how do you ensure that people would observe and learn?
Is there any motivation around it? So for this to get done, it doesn't talk about the learner's motivation. The learner's motivation is not considered in this whole process.
So there might be observation, there might be reflections, but is there a component of motivation? I think last week we talked or week before we talked, spoke about motivation and so on and so forth. But...
how do you ensure that that element of motivation to learn has a direct correlation on this whole cycle? How will it positively or negatively impact the cycle? So that is one of the main criticisms of this Levinian model where people learning motivation is not considered. So the next question is how do you ignite that fire in the organization?
What type of aspects, what type of tools or techniques to use to ignite it so how do you fire the organization how to create that motivation for people to start learning how do you is there is there and that's what organizations do right now guys i'm audible and you can hear me yes sir yes okay so so basically it's it's all about how you ignite we spoke about the element of motivation intrinsic extrinsic you elements of it. How do you drive career progression and learning experience linked to it? How do you drive reward mechanisms?
Do you have a learning aspect in their KPIs so they gain also financially, non-financially also on it. So how do you motivate them is very important to ensure that this whole model works. Why should people go observe, get things done?
how they would bring it into the system is very important. And also emphasize on the feedback and reflection. Emphasize on feedback and reflection is when you start conceptualizing it and when you start using it in situations, what is the feedback mechanism?
How do you interpret the results of it? That is very important. And that's where you need to figure out, okay, as an organization, we have learned, we have implemented, but what is our interpretation of the results which are coming out and the feedback of managing that situation.
That is also very important to emphasize. So, whilst you also fire the motivation, ignite that motivation, you need to also have a very strong process of feedback and reflection. And that is important. And many organizations also have the tendency towards action fixated non-learning cycles.
So yes, you might not have something, you look at the action, so that is mostly on your behaviorism. So some people have this, some organizations have this tendency, very action fixated. So it's a more linear type of learning process where you would have more action you'll do something yes it will work no it doesn't work okay let's look at another this thing but it doesn't have that reflection i looking at observation learning from uh from what you see out there and so on and so forth it might work in small organizations but the large organ organization you need to have that structured as a cyclic process in place to ensure that information is captured reflect uh integrated tried out and then really reflect on it and so on and so forth. If not, it will be a hit and miss always. Okay, we learned something of it.
It didn't work. Let's try something else. But you don't go and understand and you don't do post-mortem, pre-mortem to understand what is happening around it. And then it tends to just to be too fizzle out. And that's why people always say that learning processes are not...
very structured, it doesn't hold, people don't understand what is there, organization doesn't learn from it and so on and so forth is sometimes due to these type of tendencies which are already there in the market. So how do you learn best as an English teacher? It's quite paradoxical also. Organizations are not merely a collection of individuals, yet there are no organizations without such collections. Similarly, organization learning is not merely individual learning, yet organization learn through the experience and actions of people.
So that's what I said that it's hand in glove. Organization learns through their people. People learn through the organization. So it's a hand in glove thing that is happening where if people are to learn from the organization and organizations are. also learning through people there has to be a structured process for the organization to collect information from the environment, give that in what is happening in other companies, what is our competitors doing and so on and so forth and use that experience and bring it to the people and that's one of the areas that attrition also works well in organization, bringing new people into the organization.
So you bring in experiences of other people in other organizations on how they would manage situations. And that sometimes natural attrition, anyway, banking attrition is very high these days, not banking, even all organizations. And basically what happens is that you need to have a process where when your new people come in, how do you get their tacit knowledge into the system?
That is very important. You might you. merely don't hire people as an individual, you also hire them for their knowledge. But how do we extract that knowledge? In most organizations, it doesn't happen very well.
How do you extract that knowledge? What is that knowledge? Who would interview them to understand how this is done differently? If not, what happens is when a new individual comes into the organization, within the first six months, if you don't extract that out, information they also get used to a process of the organization they become a part of that process then what happens is that you you they lose that exposure they lose that experience of doing things and so on so there has to be a structured process around it to ensure that that information is collected very well and that is that is that is something which which doesn't happen in organizations so because The most important thing you need as organizations, as learning heads, as HR professionals, as CEOs, as anything, you need to understand very simply that organization learns from individual, individuals learn from organization.
That means that you need to have very structured ways for this cog to work extremely well. How do you extract that information from the environment? How do you extract that information from individuals is something that is very important. which happens in organization.
So that is a very important aspect in organizations which needs to get. So the aspect then it comes to team learning. So there are teams which basically look at, now we spoke about individual learning.
Now we are going into an element of team learning. is all about learning as teams. How do you engage? How do you create an organization?
How does the organization facilitate team learning? How do organize, facilitate groups to engage in dialogue, discussions, and so on? So three things that in team learning that we look at. Number one is ability to think insightful about complex issues and you bring in collective intelligence.
In the agile process, if you all have been exposed to agile processes, they talk about collective intelligence. They have different collective intelligence discussions around problems. So you give a problem to a team and then you want them to set up, the team comes together, collective to find solutions.
so it's it's called collective intelligence collective intelligence is a process that you now they adapt into all the all for example even when setting up strategies you put a team you identify this issue we are not growing in this business we have a problem in this area how do you attack it so you bring a team together who is cross-functional you bring them together and you they put them into uh uh into a team uh and get them to start working on it finding solution now So that is one area. The other one is that. it provides innovation and coordinated action because different people bring different reflections, different observations, different experiences. Hence, you look at it from a more coordinated point of view.
And the third aspect is you start sharing your experiences between the team. skills also between the team. You start building and that is where constructivists spoke about where you start sharing and you build a new theory, you build a new process, you build a new process when you start sharing and start challenging each other in this process.
So, team learning is also another way of converting individual learning into your learning organization learning because team learning automatically expands the aspect of learning within teams cross-functionally and so on and so forth and start breaking silos in organization. It's a more holistic look on situations which supports the organization to flourish more on the learning aspect. So this is three key things that you need to look at when it comes team learning. Team learning is extremely important on this matter. And now the newest thing is, and I'm sure it was happening before, but it's now happening much more on a structured way.
Coaching has been always one-to-one, right? Now they also look at from sports, they've identified team coaching is also important. Individual coaching and team coaching is two different approaches that you need to have.
When you're in an organization, how does a team work together? Is individual coaching sufficient for a team to come together and work as one? What is the team coaching approach? So then they start understanding each other.
So it's important before you put a team together, that they are also trained to a great extent on how they work together and how do they share that information with each other. that becomes much more engaging for those guys so because they are if not it's going to be the opinion leaders taking a stronger position in those things people don't share because sometimes some people are not very extroverted so the team coaching aspect also comes in handy when it comes to managing the aspect of building a strong collective you intelligent team and start driving new experiences of it. So this is all about team learning.
Any questions up to now? Just sir on the team coaching part. Yeah.
Have you experienced where this team coaching or group coaching has been done effectively in our local context? how team coaching is used in certain sports and we've seen how even if you look in the past the 1996 world cup winning team they had team coaching done for them by you know by special people like chandrishan perera came in and did team coaching for them on their motivation and you know working together and there were specialized people who did things like that for for sports but in an organization for an organization have you seen that you have any uh good examples of team coaching being implemented in in the organization or in business environment um i just started with one um i i just started one uh give me a week or two i'll share some better experiences how it works but it it is important that you find the right person to do that coaching Sometimes it might be internal. You don't have to get an external person to come and do that coaching.
Somebody who everybody in the team looks up to. Let's take this example of Sanat Jayasuri managing the cricket team right now. We had one of the highest paid foreign coaches there. Now, Sanat Jayasuri is a person everybody looks up to in the team. I think the Indian team feared Sanat Jayasuri more than the people who were playing.
Right. And one of the key factors, what did he do? I don't think he's a fantastic coach as such.
But what did he do? In your learning cycle, what are the main criticisms of motivation, of team motivation? What motivates people to learn? And that was one of the key criticisms that came in when we discussed the Forbes learning cycle.
One of the criticisms of that model, the Libertarian model, is that there was no motivation. What did he bring in? He brought in that aspect of... I learned a lot from that aspect.
Salah brought in that motivation and people started looking up to him. And because of that, it was easier for him to motivate the team and get them to work together. Not that he brought in a lot of cricketing skill set. I don't think he was the most stylish batter.
I don't think he was the most technically correct batter. But he destroyed countries with his skill. skills he had.
So he used his experience to basically ensure that everybody came together and worked together as one towards one critical objective. So sometimes team coaching, if you have a person everybody looks up to and has confidence in and knows that this person is not here to create division, but not to create divergence, but to create convergence, it works better. So, in the team coaching aspect, I have actually brought in a sportsman to support us in that team coaching aspect.
It is all about asking people what motivates them, how is it going to happen, how does the team work together, what should they be doing, what type of activities should they be doing. So, I didn't feel bringing in a person who is a management guru or somebody might not be able to do it but i thought i'll bring in a person who everybody looks up to and has confidence that this person doesn't have any other agenda than putting us together to ensure that it happens so let me give me about a week or two i'll give you a better outcome results of it but but i feel that it's working better than me bringing in a management guru to come and talk about him team coaching and how they should work together and so on and so forth, identifying their designs and style. And this is what I learned from this whole experience that I had with this on the Sri Lankan cricket team on ensuring that people look up to the person and also have confidence that this person doesn't have a different agenda in this whole thing.
And he's come with a different purpose to ensure that we work together to drive this. That is how I see it for now, but the results of it. I will let you know how in a week or two.
Thank you very much. So that's about team learning. Sir, can I add something to it?
Sure, go ahead. So I work for a multinational organization and we have something called Coaching Circus. So for us, it is one... as a group program and we are in the Asia-Pacific group.
So we have to sign up. It's like actually voluntary and we can sign up and we are put into groups of 10. And in my group, I have colleagues from other countries as well. And we have a senior regional leader who is the coachee and we actually, what we do is we discuss scenarios. The scenario is given and then we like try to relate it to our actual work here and we share our experiences okay so it's an experience sharing session actually yeah where we get to see how like people from other countries like hong kong or malaysia singapore uh how they have sort of handled similar situations and bring learnings back to our own uh things okay uh so that is how it happens in my so you all have similar type of role holders or even multiple uh for example if you are in finance is it only a finance team or you will have people from supply chain you'll have people from hr you'll have people from operations uh is there a is there a mix and match of that uh yeah it's a mix and match and it's across all uh carrier bands as well not from similar carriers nice so so these are different aspects of it um i also went through one of those things uh in my pre one of my previous organizations which was a multinational uh and and and also uh the objective there was all about sharing experiences and and so on here what i was speaking the objective is a bit different to put a team together to start working as one you understand towards towards one objective uh the coaching circles will also share information and that is very good because your aspect of your the corpse learning cycle it talks where it starts is observation and reflections right and then you start observing how other people started experiencing and interpreting different problems and it gives you exposed experiences through that to build your own own solution for problems am i correct to say that yes yes yeah uh so so um so great great input on that so in in your in your in your team learning one of the key factors is dialogue discussions what do you mean by dialogue i think uh is where you start discuss you you start working on or expose exploring creating exploration of complex issues uh you listen you actively listen you you you start uh uh sharing your point of view listening to point of view so so it goes the purpose goes beyond understanding and becoming observer of your own thinking because your thinking is also in a dialogue also you start discussing then you start challenging your uh um um your point of view and dialogue is very essential for team learning. It's not a more discussion but just a dialogue.
Very very, I mean the very thin blue line between dialogue and discussion for me. But there is definition for dialogue is all about the most important aspect is that you start rethinking what your point of view is. in the dialogue because it's it's not an argument as such you start talking then you start thinking there's a point there then you start thinking about it so it's more of challenging your your way of uh understanding of that uh discussion is more it's also very complementary to dialogue uh if you start discussing about it uh on a well dialogue can be just uh very very uh on very specific areas or broad topic discussion is about something very specific so it converts converges thinking uh and so on and and that helps a lot in the process uh and that is one area that uh we work well to discuss and converge ideas and so on and it says the best argument wins the discussion uh and and gets implemented how argument is also taken in the wrong sense argument in the sense of being very positive argument on you start challenging each other's point of view and then you finally come out with with a with a with a with a new idea of how you manage the solution or what gets implemented so sometimes what happens the the downside of a discussion sometimes is that if you have a strong extroverted person in that team, finally, even though it might not be the most feasible solution or discussion point, you might be able to push in your idea because, but it might not be the best idea too. So, so that is very important. That's where you need mediation sometimes.
to mediate those discussions so it doesn't go out of hand and you don't get the wrong thing which it gets implemented to. How do you ensure that in these discussions there is somebody mediating, somebody discussing and in the agile processing that's where the scrum master comes in a lot. The scrum master is the one who mediates everything.
He listens, mediates things. So you need to have a person who understands the whole thing. He becomes the mediator.
in this whole process so you ensure that everybody's idea is is brought in and in the agile process uh everybody should talk everybody is given time to talk and and that is all measured and the scrum master measures it and monitors it so there is nobody who overpowers the risk uh because some of the most the best input comes from your introverts who are very silent they'll just come out and say something and which honestly because some of the best uh arguments or best points in the discussion. So that is very important during a discussion, how that gets mediated and normalized to a great extent. If not, you might start losing best ideas and people also start to lose credibility of the process. when they start losing the credibility of the process, then that becomes a problem that you need to manage.
And that is one of the key factors in these discussions. And also there are defensive routines in this team and it can block effective team learning. So that's where you need things like team coaching and all is to get the agendas of each individual aligned to the final goal. That is very important because if you don't align that and if there's nobody aligning that right throughout, you can block effectiveness of these whole things.
And so some people what happens is then they stick on to their own thinking process and then they are not also open to understand what other people are. So they feel that they are threatened if they lose the argument, they feel embarrassed if they lose the argument. Sometimes that's the biggest problem in an organization.
Why in an organization, senior leadership hate some organizations which are not mature in that sense, hate to listen to junior staff and not listen to their argument. Is it an embarrassment listening and getting that? Will that be a threat to me? One of my team members is bringing in good arguments. It should not be.
And that's where maturity comes in a lot. the leadership learning and coaching happens a lot to ensure that that doesn't happen to a great tech state because what happens when a junior staff comes in and talks about something and it's a good idea they get shot down i've experienced that multiple times and in my team what i tell everybody is that if the team is not ready to challenge me as their leader then i don't want that person in my team because more people challenging me means that I developed to start off with, I also hear the good ideas coming from. And one simple thing I do is that you need to ensure this whole thing of subordinates.
I hate the word subordinate. It's like subordinate, right? I hate that word subordinate. I call them direct reports and I push people to call everybody direct reports and that subordinate itself creates power distance.
Simple things like that. I mean, I mean, first name basis. that's why i hate to be called sir because i'm i'm no better than any of you guys uh and so those are small things which can impact your defensive routines okay this guy is i he calls me sir if i if i lose the argument what is going to happen to me right so that is those are some of the practices that as hr professionals and and as business leaders or functional leaders you need to be mindful those those nuances have a massive impact more than what we think. We think it's just a word. Who cares about subordinate or direct reports?
Who cares what people say? They serve the first name. It does matter because those are some of the cues which really impacts power distance to a great extent. So is anybody trying to ask something?
Can you all hear me? Yes, can. So those are some of the defensive routines which you actually can break through very simple things like changing those names and all what people are called and so on. And I think if I remember right in the banking sector, HSBC was one of the key people who took out this teller out of the thing and so on and called them associates.
and things of that nature that's wrong bad so so that itself is all about creating less power distance which supports in team learning less power distance support in team learning because power distance has a direct impact on your overall organizational learning and team learning any questions guys so One of the key factors, the three things that we spoke about in team learning, which is very important, is number one, dialogue. It is more divergent thinking. It's suspending assumptions, treating members equally, exploring assumptions and so on. So it's more divergent discussions, converges arguments and moderated. I don't like to call it best argument, but moderated arguments.
gives you better decisions and the blockers of defensive routines feeling threatened hiding ignorance and so on works a lot this is what senge uh spoke about in the 90s about team learning divergent thinking and convergent thinking one thing i add on is the aspect of blocks uh my my adding add addition to this is that the psychological uh sorry the the power distance component is one of the key factors which creates uh defensive routines and threatened and feeling ignorant in front of your front of your direct reports, those create blocks. So those are some of the things that you need to break, that those are cultural things. And we are talking about P&OD, organization development, building that culture which supports communication is very, very important.
And the best argument, I change it a bit to moderated arguments, the best argument not be the right argument. So your best argument has to be in the sense of an argument which is agreed about others, which is moderated, and basically that becomes your best decision in the whole process. But this is what Senge spoke about, divergent thinking and convergence. Any questions on this? Any ideas, anything that you all want to add on?
So it also depends like For example, for dialogue to happen, like you said, personal power distance can also impact as well as whether you are extrovert or introvert, your communication style, whether you are more of a direct person, a supportive person, and all those things can also factor into how you have a dialogue and that divergent thinking what happens most of the times. In a dialogue, some people keep silent. Some of the ideas are not heard because the people who have those ideas are not willing to come up with those ideas.
Correct. Yeah, because of fear of being either ridiculed, like you said. So, the divergent thinking process requires a lot of patience and a lot of a person who can actually facilitate the whole process properly.
Sure. The facilitating role is an important role in this. Of course.
And that's why I said facilitation. That's why in the agile process you have before the team is put together, there is there is proper guidance given. There is a there's the way of working, work ethic for the team.
Everything is defined. And that's where the Scrum Master comes in and moderates and facilitates the whole process. And that's why it's important.
And that's the reason why I put I'm doing that group. coaching through a renowned sports person is that I see a lot of issues in this team and that's the reason why I wanted this person to also bring in that motivation level it's about it's about you were spot on to say it's more than more than the the the technical know-how of each individual it's a behavioral aspect which impacts uh the overall success of that group right your interpersonal skills how you respect people how do you how do you how do you communicate how do you how do how do you also uh respect each person giving time to speak and so on and that moderation and that the facilitation is very very important if that doesn't happen and that's the reason why people these groups get destroyed and the best of the best doesn't come out of those groups so that is very important to understand uh and uh you're spot on to say what you were saying on diversion because if your divergent thinking doesn't happen it doesn't converge at some point it will just be it will keep on diverging and and basically you won't finally come out with an idea which is which is required to run the whole thing and that's where your your facilitator has to be uh to also has to have strong listings to ensure that that happens well So that is very important. It shows spot on.
So what do you think about the six thinking hats? Yeah. Yeah. So everybody, I mean, if you really analyze all these things, it's based on the same foundation, right?
So you'll have different team roles. You are the six thinking hats means different team roles. and it's how different people take those different team roles and they have their own way of managing it. So you look at their skill set, understand what their skill sets are.
and then you build the 16 king hats according to their strengths and weaknesses. Yes, so that's also a facilitation process. So, that facilitation process helps in breaking these blocks and so on.
So, everybody that it's the most important thing why they have the 16 king hats and you have some other number of hats also. I know I can't remember those and so on. So, those things basically help.
supports in the facilitation of this whole process. So all these things work. It's how you use it. The most important aspect is that how you use it.
If you don't use it properly, then it doesn't work. So you need to also, the facilitator has to have that, I think the facilitator also has a different colored head. I can't remember now. But and basically, if they don't play those roles properly and utilize that then there's a problem other than that we all these things work yeah thank you okay um now this is also i'm sure you might have heard about it not heard about the organization learning also has two different types here it's called a single loop and double loop learning uh behavioral learning has a single loop type of learning uh is theory in use uh behavior is what what what we normally think is right is what we do cognitive learning is a double loop learning inverse questioning assumptions and values i'll give you examples let's try to understand through the examples uh is that for example single loop learning um your sales are not happening so what do you do what's the simple thing of doing is placing the blame on the sales guys and introduce measures to make them work harder or face redundancy.
That's a simple example of single loop. But double loop is all about researching the problem to find out maybe the customer finds the product outdated or inappropriate. And it doesn't serve the purpose that they are looking for.
It might be unappealing. It's not serving the purpose. So it's not your single loop. the first thing what you do theory in use uh people are not performing let's give them tougher kpis and let's let's push them out if they don't perform but do we also look at the aspect of double looping is you you you look at you look at knowledge that you have gained you look for knowledge you look for the reason you start researching you look at the problem to find out maybe the customer finds the product not not feasible not it's outdated it's not appealing it doesn't work and so on and so forth. So that is simply double loop and single loop learning on this whole matter.
Any clarifications on this? No. So the double loop helps a lot.
in this whole innovation of products and that's where you engage collective talent and for example you bring in marketing design operations teams together to re-look at the product composition, the proposition that you have and so it's more exploration than exploitation of organization and learning and that is important to understand. It brings in your double look thinking, brings in that aspect of bringing people together to look at a new product, marketing, design, operations, all that kind of stuff. They bring all those three together and basically exploration, exploitation.
I'm not sure whether exploitation is the right word, but it's about a lot of pressure on the individual than the product. The sales guys are not pushing their product. Are we giving them the right product?
to sell that's the question double loop would add single loop will ask are the people not competent to sell this product that's a very simple theory in use people are not going out they are not spending enough time with the customer but have we gone into double looping to see whether our products are the right products in the market to sell so that's the difference between single looping and double looping why do we call it exploration and exploitation exploration behavior which is double loop uh when organization, engage in risk-taking, play with new ideas, experiment, discover, innovate, and so on. Exploitation is a more single loop. Concerns with refinement, of existing processors and emphasize on efficiency goals and so on. Hello.
So that is why we call it exploitation. So it's all about emphasis on efficiencies. In the double loop is all about risk taking and play with ideas and experience, discover, innovate and so on and so forth. That is something that we are looking at.
What are drivers of organization? Just one. Can you go back one please to that slide? Yeah.
Here you're talking when you say exploitation behaviors, defining existing process and emphasize efficiency goals. So that means it's more about looking at the, so emphasizing efficiency goals, that means you're looking at the person and saying that the person. Maybe not only the person, the person, the process and so on. Right. But we don't look.
The second one is the exploration of the double loop, looking at overall aspects of it. Maybe you are looking at the product itself, you will take a risk, you will play with new ideas, innovate new processes, discover new systems, what your competitor is doing and so on and so forth. Here it's more inward looking at your process and the person.
uh that is the difference where we talk about exploitation and whether okay now it's thank you so drivers of organization learning uh do we learn from failure or success game culture can be harmful to learning these are some of the things that we need to understand why do you say failure or success for me success also can be an absolute known Whilst in the short term it's good, on the longer term success can be absolute killer for organization. Right, because then you get used to, you don't innovate, you don't say, okay, this model works for us, so let's work on this model. Why do you want to change the model which is working well for us right now? In the short term it might work, but in the longer term, will it actually work? So who looks at that part of it?
And that's why we do things like pre-mortems than post-mortems, we look at what are the failures which can happen even though we are succeeding right now, what are the failures which can happen in the longer term. Those failures are the pillars of success, they say. Even Michael Jordan says he learned more from the baskets he missed than the baskets he used to put in, in simple. That's not the exact words what he said, but simply what he said was that.
So so from failures and that is where you start learning on the longer term how we can win in anything. But success also can, whilst you have a short term gain, it also can be a deterrent for a longer term success. I mean, you take examples of Nokia, you take examples of. Samsung and Apple.
Nokia was one of the highest selling phones in the world. They said, no, this model is working for us. We will not change it. But what did people like Samsung and Apple do?
It's actually Apple who started it. They said, we are not going to give you a tool for communication, but a tool for entertainment. right?
A tool for entertainment is simply your radio, your TV, everything in one. Nokia said it's not going to work and they said no, this is working for us and they went on with it and what happens to Nokia and what you know what the rest is, right? Android, Samsung came out with Android, Apple obviously with Apple and OS so and they grew now where Nokia is and where these two phones are, there's no comparison at all. So those are some of the things that how success can destroy your brand also to a great extent.
Blame culture can be harmful to learning. You know that. And that's one of the blame culture is, oh, you did that. I did that.
He did that. It's because of him which happened. And that's where one of those blockers is, if I give my idea, will they blame me for that?
It's my idea and it didn't work. So you need to create that culture. Culture is important for learning.
I think those things we touched upon at the beginning itself. And that's where it is. So you need to understand that Culture is very important on team culture, organizational culture, individual culture, all those things are quite important.
But because blame becomes one of the key aspects in single loop learning. Double loop looks at the overall product, the system itself, but sometimes what happens, single loop looks at the person and the process. So you blame the process, you blame the... person so so blame culture will be a blocker in the old learning and this form of error harvesting the word error harvesting which i really like is that used to have quality circles action learning groups collective intelligence it's all about error harvesting you look at the errors what are the errors that can come in this product or the process or the person and you start attacking those you find solutions for it so error harvesting helps in this whole aspect of identifying what are the potential errors which can come or what are the errors which are there, you take those errors and start figuring out, diverging into various other areas and then you converge with the new ideas through quality circles, action learning groups, collective intelligence groups, different systems. So, in my mind, success can be problematic.
In the long term, success is problematic if you don't have things like If you don't take things, blame culture out of the way, bring in process which can error harvest and build for the future. So if not, success can be problematic in most sense. Any questions? OK, so success also when you when you when you lead success, sometimes it can be. of little motivation also to change.
It doesn't motivate you to change. Nokia example that we spoke about is that it's working well right now, why do you want to change it? And you reinforce it and that's where you need very, very experience and that's where leadership plays a massive role.
Do I take this risk and start challenging the process and look at the future? or do I just continue what we are doing right now, which is working for us? If you look at organisations, we each really broke barriers and built for the future. Apple, Amazon, Google, Microsoft, McKinsey, then GE, they broke those barriers because they They knew change was important, success was not important, but change was important. And that's when this whole word of future-ready organizations came into being.
Are we ready for the future? Are we ready for the future? We never thought Covid would hit us. We never thought at some point, look at Bangladesh.
Bangladesh is one of the booming economies in Asia. and somebody destroyed it, right? Yes, they would have had their own issues, but what is going to happen to people, organizations in Bangladesh?
Our guys also went and set up in Bangladesh when Sri Lanka were hit. Now, the issue is in Bangladesh. How do we look at those things?
How do you look at, how do you create motivation for people to learn from this and go forward? So, you need to understand our environments are so bloody dynamic, right? And success only is sometimes very short term if you are not ready to change.
And success is all about reliable performance in the short term. But we don't look at the potential to grow. The most important aspect is the potential to grow in the market. Are we only getting 2% of the cake or don't we need 30% of the cake? Things of that nature.
Success and failure is a very small thing. model on that is about success goes into exploitation exploitation talks about so success sometimes keeps us in the current status quo complacency risk aversion very much short term so you exploit looking at efficiencies of people uh people and process so it is reliable it's it's reliability in the short term failure you mistakes in introspection, error harvesting, experimentation, long term, it's more long term. So you explore, you innovate, and you become a resilient organization for the future.
And you can say Apple is there for the next 10-15 years, but they know that things change so rapidly that they continue to innovate. They continue to innovate and they are resilient for the future. I mean, every new version of the iPhone which comes out has something totally different from and nobody else can keep up with them. Only people who are actually having some close quality Samsung and so on. Because other phone companies like you remember Motorola, when you were in school, I can remember people used to bring that huge, we used to call it Gadol bagi.
and keep it on tables to showcase their phone. Now it's totally different. And Motorola is not in the scene anymore in this sphere. So that's how it is. So this is the difference between success creates reliability, failure also.
It doesn't mean that success is not important. I'm talking about long term and short term. That's the most important aspect that you need to understand. Any questions there? Okay.
Sense making. These are some of the tools that I'm bringing out in creating organization learning and so on. Sense making, you don't make sense. I mean, we use these words quite a bit.
Sense making, making sense, you don't make sense. Yeah, it makes sense, so on. So making sense is all about of an ambiguous situation of high complexity answered like a nuclear attack. Somebody says, okay, now the war between, there's two main wars which are happening, Ukraine with Russia. There is also potential for a large war between Iran and Israel.
It can have a nuclear attack also because these guys are nuclear powers. but so there is it is ambiguous but it makes sense so it can happen so so inverse process of situational awareness to make sense you need to have situational awareness to understand linkage between people place and events that's very important situational awareness is lacked by leadership in organizations that's my personal feeling situational awareness because of situation awareness we don't look at risk error harvesting We don't risk harvest or error harvest because we don't have situational awareness what's happening in the world and what's happening in the industry, what's happening around people. So if you don't have situational awareness, the linkage between people, place and event is very ambiguous. So that is very important to understand. So it allows inferences to make of future scenarios and that's why we should be focusing on pre-mortems and post-mortems.
What could happen? If there's a nuclear attack, what would happen to the world? What is going to happen to the industry? Where is exports going to impact?
What would happen to apparel? How are we going to manage this? Is our cost of labour too high? How are we going to ensure that we sustain our business?
Those are future scenarios that people should be asking right now. And our strategies have to be more focused on the environment and understand sometimes you need to have a go-to kit in the sense of we used to have in my previous organization the black model, the white model and the grey model. All our strategies were three-faced, black, grey and white. The white was when everything was good and everything was. Tikiti Boo and we go as planned.
black is if there's a massive nuclear attack or something absolutely is the uh thing how do we survive in the market the gray is that we're not sure but we have uh we build a model with a with a with a with a uh movement ratio of maybe 10 percent up or down right so so we have three models which go hand in hand so those things are developed and basically knows exactly when what's going to happen if if something of that nature happens at the extreme level or in the middle which we work on it on a tolerance rate of 10 to 10 percent up or down so things of that nature so leadership have to drive this sense making and future aspects of it so situational awareness is the primary factor in this whole process how much does hr know what's going to happen for people how much does hr know that new zealand just open up for people and people are now applying for jobs in those countries what's going to happen now we are going to lose more people uh what is our digital digital footprint in hr how are we going to manage digital uh how we how are we going to find people if our efficient rates are over 15 16 percent and and so on and so forth so those are some of the areas that uh which we need to do and then uh sense making works on that um So a lot of mental models from previous experiences. So we went through three different experiences. How did we manage it and what are those mental models? Cognitive gap is between new observations and what your current mental model is.
That's your cognitive gap. You are used to something. You have different mental models in your head.
You have your strategy set on those models. when you start seeing observation and circumstances and you see a gap between them, that's the cognitive gap that we are talking about. So different expectations come, you have labeling, characterization and so on and so forth of people. Is it right, wrong?
Does it make sense? Not about the truth and accuracy, but plausible stories through dialogue. So there might be These are plausible stories, identifying shapes, mental models and action. So these all are about sense making.
And these are the things that we look at when it comes to sense making. Any questions on sense making? So who we think we can be? Identity is all about... shapes and mental models and actions.
External parties stabilize or destabilize identity by the image of the organization. How do you create that external parties to stabilize identity for your company, destabilize identity for your company. A good example is you remember what happened to Green Cabin.
Green Cabin was like everybody's top place to go to. but there was this mentally challenged child who got abused in that. And I remember the impact it had on Green Cabin overall.
Things of that nature. And so a lot of things can happen when there's the instability on the identity of your image of the organization. That's something.
Just give me two minutes. I'll be back. like you want to meet but you can do workshops is Hi guys, so any questions on sense making?
All right. So this is the model that is used on sense making is about the sense plausible stories, identity and the mental models that we were talking about. The cognitive gap drivers are situational awareness and future actions.
Environmental changes are, you might have chaos, intelligence, uncertainty, complexities. So things like the environmental changes also impacts the sense making process. situational awareness, future actions and so on.
And mainly mental models, possible stories and identity impacting the overall sense-making process. nine proposed framework that can be organized at three levels, individual organization, group and organization level, and four learning processes that flows naturally from one to another. So those are some of the things that let me go through that.
So there are four aspects of it. One is individual, intuiting, interpreting, talking about experiences, images, metaphors on individual levels, I think input and outcome, interpreting language, cognitive maps, conversations, dialogues and so on. At group level, it's all about integrating shared understanding, mutual judgment, interactive systems and so on. At organization level, institutionalizing it, routines, diagnostic systems, rules and procedures.
There are three levels of this thing. Individual, you have been using your experiences, images, metaphors, which is intuition, interpreting it as individuals, group level. It's all about integration and organization.
It's about institutionalization. So those are some of the areas that we're talking about. So let's look at the framework. Intuition is a subconscious process that often requires some form of pattern recognition. It supports exploration.
We spoke about exploration and exploitation. Intuition supports us in this. Here, intuition is the other word of sixth sense. You have so much of exposure, you have situational experience and so on. So your intuition is much more strong.
It gives you a gut that feels that this will happen. And that supports you in exploration, metaphors, imaginary, on communication, one's insights to someone else. Interpreting is all about explaining through words and so on. You know these cognitive maps play a major role in interpretations and so on and so forth.
You have conflicting interpretations and that is where discussions are had to basically do that. Integrating is the learning process, you are integrating the overall thing, developing understanding, coordinated actions amongst people, storytelling, all those things may be global. Institutions, how you might have learning academies in place to institutionalize it, how do you drive the learning academy and so on.
Then endurance of behavior. over a period of time, what characterizes institutionalization. So that's the process and policies and the systems in place to ensure that there is an integrated institutionalized system to drive learning at different levels, at individual levels and group levels. So that is that.
The next one is Huber's framework on organizational learning. He defines it as an entity learns if through its processor processing. of information, the range of its potential behaviors, its changes, and so on.
So here it talks about factors of processing the information and range of potential behaviors it changes. So those are some of the areas that it works on. So it gives you a more behavioral perspective rather than a cognitive perspective.
so humors one is all about behavioral aspect of changing people's behavior understanding what behaviors of people are and what are the processes what through what type of information processing or information does this happen that is the most important aspect that he talks about Huber's thing is organization learning has four aspects, knowledge acquisition, information distribution, information interpretation, and organizational memory. And that's what Huber says, four aspects from acquisition to distribution to interpretation to creating memory in the organization. Let's look at what it means.
Knowledge acquisition is all about congenial learning. Congenital learning is about organic learning. You learn from what the people in the organization, the forefathers of the organization, and what are those learning which have come, maybe through values, maybe through culture, and so on and so forth. Experiential learning, we spoke about experiential learning, experiments, self-appraisals, unintentional learning curves and learning curves.
YKRS learning is mediated. vicarious is you get something from others so it's mediated grafting is also you're bringing something else maybe you're getting something else from your competition and building it in grafting can also be bringing in leadership from other companies into your company to bring in new new skill set into the organization new knowledge into the organization and carrying focused approach performance monitoring searching and noticing in the market what are competition what are global guys doing about those things so there are multiple ways of knowledge acquisition it's all about identifying what works well for the organization and having that uh but these are some of the ways of of this thing grafting happens a lot now uh and and uh and and vicarious learning where it's mediated learning so that also happens a lot so so those are some of the things that basically organization look at to get done So let's go into a bit more detail of what congenital learning is. So it's all about your, I said, founding fathers, their values, the organization, what inherited knowledge from your previous people.
So it's organic learning and how they interpret the new knowledge and measure that knowledge and see how the organization can develop. But experiential learning is all about experiments that organizations do and see. So we spoke about exploitation, exploration, unintentional learning through lives of employees where their exposure and experience also brings a new way of learning into the organization and obviously learning by doing.
And that is the learning curve. Co-op's learning curve is all about experiential learning. Vicarious is about you borrow from your competitors, you borrow from...
technologies, you learn from technology, you learn from competition, you learn from other industries and so on. And vicarious learning works a lot on that factor. Corporate intelligence is again, I think corporate intelligence now you have different ways of doing it.
You have searching search engines like you learn about your organizations through words, through uh you those search engines just keep uh uh looking at all the uh social media platforms positive negative things about the products about the organization and so on so it's it's it's it's borrowed learning and so uh so new employees grafting is about bringing in new employees knowledge skill lacking in the organization uh preferably uh uh yeah uh It's preferred and faster than building that knowledge inside the organization. It's much faster to bring somebody in and then having. But the most important thing is by bringing that person in, how do you get that learning from that individual into the organization? That's very important. Because if not, what happens is even if you bring a new person into the organization, and that person gets culturalized in into the ways of doing things what happens is that automatically uh he also falls into the same traps of the organization and we don't also learn through it so that is important to understand um scanning monitoring behaviors of the organization then focus research uh performance monitoring and of uh internal targets why we are not doing it but the most important thing is here also is that we have double loop processors to ensure that we also don't just hit the person and the process only, but look at all the other factors.
and work on those things. So that is something which is very important. Information distribution, we spoke about acquisition and the third aspect we spoke about on distribution.
How does it get communicated? There are probabilities. You assume that A will route information to B. that means the head of the divisions will route that information to the team.
There might be delays of information by A to B or not even going there. Or they distort information from A when communicating to B. You might have the best systems in place, but if that communication doesn't happen properly from the functional heads to the divisions, then there's a huge problem.
So the political environment of the organization may hinder good communication. So that is very important to understand and we need to have systems in place where it is more or less people-centric. more process centric so information which is there like the ceo sends out a message after their initial uh monthly review meeting just highlighting what the performance of the bank is how does that happen and so on so it gets distributed but not distorted that's the most important aspect uh so information interpretation uh you have positions in hierarchy, past experiences, working teams. So there are maps on interpretation.
This is how you interpret this information. You will have models set up and so on. Media richness, variety of cube mediums can convey and rapidly you get at meetings.
Information overload, the RBI sending too much of information which doesn't, people don't understand how to interpret the information simply. We are re-looking at the structure of the organization, will junior people interpret it saying that there will be layoffs. So that's very important.
And unlearning, discarding obsolete and misleading knowledge. So for example, unlearning that, looking at the structure doesn't mean that you're going to lay off people and unlearning that because that sticks in people's head and that drives perception, drives a lot of issues in the organization and that is something that is very important for people to be mindful of. So organization memory, so what does it mean? And personal turnover is a loss of organization memory, very important to understand. That's where when we look at people who we need to retain, How do we ensure that that tacit knowledge is captured in the organization is very important for people to understand.
How do you capture that information and what is the process of capturing that information? If not, turnover is going to really screw up organizational memory. Non-anticipation of future needs means memory may not be stored. That means, again, exploration.
Are we looking at exploration? Are we looking at... Are we looking at future ready organization?
What is the memory process? How are we going to look at the data? How are we going to interpret the data for future requirements?
Things of that nature. Who has the information I want? Where is the information?
How do I get gather this information? Is there a repository of information in one place? Is there a data warehousing process in the organization? Where is the data? How do you capture that data?
These are questions that you need to ask yourself and the organization. How do you retrieve that data? How do you store the data and how do you retrieve that data?
Is there a place, is it a computer-based or a digital-based organizational memory system which is there? Is it general or context-based memory? And the semantic comes from shared interpretations, handbooks, procedure manuals, where are those things? episode, episodic personnel experience events. You take episodes and what are those experiences, what are those events, where that information is.
And so the most important aspect is how do you capture that information. how do you interpret that interpretation and how do you distribute that interpretation and how do you store that information. So these are some of the questions or things that you need really need to look at when you start working on the organization memory or organization learning because these are very very important. if you want to create an organizational learning process where information is stored, captured, interpreted and this thing. Now for example, we are in discussion with an external party where it will, it's an AI based model where it will help us interpret information.
It can interpret, interpret graphs, it can interpret numbers, it can interpret knowledge, it can interpret anything what we want and it can give us varied type of interpretations which will support us in decision making. Things of that nature. So, AI is playing a huge role in this.
But always remember garbage in, garbage out. So, you need to have the right information also stored in the organization to ensure that the right information is captured and also interpreted in that form. So, various new things are coming in. And information gets captured, interpreted. So, It's more than people, it's AI based now and so on in the organization.
Any questions up to now? yeah guys you can hear me right yes yes so unlearning the last aspect before um at the end i just want to miss to discuss about the thing but before that uh so unlearning uh is a process where learn which journey learners discard knowledge uh i think head bug spoke about in 1981 where which learners discard knowledge unlearning makes way for new responses and mental maps when we are stuck in a in this knowledge knowledge can also support or hinder learning and and why you need to have unlearning in this process is to ensure that It doesn't hinder the learning process. So unlearning modes is basically a few things. Challenge and negate.
You challenge the current thing and you start and you unlearn, for example, worldviews of something. You feel that you are right because of the the mental maps or the mental model that you have and which which doesn't support a lot so challenge so and also it also doesn't help in responses uh making this same stimuli so it's all about uh challenging and and relearning your all this stimuli uh uh is is impacts uh your your relearning process uh and and you're stuck with the various aspects of of uh of new new models new maps and so on and so forth and that can hinder learning is what uh edward said so there are three trigger points problems opportunities and people uh when when new problems come in you can't find solutions for it because you're stuck in the same way of thinking then that triggers you to unlearn and find new ways of learning opportunities also gives you opportunity to unlearn because that opportunity allows you to learn something new by uh unlearning some people people start challenging you and and through that uh you also start uh basically um changing the way you think any questions up to now guys Right. I'm going to jump to this because I want to touch all these things on the assessment. How is the assessment going?
I think it's now getting closer. I think we have about one or two more sessions to do. Any questions on the assessments?
Have you started on it? Have you identified the organization that you all are working on? Yeah. that actually yes still trying to get in like to get the information okay any any any other areas that you all need any uh guidance support just let me know uh but i hope you all start working on these things right now because that is important don't wait till the last minute as i did mention this is this might be one of the easiest out of the lot uh and uh because it's it's it's you it you can explore and basically this has the opportunity for you to, there's no right or wrong answer in this. And basically the most important thing is exploration.
I'm just giving you a guideline because if you look at all these slides, you have different interpretation. This is my interpretation of some of those things. So it's easy for you all to interpret and those are some of the things that I'm going to look at, how you all interpret it differently too and not just stick to the guideline.
And those are some of the areas that I'll be looking at on how you have unlearned and relearned and challenged the status quo also and come out with new thinking. And that is one of the key factors that this thing don't be guided. You will have a guideline as the models, but even challenging the models would be something I would like to see. Any questions, guys, if I step out?
No? Alright guys, have a good Saturday and hope you'll enjoy the rest of the day and the weekend. Thank you. the organization, the person who gives the new idea or the information, you could go back to the existing data that you were having. But practically, one experience is when I, when we would try to make a change, the usual answer that I got the most of the time is, you can't change people.
You learn, you change yourself, but you can't change other people. If we can't change other people, what's the point of improving? What's the point of hoping they'll be improved? Yeah, no, that's wrong.
That's a very revolving, that's a single looping thing. That's a very single loop. So, I don't mean, if the company is single, you can ask the person to identify them and say, okay, this is a single loop following the field, you are not going to make a loop.
Also, you obviously know, you can identify them. side okay do you want to give another two or three minutes we could or we could go ahead and start Morning all. I think today's I wish this class was there today in full force going into some theoretical areas today but I'm sure this is recorded so they can go through this. We're going to touch upon two key areas of team learning and organizational learning and this also has to get covered as per the as per the areas of of your of the module um so let's see what team learning and organizations learning is all about and then uh as we go on a few things that we cover today uh we'll try to see whether we can cover everything or whether we can do part um to understand what individual learning is all about how groups learn and also success failure how it impacts learning because one of the key factors which will come out in some of these areas is also that success is also a deterrent to learning sometimes and that becomes an area of concern.
This notion of organization learning and what it's all about and we talked in detail about unlearning. What do you mean by unlearning and how it impacts the overall learning curve, organization's routine of learning, and also about the dynamism of capabilities. And these are some of the areas that basically we hope to cover today. Let's start off with individual learning.
In small organizations, most of the time, organization learning and individual learning are are considered synonymous uh and and it's it's uh it's uh it's basically talking about two aspects of of learning uh where organization learning is how does the organization learn uh and how how does it create a system for people uh to learn within an organization and and that system of how organization also organically or inorganically evolve in this process? And how does individual learning support the organization also as an entity to evolve, understanding what happens around in the environment? So that's very important to understand that. So there are two areas that we will talk about as we go on or we simply touch upon.
spoke about behaviorism and cognitive theories so those are two areas that we will also be focusing on today uh on how we take this forward so that is very important for us to understand and that and that is an area that we will also touch upon uh so what is organization learning uh yeah basically in in simple term uh masik gave a definition towards it uh and and uh but in simple terms how does the organ organization evolve uh through this learning process how does it also mature uh and uh how does how does it find new knowledge coming in how does it extract new knowledge from from the people and also from the environment uh and and how do you convert that knowledge into or inside into uh which will influence the behavior of the organization plus the people. So, in short, organizational learning is all about is there a process in place or a system in place to basically coordinate what we just spoke about. So, it's all about coordinated system change, mechanism built, in for individual and groups to access build and use organizational memory structure culture to develop long-term organizational capacity those are some of the things what masik in 1994 mentioned about organization learning so it's all about being coordinated all about having a mechanism in the in place to to uh for individuals to grow to access and build and use organize it, how do you use that memory structure and culture to develop organizational capacity.
So that's all about organizational learning. And when you talk about systems, is there a process in place to capture it? Is there a policy in place to capture? So it also includes policies, digital systems for people to access. And those are some of the areas that organization learn learning talks about so that is what we talk about organization learning so as i did mention in the previous slide there will be two areas that we will be touching on on behaviorism and also on cognitive cognitive areas um so behaviorism is all about uh consequences uh Behavioural change due to consequences is what behaviourism talks about.
So you have positive reinforcement will give you a desired positive behavioural outcome. So negative reinforcements can give the other way around. So behaviorism always talks about that behaviorism is a function of its consequences.
And that is the critical aspect that we need to understand in behaviorism. Now, for example, competency-based training is based on this approach. We identify competency, we give them scenarios, and we get those scenarios for people to go through it, understand it.
and limit and that supports people's change of behaviors and that is something which happens. So competency approach is also useful for repetitive tasks and for example if there is no higher level of training can be very rigid, mechanical, lacks high order of learning So if there is more repetitive tasks which are happening, this type of behaviorism helps in ensuring that repetitive tasks are done properly. So you get reinforcement, you have a consequence if you don't do the repetitive tasks properly, you have a negative outcome. So then you change your behavior to get a positive outcome.
So most of the time it is based on this type of behaviorism. they say on cognitive aspect uh so learning here they talk about the state of knowledge right change of state of knowledge rather than change of probability of response so higher the knowledge higher the knowledge you will have more uh and and here it's not a probability so you in increase and enhance your knowledge through research and so on and so forth, then you will also start building on what you have learned. So it's not a probability game or a response to of change, but here it's all about knowledge rather than change of probability. So that's the key difference.
In the previous one, it was on reinforcement of that, on consequences. Here we start. to God knowledge. So those are two of the differences that you see in cognitive psychology and behaviorism. And that's why when it comes to things like problem solving and so on, it's not a probability game.
It's on knowledge. How do you identify the knowledge? Okay, have they, is there a, have we learned through experience on some of the problem solving?
problems that we have that we need to find solutions for and so on and so forth so so and here cognitive is also about uh there's a lot of research which has been done on investigation the role of memory memory structures and so on and so forth because that helps uh your your your your memory helps in helping identifying solutions because you would have run through this whole system somebody else and that memory supports you in finding solutions for your problems and so on. So those are the two critical areas that in organizing. I think Mr. Parliament will be the last to leave the room. Hi, for those students online, just give a few minutes. We are trying to connect with Mr. Paduma and see what went wrong.
Just give a few minutes. I'll keep you all updated. OK.
OK.