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Table of Contents

1. Overview
2. Mission Statement
3. Activities and Services
4. Deliverables
5. Time & Resource Estimates
6. Billing

APPENDIX

A. The Learning History - Content, From, Process, Audience, Roots
B. Professional Standards
C. External and Internal Learning Historians
D. Terms, Conditions, Support Required
E. Time & Resource Estimate Details

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1. Learning Historian--Overview

The Learning Historian is a new role for most organizations. The title is used to describe a set of activities which, in total, will contribute to developing the capacity of an organization to learn. The Learning Historian makes this contribution by facilitating, coordinating, and encouraging three key aspects of organizational learning:

• Reflection
• Organizational Memory
• "Assessment" in the Service of Ongoing Organizational Learning

In the process or working in an organization, the learning historian produces learning historys. A learning history is a written document (or series of documents, perhaps including multimedia productions) which is disseminated in some deliberate fashion, to help an organization become better aware of a learning effort within its boundaries. The history makes extensive use of participants' own narratives, as well as outsiders' assessments of the story. It cuts back and forth between different perspectives on events that have taken place, sometimes using a two-column format to keep the research team's (and readers') commentaries separate from the participant's descriptions and evaluations. See Appendix A for more details on "What is a learning history?"

The three different aspects of learning history work that support organizational learning are described in detail:

Reflection:

Most business organizations are action-oriented. The Learning Historian specializes in activities which facilitate reflection. One goal of the learning history work is to develop people's abilities to reflect upon, articulate, and understand complex issues. Specific areas for reflection include helping individuals assess individual and group progress toward stated goals; continual assessment of the appropriateness of those goals; and consideration of personal, group and environmental factors which facilitate or inhibit progress toward goals. In particular, learning history interviews can provide a space and help in reflecting on how changes are proceeding. The Learning Historian should also coach the project team by working with the OLC project team to reflect on their theories, explore how they will test those theories, and to help uncover what their observations, assessments, and assumptions are.

Organizational Memory:

Most organizations operate in the here-and-now, and do not have an formal capacity for capturing, documenting and transferring learning from the successes and mistakes of the past. The Learning Historian work is aimed at linking the past and present with the future, so that organizations can better use their history to guide present decisions and future actions. The Learning Historian also captures data from meetings and events as they happen in order to help the organization and its members reflect back and appreciate their own progress.

"Assessment" in the Service of Ongoing Learning:

Without some form of assessment, it is difficult for organizations to learn from their own experience, to transfer their learning, and to replicate the results when a pilot project comes to an end. However, in the traditional context, assessment is held synonomous with evaluation, and often the painful experience of being told that performances doesn't measure up. In the learning history context, assessment is held separate from evaluation. Assessment means listening to what people have to say, asking critical questions, and engaging people through their own inquiry and helping them evaluate their own performance. Learning Historians ask such probing questions as: "How do we know we have achieved something of value here? How much of that new innovation can we honestly link to the learning effort?" Learning Historians attempt to bring different perceptions together. For example, different people often bring different perceptions of a "notable result" and its causes, and bringing those perceptions together leads to a common understanding with intrinsic validity.

2. Mission Statement

The Learning Historian helps people in the assessment of their own learning by working with individuals and groups to promote reflection in reviewing learning activities, expectations and outcomes.

Learning Historian work is driven by the following mission -- to increase the capacity for learning in both the organization and the project team by promoting reflection and striving continuously to get to "the heart of the matter." In the process of helping people assess their own learning, the Learning Historian captures and documents what happened as well as people's various perspectives, assessments, reasoning process and generalizations. The documented learning is packaged, to date mostly in the form of a "jointly-told tale" of written text. The documented learning is provided first as feedback to the individuals and team studied, then other interested people in the organization and, finally, to more general audiences.

Although the Learning Historian works initially in the service of reflecting learning processes back the organization being studied, they also have a commitment to produce written material which will eventually be published for more general business and academic audiences. The research-based commitment to publish Learning Histories in some form, most likely in a disguised form, is essential to producing generalized knowledge about organizational learning processes.

3. Activities / Services

The work of a learning historian ranges from "real-time reflexive" work with individuals and groups to "retrospective research" in order to develop a learning history in service of future learning. (Need to provide some examples here.)

The following activities and services characterize the work of a Learning Historian:

• Conducting regular interviews with key stakeholders that create opportunity for reflection and personal assessment.

• Participant observation on the project, including attending and observing key meetings and taking field notes of these meetings for the purposes of tracking important, recurring themes as well as noting the organizational dynamics surrounding those themes in order to provide reflective feedback;

• Conducting other informational/reflective interviews as required.

• Helping the company team and the MIT/OLC research team implement organizational learning strategies through providing reflective feedback on an ongoing basis ("real-time reflection").

• Tracking the "notable results" which occur because of new learning;

• Promoting a shared understanding and appreciation for the patterns, cycles, systems, and pervasive mental models that are enablers and barriers to learning, while considering alternatives. (Note: This can happen through various means, including informal conversation as well as memos, reports, and learning histories.)

• Supporting the diffusion of learning throughout the organization through the sharing of learning experiences and documents, as well as participating in planning the diffusion process.

• Developing the capacity of internal people and team to support learning efforts through learning history work. (This includes coaching in qualitative field research techniques such as participant observation, fieldnote recording, and qualitative interviewing, analysis of qualitative data, writing learning histories on learning and change initiatives, etc.)

• Working with the internal team and the MIT/OLC team to develop the learning history by encouraging them to provide comments and assessments of how issues and themes identified illustrate larger organizational culture issues.

• Developing the learning historian as a professional role through participation in workshops, writing, and other activities.

• Supporting research activities through investigation and data-gathering.

These activities support the production of the following deliverables:

4. Deliverables

• Infrastructure for Reflection and Learning. Through regular interviews and meetings with learning team participants the Learning Historian creates a regular opportunity for reflection and assessment. This happens in the individual interviews and the questions which are raised, monthly thematic memos, reflection notes, meetings, and manuscripts which are produced as part of the learning history work. The presence and work of a learning historian on a project team develops new behavior patterns for that team which regularly incorporate time for reflection in the process of assessment and self-evaulation.

• Monthly thematic memos that highlight collective issues in learning and change process. (Note: These memos should go to both the MIT/OLC team and to the organization);

• Reflection Notes from significant meetings. Reflection Notes are not meeting minutes, but serve to highlight important themes and ideas and prompt insight and reflection so that the team can learn together. Reflection Notes also help the learning team to track their progress. Later, these Reflection Notes can serve as input to a Learning History.

• Periodic meetings or workshops based on these documents that aid learning team in collectively reflecting and assessing their own learning and progress.

• A Learning History manuscript (see Roth and Kleiner, "Learning about Organizational Learning - Creating a Learning History," Systems Thinker, May, 1995). A learning history manuscript provides extensive "snapshots" of the learning process. This document is intended to communicate the learning processes and issues. The learning history achieves a power in recreating the learning experience for readers by using a "jointly-told tale" format, giving voice to multiple, often divergent, perspectives that accompany complex social change, and separating the assessments, attributions and generalizations of participants from those of the learning history writers. Readers are thus given data and invited to learn and draw their own assessments from another organization's learning experiences. A Learning History is generally written at annual or 6 month intervals. Other deliverables which may be written include:

• "Mini Histories" or "Interim Learning Histories"-These mini-histories are shorter written pieces which capture events over a short time interval or special event. These will be created as needed, and will be ultimately integrated into the Learning History.

  5. Time & Resource Estimates

  The following time and resource estimates are based on typical [replace with company specific] estimates for a learning history project. The insider/outsider structure of learning history efforts presumes that the outside learning historian is working with an internal counterpart who has an amount of time available approximately equivalent to the internal learning historian.

  For the purposes of annual budgeting, the learning historian work is broken into three categories - Ongoing activities of the learning historian, producing the annual learning history manuscript, and developmental/support activities - all essential meeting the expected deliverables. The detailed calculations associated with these estimates are provided in Appendix E.

  Annual Learning History Budgeting                                               
                                                 person-days     Expenses      
         1.  Ongoing activities                       110          $12,600.00  
              2.  LH manuscript                         21            $500.00  
        3.  Development/Support                        14           $9,000.00  
                                                                               
  Sub-total for Annual                                145          $22,100.00  
  Activities                                                                   
  
  

  6. Billing

  Companies are billed monthly [quarterly] at the rate of 1/12 [1/4] the annual learning historian estimate. In this way all activities and costs are covered for the learning historian to support the ongoing learning initiatives.

  Monthly estimates for the external learning historian are 12.75 days/month plus $1840 in expenses. These estimates do not include travel costs for the learning historian traveling to the company location.

  Appendix

  A. WHAT IS A LEARNING HISTORY?

  * Definition: A learning history is a written document (or series of documents, perhaps including multimedia productions) which are disseminated to help an organization become better aware of its own learning efforts. From a more mythic perspective, the learning history is: "the organization-in particular, its leaders-talking to itself, and to the intervenors, about the things it needs to hear but has not yet listened to."

  Ideally, a learning history might be shared with other organizations who are facing similar learning challenges.

  * Purpose: A learning history is foundation piece of critical infrastructure that will enable both the client organization and MIT to learn from their collaborative efforts.

  1) A Learning History is a Learning Tool for both the client organization and OLC participants-One of the primary purposes of the learning history work to promote learning through the process of developing a learning history. The process of collecting data through interviews in itself will provide an opportunity for people to reflect on their learning. The emphasis in learning histories is on capturing the learning in the voice of the participants, particularly their thinking about how the project is unfolding and should unfold.

  2) Assessment in the Service of Future Learning-The Learning History is a new kind of assessment. Its purpose is to provide a written record of the organizational learning process so that organization members (and the learning team) can reflect upon and assess their progress.

  3) As a Diagnostic Lens-to help members of the organization better understand its current reality and what barriers to learning might exist in their organizations, so that those barriers might be overcome.

  A word about assessment: Everyone who works on building learning organizations seems to run up against the challenge, sooner or later, of "proving" the value of what they have done. Without some form of assessment, it is difficult to learn from their own experience, to transfer their learning, and to help the organization replicate the results-so the benefits are not lost when the pilot project comes to an end. But "assessment" can strike fear in people's hearts. People don't want to be "assessed;" rather, they want their story told. The learning history approach is meant to provide an alternative to traditional assessment. The learning history approach develops the capacities of learners to reflect and assess their own efforts, and utilizes data from that reflection and assessment as the basis for further learning.

  Approach: Learning histories respond to three "imperatives": the mythic, the pragmatic, and the scientific.

  From the mythic perspectives, learning histories should be stories, told in a powerful and compelling way so that it can be heard.

  From the pragmatic perspective, learning histories should "tell the organization what it needs to hear, but may not as yet listened to," so that the organization can learn.

  From a scientific perspective, learning histories should be grounded in the integrity and rigor of good scientific data gathering, analysis, and exposition.

  The effective blending of these three imperatives is the key to an excellent learning history.

  * Content: The learning history--

  1) is organized around the significant themes which emerged during the learning process;

  2) develops those themes by including quotations which show evidence of the importance of those themes to the organizational learning effort, as well as reflections by the learning historian about the impact of those themes on learning;

  3) aims at developing deep understanding, so it includes not only reports of action and results, but underlying assumptions and reactions;

  4) conveys multiple perspectives, particularly on controversial events. The learning history should speak about and for a variety of people-ranging from people in the organization involved in the efforts, to other people in that organization (including people who did not support the learning effort), and action researchers themselves. Every participant, reading the learning history, should feel that their own point of view was treated fairly, and that they understand how other people come to their perspective. The power of the learning history depends on its ability to present these multiple perspectives in such a way that, ideally, every reader will undergo a little bit of a learning experience just from reading the learning history;

  5) documents significant learning and notable results which can be attributed to that learning;

  6) attempts to develop and share theory(ies) about why things are happening as they are;

  7) generally also includes cultural background, a description of significant activities, and discusses the implications of these activities in a reflective manner.

  * Form:

  Unlike reports written by experts, the learning history is written in the spirit of a "jointly told tale." The learning historian is just one of the voices telling the story, although the learning historian is the principal teller of the tale. The learning history is organized by themes, rather than chronology. The learning history also consists of at least four kinds of voices which are interwoven: the participants' own narratives; outsiders' assessments of the story (both shared through actual quotations); a narrative voice which the writer uses to weave together the threads of the story; and the reflections of the learning historian on specific themes, quotations, or events. The learning history cuts back and forth between these different voices and different perspectives on events that have taken place, telling a coherent story. The form of the learning history makes it readily apparent to the reader which of the four voices is speaking. The Learning History should also include the elements of a good story: a curtain-raiser (if applicable), a "nut grafs" for each theme, notable results, plot, exposition, and closing. (See Roth and Kleiner, "Learning about Organizational Learning - Creating a Learning History," Systems Thinker, May, 1995).

  * Process:

  Unlike most reports, the learning history is not an end in-and-of itself. The process is also important. Every part of the learning history process is intended to encourage learning, including interviews, the editing work, the circulation of drafts, and the follow-up.

  * Audiences:

  The audiences for a learning history include the learning team-both internal to the organization and OLC-other people in the organization-particularly the stakeholders, the OLC in general, and ultimately anyone interested in organizational learning.

  * Roots:

  The learning history draws upon theory and techniques from ethnography, journalism, action research (where researchers are involved in helping the system they are investigating), oral history, and theater.

  B. PROFESSIONAL STANDARDS

  * The learning historian avoids making rash subjective judgments by being "objective" in the collection of data, using scientific rigor in the analysis of that data-including triangulation (multiple data sources point to the same result), considering multiple interpretations (stories) which could explain the data, and asking for interpretations from members both inside and outside the learning team. Such results should then withstand tests of external and internal validity and reliability. The learning historian cannot refrain from making judgments about the data, but those judgments will be informed by evidence.

  * The learning historian aims to balance the mythic, pragmatic, and scientific imperatives when writing the learning history, drawing on others both internal and external to the organization to help maintain that balance.

  * The Learning Historian has the responsibility of maintaining the confidentiality of sources and the confidentiality of the organization, unless permission is obtained to do otherwise.

  * The Learning Historian stands outside any political agenda and is an advocate for learning.

  
  C. EXTERNAL and INTERNAL LEARNING HISTORIANS:

  It is likely that these two roles will vary somewhat, depending on the organization. However, the roles are complementary and both are necessary. (See discussion below on Learning History team.) In general, the external learning historian is likely to initially take the lead in developing the learning historian role and work. Over time, the lead will transfer to the internal learning historian(s).

  D. TERMS, CONDITIONS, SUPPORT REQUIRED:

  Support within the Learning Organization--

  * An advocate (or advocates) within the learning organization should be in place. The advocate provides the touchstone for learning historian activities, provides ongoing support and helps resolve any difficulties which may arise.

  * Internal Learning Historians may require an additional level of support from both the advocate and the external learning historian in order to ensure that they do not feel unduly uncomfortable or vulnerable as they begin to take on the role of learning historian.

  * Confidentiality and anonymity: Learning Historians must be able to guarantee that people interviewed can reflect freely with the learning historian without fear that they will not remain anonymous.

  * Professional Development: The MIT/OLC offers four (4) workshops per year dedicated to supporting and developing the role of the learning historian. In addition to skill development and new tools and methods training, their work and activities are confidentially reviewed by peers working in similar capacities in other organizations. Both external and internal learning historians should plan to attend these workshops with expenses paid by client companies.

  * A Learning History Team should be formed: A Learning History team that has individuals who are both internal and external to the organization is recommended. (Internal people have a better understanding of organizational context, can help interpret what common meanings are attributed to the way people think and behave, and are on-site on a continual basis to monitor, observe and capture information on critical events and incidents. External people have a different perspective, do not see as ordinary the common ways in which people think and behave, and are not politically tied to existing constituents.) At a minimum a learning history team would consist of two people actively involved. Active involvement requires between quarter and half time of a person's work time - 5 to 12 days per month. The actual allocation of time depends upon the current issues and activities in the organization. (Recommendation: Fund learning historians at a level of time appropriate for the reflection and output an organization desires, and then letting the people themselves decide on how to best use their time moment to moment to produce the desired outcomes.)

  * Time and resources is made available to support a "mythic theme" day during which the internal and external learning historians consult with other learning historians on the development of the Learning History.

  * Time are allocated for coaching and teaching in order to develop learning historian capacity within the client company.

  * Additional research advising, editorial and administrative support for learning historians may also be required. As a group, learning historians seek to publish learning history manuscripts, either identifying the company studied, or anonymously, to further the availability of general knowledge on building learning organizations.

  E. TIME & RESOURCE ESTIMATE DETAILS -- SAMPLE

  1. Ongoing Learning History Data Collection, Reflection and Feedback

  Interviews per learning historian:

  2 per week @ 1/2 hour to prepare, 1.5 hour to conduct, 1 hour to review, analyze and write notes: 6 hrs/wk

  Meetings per learning historian:

  1 per week @ 1/2 hour to prepare, 2-3 hours to conduct, 1 hour to review/analyze

  and write notes: 4 hrs/wk

  Observations/field notes per learning historian:

  1/2 day per every other week, 2 hours to write up notes: 3 hrs/wk

  Meetings of Learning Historians

  1 hour check-in per week, 2 hours per week reviewing one another's notes, one 1/2 day per month (in service of producing thematic memo/planning): 3 hrs/wk; 4 hrs/mo

  Thematic Memos:

  1 per month @ 5 hours for analysis, 5 hours for writing (alternating amongst insider and outside LH): 5 hrs/mo

  Scheduled Monthly Activities per Learning Historian:

  16 hrs/wk; 9 hrs/mo

  monthly estimate = 79 hrs/mo/LH; total of two LH for OLC (one inside, one outside); total monthly labor = 158 hrs/mo

  Transcription:

  16 hrs of tape per week, 25% transcribed (4 hours) x 4/1 ratio x $15/hr

  = $250/wk

  monthly estimate = $1000.00

  Administrative support:

  maintaining files, scheduling meetings, managing transcriptions, producing and distributing memos, etc.: 8 hrs/mo + $50.00 supplies

  SUMMARY:                  Hours/Week     Hours/Month    $               
  interviews                     6                                        
  observations                   4                                        
  meetings                       3                                        
                                                                          
    coord/cross checking                   4                              
   monthly thematic memo                   5                              
                                                                          
               Sub-total        13         9                              
                                                                          
     Other monthly costs                                                  
           transcription                                       $1,000.00  
  admin support/supplies                         8                $50.00  
  Monthly Subtotal           9 days/month                 $1,050.00       
                                                                          
  Annual Estimate             110 days/yr                 $12,600.00      
  
  

  2. Producing the Learning History Manuscript

  Learning History Manuscript

  1. Data review, organization, and development of themes

  3 days for one person

  2 days for inside & outside LH + 2 days research support

  (5 person days)

  2. Writing first manuscript draft (split among LHs)

  5 days each (includes 5 days by inside LH)

  3. Editorial review of manuscript

  3 days

  4. Quote and fact checking

  (3 days - typically done by inside LH)

  5. Rewriting and editing of manuscript

  5 days

  6. Ongoing administrative support: copying, mailing,etc.

  2 days + $500 expenses

  7. Learning History Workshop

  1 day preparation

  1 day deliver/assessment (involved each LH)

  (2 person days)

  Total for manuscript: 21 person days

  3. Ongoing support and development of an active Learning Historian

  Learning Historian Meetings (held local to MIT)

  4 meetings @ 2 days per meeting involving both inside and outside learning historians

  8 days per year

  OLC Semi-Annual Meetings

  2 meetings @ 3 days per meeting

  + travel expenses

  only one project learning historian at each meeting

  6 days per year

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