Chief Learning Office Concept Assignment
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Chief Learning Office Concept Assignment
In the views of the originator of the chief learning officer (CLO) concept— Willis—and the first practitioner—May—the role a CLO must fulfill is dif- ferent from a knowledge manager’s role. A CLO is much more deeply engaged in the social learning and social communication processes that make a learning organization. Many honest effor ts have been made to untangle the roots of the CLO concept, the intended purpose, the qualifications, and above all, the future of the position. Here the pioneers write to set the record straight, discussing how the role of the CLO was conceived, where and why it was implemented, and what it has meant for Millbrook Distribution Ser- vices. They demonstrate that the CLO role is not just a Fortune 500 phe- nomenon, but has application to smaller companies as well.
Background The chief learning officer is fast becoming a strategic, lead
player in the drama of today’s business organizations. The histori- cal nature of the Millbrook case study makes it important to set the stage a bit differently. Theor y is often born and gains its credibil- ity through interplay with practitioner experience, and this is the situation with the Millbrook case. Thus theor y about the practice of a CLO as well as the real-world practice itself play balanced parts in how the case has developed and how the position of the CLO at Millbrook continues to evolve.
Willis first articulated the need for a CLO in a 1991 article pub- lished in the fledgling Human Resource Development Quarterly. This
Strategy and the Chief Learning Officer 1
This case was prepared to serve as a basis for discussion rather than to illustrate either effective or in- effective administrative and management practices.
article grew out of the experiences Willis had managing corporate learning initiatives in a large commercial bank in the Northeast dur- ing the 1980s. Those were turbulent times, with deregulation, hos- tile takeovers, and a steady round of acquisitions occupying everyone in human resources (HR). The urgent preoccupation of HR with is- sues not related to human resource development (HRD) was the trig- ger for Willis to make the case that HRD should be separate from HR and reported elsewhere from it in the tables of organization.
In the common structural arrangements of organizations, there has simply been no one at the top to make sure learning across an entire system is leveraged, not sacrificed. That should be the core responsi- bility of a CLO, Willis reasoned, selecting a title that would clearly align with the literature on learning organizations.
In terms of the learning organization, the CLO by definition needs to be accountable to the whole system and must have broad discre- tionary power. The CLO operates by using knowledge about how adults learn, how learning affects work, how value systems operate, and how social and technical systems in an enterprise or in their environment may either support or counteract each other. Though such issues are known to have enormous impact on the bottom line, they have been historically neglected, studied as isolated phenomena, or parceled out to specialists. What if, instead, they could be the strategic responsibility of a learning executive who is institutionally charged with finding and implementing integrated solutions?
Earlier additions to the corporate alphabet, including the terms chief information officers (CIOs) and chief knowledge officers (CKOs), seemed to bolster the technical fluency side of organizations without addressing the social learning side. Technical fluency is easily accepted as a com- petitive necessity. But finding a site for a CLO trial run—a place to test theory about yet another chief, whose role would not be nearly so definitive—seemed implausible. Then came a series of events that brought about the opportunity to do just that.
May learned a family merchandise distribution business from the ground up. He was vice president and general manager in 1985 when the family firm was sold to McKesson Corporation. May’s decision to return to college for a degree in HRD exemplified his conviction that human factors are both underestimated and absolutely key to an or- ganization’s success or failure. That same conviction has since carried him not only to the CLO position at Millbrook, but also to comple- tion of a Ph.D.
2 Knowledge Management, CKO, and CLO Pioneers
Most HRD students at Georgia State University work full-time. May was no exception. He tackled management development responsi- bilities for a company in crisis that would be dissolved if it could not be made profitable. He did not walk into a CLO position. First, he considered the viability of the CLO idea and worked it through to his own satisfaction before he began to explore the idea at work. His start- up actions as a CLO, cited in an earlier writing (Willis and May, 1997), are incorporated here. Initiatives he has undertaken since then are described to round out the case. The time that has elapsed since he became a CLO in January 1994 allows him the advantage of hindsight in describing for others what has happened.
The scope of May’s responsibility may be different from the range of responsibility and activity a CLO would have in a larger corpora- tion, and, if so, the contrast should be instructive for practitioners as well as useful for classroom discussion. Indeed, one key point to be drawn from this case is that the CLO role is not just a Fortune 500 phenomenon, but may have particular application to smaller com- panies as well.
The Millbrook Context: Forces of Change Millbrook Distribution Services is one of the largest specialized dis-
tributors of health and beauty care, general merchandise, and specialty foods in the United States. Its specialized distribution adds value for slower-selling hard-to-manage products by providing special services for retail stores, such as picking and shipping products in individual units instead of case packs and providing merchandising and stocking sup- port at the retail level. With annual revenues exceeding $500 million, the company supplies 35,000 items to more than 10,000 retail stores, primarily supermarkets and discount department stores. Millbrook operates from four distribution centers across 40 states and employs 2,100 people, including a national salesforce.
Millbrook was formed in January 1994, by the merger of two sea- soned distribution service companies acquired in the 1980s by the pharmaceutical distribution giant McKesson Corporation. Through a series of acquisitions, McKesson had attempted to create a national distribution network for supermarkets to parallel its traditional sys- tem, which served independent drug stores. But the supermarket in- dustry proved to be a difficult proposition. Conventional supermarket operators were losing sales to superretailers like Wal-Mart that introduced logistical innovations to increased efficiencies and lower prices. The
Strategy and the Chief Learning Officer 3
supermarket industry fought back with efforts to drive costs out of the supply chain, placing intense pressure on suppliers to lower costs by reengineering distribution and in-store services. Traditional ser- vice distributors that had made their mark in a low-technology era through labor-intensive services were in trouble.
Robert Sigel, an industry veteran with a proven track record of innovation for McKesson, was appointed president and CEO of the newly formed company and given a mandate to enact sweeping changes to align Millbrook with the new business environment. Sigel recruited a new senior management team to help redefine and restructure the business. May joined this group as CLO, reporting directly to the president.
Sigel’s announcement explained the rationale:
The appointment of Gary May as chief learning officer, reporting directly to me, should send a very clear signal that continuous learn- ing is of strategic importance. We are in the process of changing into a very different company in order to respond to new realities in the marketplace. I’m counting on Gary to draw on his business background, academic training, and communication skills to help us manage through the non-stop change and transition.
May brought double-barreled credentials to the new position. He carried a degree in business administration and 17 years’ experience as a second-generation business owner before selling the family dis- tribution business to McKesson in 1985. He knew the ins and outs of the particular industry. His graduate studies added reflective insights and new tools for human resource development to already tested man- agement and leadership skills.
Executive trust has entered significantly into May’s evolution as CLO for the new company. Earlier Sigel and May had sold similar busi- nesses, worked together in industry trade associations, and collabo- rated on various projects after McKesson acquired their companies. Both were aware that the cultural integration of the acquired com- panies and the McKesson Corporation had not gone well, in part be- cause the mix of distribution services was not entirely compatible. The rest of the new management team pulled together by Sigel could also count on May as one of their own—someone who had held line responsibility, met payrolls, dealt with bread-and-butter customers, and implemented operating changes. They could anticipate major con- tributions from him as they worked together.
4 Knowledge Management, CKO, and CLO Pioneers
Millbrook knew it had been successful in its business turn-around by 1997, when the investment firm R.A.B. Holdings, based in New York, purchased Millbrook from McKesson. Moving from a division of a gi- ant, multinational corporation to a leveraged buy-out situation was, according to May, “quite a shock.” Again the culture change was rad- ical, but the prospects for the future were—and still are—exciting. May adds, “We’re a privately held company, very entrepreneurial in spirit, with a whole new agenda and a new set of opportunities.”
The Job of a CLO In May’s view, the concept of CLO is a work in progress at Mill-
brook and bears little relationship to traditional concepts of train- ing and development. Figure 1 (Willis and May, 1999) illustrates the positioning of the CLO as part of the management team. The CLO’s primary mission is threefold: • to facilitate learning and change • to improve individual, team, and organizational effectiveness
through the integrated use of communication, performance con- sulting, organizational design, and knowledge sharing practices
- to support business strategy and tactics through research and ex- perimentation.
That position is designed first to serve as a strategic resource, representing the HRD perspective in the strategic planning process
Strategy and the Chief Learning Officer 5
Figure 1. The management team at Millbrook.
Field Sales and Service
Purchasing and Merchandising
Distribution and Transportation
Management Information
Systems
Human Resource Management
Chief Learning Officer
Sales and Marketing
Planning and Control Financial
Systems
President and CEO
at the senior level and ensuring that HRD efforts are linked to the organization’s strategic goals. Second, the position represents an ex- pert resource, providing best practices knowledge on learning, and serving as an entry point for external consulting expertise. Finally, the position serves as the process owner of four processes deemed critical to organizational learning: • managing internal and external communications • overseeing needs analysis, design, testing, delivery, and evaluation
of performance improvement interventions • chartering and equipping business process redesign teams • fostering communities of practice to ensure sharing and transfer
of learning in the workplace. Management of the formal communication processes of the or-
ganization as part of the CLO’s responsibilities is believed to be a leading-edge innovation. On the basis of the writings of Gayeski (1993), the assignment recognizes the importance of managing communication processes in an information age. In times of nonstop change, it is es- sential to bridge the traditional islands of corporate communication— training, employee communications, public affairs, corporate media, documentation, library systems, policies and procedures, and advertising and marketing—to create integrated, consistent, and coherent mes- sages to stakeholders. As the saying goes, the creation of a perma- nent revolution requires control of three systems: communication, education, and banking. Millbrook’s CLO has responsibility for two of the three.
In terms of organization, the CLO staff has been kept deliber- ately small, building on Watkins and Marsick’s (1993) concept that learning processes must be embedded in the line organization and that individuals and teams must take ownership for their develop- ment and learning on a self-directed basis. Accordingly, May has just two direct reports: a communications manager and a learning co- ordinator who manages the learning centers and provides adminis- trative support. The communications manager, in turn, is responsible for two communication professionals who provide graphic design and writing ser vices. Outsourcing provides speed, flexibility, and access to additional expertise as required. The major functions, such as field sales and service and distribution, have training managers report- ing directly to the senior vice president of the function. May spends about 20 percent of his time directly involved in the training func- tion, usually providing support to the training managers, who ser ve as consultants. Line managers, who have been through a train-the-
6 Knowledge Management, CKO, and CLO Pioneers
trainer workshop, deliver the formal workshop training in the Mill- brook organization.
Views on Knowledge Management May is careful to make a distinction between knowledge man-
agement and what he views to be his role in supporting learning and helping to build capability in the Millbrook organization. Wanting to be quoted directly, he says:
To me, the term managing knowledge suggests transactions—captur- ing, storing, and retrieving explicit knowledge. This is certainly im- portant and I’ve worked with our chief information officer on a number of projects related to our corporate intranet and other tools to cod- ify critical knowledge and learnings at Millbrook. That’s the “know what” of knowledge. But my critical concern is the “know how”— the tacit knowledge that cannot be reduced to simple constructs or rule-based behavior. Try, for example, to describe how to ride a bi- cycle or develop a trusting relationship with a difficult customer. I subscribe to Senge’s (1999) view that learning is a process that oc- curs over time, always integrates thinking and acting, always involves lots of errors and mistakes, and always involves interaction with oth- ers on a team in a work context. This is knowledge that is difficult to reduce, capture, or manage because it is constantly evolving. As an aside, that’s one reason traditional training classes have so little transfer. The learner is usually apart from his or her team and out of context.
So the critical question is: How is knowledge diffused and shared in the organization? The answer is not in published procedures but in informal networks—people talking to people as a way of learn- ing—what are now being called communities of practice. So one of my roles is to foster these networks. I recently attended a confer- ence that included a knowledge café focused on this issue of sup- porting communities of practice. My learning team created a metaphor we called knowledge gardening. Our thought was: You can’t make a tomato plant grow. All you can do is see that the plant gets appropriate sunlight, water, and fertilizer and is protected from weeds and bugs. That image works for me. I see one of my roles as help- ing create the environment that fosters knowledge sharing informally. For example, our account managers, as a community of practice, have been learning to use some new consultative selling techniques to grow our business within existing accounts. We’ve created a forum
Strategy and the Chief Learning Officer 7
for them called Experchange that provides for sharing and discus- sion of their successes (and failures) both in small groups and through intranet bulletin boards that allow productive inquiry (for example, “I just ran into a problem. Has anyone had a customer respond like this?”). The central point, again, is that learning is a process that involves discovery, action, and observation and reflection with oth- ers in an ongoing, integrated way. It’s tough to codify in a dynam- ic work environment. The type of learning we want at Millbrook is in the nervous system. It’s like riding a bike. We want fluid and adap- tive expertise. Individuals and teams at higher levels of competence are not operating from rule-based behavior.
Customer Focus May also takes his cues from the fact that, as he says, “We begin
and end with our customers. What are their needs?” He believes the work of the CLO is applicable at each point in the continuous cycles that become spirals of need and need satisfaction. It is the customer who validates and confirms the mission of the business organization, which in turn drives the business strategy. Strategy involves invent- ing and choosing options, determines the culture needed to accomplish the strategy, and leads to modifications of the systems in use to cre- ate competitive advantage. If there is, in fact, advantage to the cus- tomer, that customer is satisfied and the mission of the company is again ratified.
The mission is revisited if there is a lack of customer support for it. May notes that all of the executive team is involved in this ongo- ing mission-strategy-culture-systems process, but feels the CLO’s unique contribution is the ability to think and work cross function- ally and help the CEO synthesize and integrate different viewpoints. Figure 2 (Willis and May, 1999) shows May’s depiction of the CLO’s systemic, central role in the work of the organization.
The First CLO Initiative: Cultural Transformation The first two years in the new position of CLO at Millbrook were
devoted almost exclusively to assisting with the development and com- munication of a new vision and strategy for the organization and tend- ing to the cultural transformation required to support the new corporate direction. The change was complicated by the geographic diversity of the distribution centers and the distinct cultural differ- ences of the two merged firms, one based in New England and one in the Midwest.
8 Knowledge Management, CKO, and CLO Pioneers
The literature provides ample evidence of the difficulty of cul- tural change (for example, Trice and Beyer, 1993; Tichy and Sher- man, 1994). As Marsick and Watkins (1994) noted: “Training programs can help deliver skills needed for organizations to change, but do not address the deep-seated, mental models and attitudes or the organizational structures and norms which perpetuate them.” Three examples of interventions illustrate the role of the CLO at Millbrook in the cultural transformation process.
The first intervention laid an essential groundwork. Working in tandem with the CEO and the executive committee, the CLO led the design of graphic images and metaphors to help communicate the new marketplace vision for Millbrook and the new mental models and behaviors required for success. With the involvement of line employees, four images were constructed—the Millbrook team mission, core val- ues, 10 commitments, and the cycle of success—and incorporated on a continuing basis into the corporate decor, communications, train- ing programs, and team meetings. However, these formal statements of organizational philosophy have little power to change behavior with- out the concurrent reinforcement of what Schein (1991) calls “mech- anisms for embedding and transmitting culture.” In popular terms, it’s called walking the talk. Here, the CLO’s contribution was to work collectively and individually with the members of the executive com- mittee and department managers on understanding and opera- tionalizing Schein’s mechanisms.
The CLO’s second key intervention was the development of a warp- speed restructure protocol designed to examine functional norms,
Strategy and the Chief Learning Officer 9
Figure 2. A systemic view of the CLO’s role.
Customer
CLO
Mission
Strategy
Advantage
Systems
Culture
Confirms
Drives
Creates
Modifies
Satisfies
Determines
take layers out of the organizational structure, reduce costs, improve communications, and set the stage for process reengineering and con- tinuous improvement initiatives. This change drew heavily on Weis- bord’s (1987) sociotechnical strategies, such as the future search conference, and made use of a variety of organization development (OD) process tools. The purpose was to effect rapid changes in a department’s struc- ture while involving all the players openly and candidly.
The third intervention was one in which the CLO helped sup- port culture transformation through the development with McKesson OD staff of a proprietary workshop series called Trekking the In-Be- tweens. It is based on a change model developed by William Bridges (1991). Senior line managers delivered the workshops to help equip employees with ways to deal constructively with the confusion, un- certainty, and ambiguity of nonstop change.
Other Learning Initiatives: Culture Maintenance The cultural transformation effort is considered a never-ending
process, but as the interventions took root, attention could be paid to other kinds of learning initiatives. These were designed to support the marketplace strategy and address deficiencies in skills essential to maintaining the new culture. This strategy included the construction of a comprehensive learning plan designed to replace the traditional classroom paradigm with more individual assessment and self-directed and active learning initiatives supported by the performance man- agement system. This ongoing, systemic learning process was then sup- plemented by specific learning projects linked to strategic issues.
For example, during a strategic planning retreat for senior ex- ecutives, which May attended as both a senior executive and facili- tator, it was agreed that the organization as a whole lacked critical thinking and problem-solving skills. The executives agreed that ad- dressing this deficiency, which was perpetuating inefficiencies and contributing to higher costs, should be the key learning intervention for that fiscal year and integrated with all the other cost-improvement projects that the Executive Committee targeted.
Another strategic issue was—and continues to be—revenue growth in the face of an intense, competitive marketplace. The CLO worked with an external marketing firm, the Executive Committee, senior sales management, and his communications staff in the for- mulation of a new marketing strategy and advertising campaign based on the tag line distributing solutions. This, in turn, led to the de- velopment of a new consultative selling model and skills training for the salesforce to support the new strategy.
10 Knowledge Management, CKO, and CLO Pioneers
Contemporary Initiatives of the CLO at Millbrook In notes addressed to academic colleagues in 1999, May described
his work succinctly: “I usually have two or three major projects and four or five short-term projects in the works at any one time. Much of my time this current year has been devoted to working on initia- tives related to business development.”
Expanding sales to current accounts is considered the most prof- itable way to grow. Three individual projects, all aimed at support- ing the initiative of existing account growth, illustrate the broad spectrum of May’s interventions related to Millbrook’s strategic needs. These included: • a new marketing plan • account manager development • promotional process redesign.
In working with the new marketing plan, May led a research and development effort over a two-year period to determine what new sell- ing proposition is needed to convince the large supermarket chains to outsource product lines to Millbrook. May then managed research projects with several pilot accounts to empirically validate this new approach. Satisfied with learning from the pilots, the CLO was help- ing to transfer the knowledge to the sales and marketing team, and accompanied members of the sales team on sales calls, role model- ing live presentations to retailers, and coordinating study projects and proposals for both current and prospective accounts.
In the second initiative, account manager development, May led a project team whose charter is to reskill and upgrade the account man- ager position. This effort includes an overhaul of the processes for se- lection, training, goal setting, coaching, and performance review.
May’s role in the third initiative, promotional process redesign, is to charter a business process redesign team in partnership with the CIO and facilitate the effort to map the current process, identify dis- connects, and redesign the process to be more effective and efficient. This is an example of a core cross-functional business process in which much can be lost “between the white spaces on the organization chart” (Rummler and Brache, 1995). May calls the last initiative a gorilla of a change project and a long-term proposition.
The key common factors in these three initiatives from the CLO’s perspective are his depth of experience in this industry, his comfort working across all functions of the organization, and his thinking with a whole systems viewpoint. These three separate but integrated busi- ness growth projects illustrate the broad nature of May’s CLO responsi- bilities and his intimate involvement with the strategy and tactics of
Strategy and the Chief Learning Officer 11
the business. May sees himself primarily as a catalyst, advocate, and equip- per in these projects. He notes: “I must stress that everything we’ve accomplished is a team effort and requires the involvement and sup- port of other Millbrook executives and employees at all levels of the organization. While there’s still much work to be done . . . we’ve bud- geted for significant growth in every single account for [1999].”
How the CLO Is Evaluated Together, May and CEO Sigel developed a performance measurement
process for senior management at Millbrook that is built around a structured dialogue on performance. Specific behaviors are identi- fied through a variety of self-assessment and multirater 360 feedback instruments, some developed internally for the Millbrook culture. These contribute part of the data for the discussions that take place. Four areas of performance improvement are addressed: • key performance indicators • process improvement projects • behaviors • professional development.
The dialogues are scheduled quarterly. Concerning his own review, May says:
Due to the nature of my work, I have a limited number of quan- titative performance indicators, all budget related. So most of our discussion focuses on my management of projects. I prepare a plan document for each project that includes a synopsis of the prob- lem or opportunity, the proposed solution, the action steps and timetable, deliverables, and projected costs. I’m evaluated against this plan in terms of coming in on target, on time, and on bud- get. I know that the HRD field promotes the idea of level three and level four evaluations (behavior change and impact on the busi- ness), but these projects tend to be complex, and we do not have the resources or time to control for all variables at this level.
The CLO at Millbrook lives by his own precepts: He plans a per- sonal development experience for himself each quarter. It can be a book, a CD-ROM course, an outside seminar, or a professional con- ference like that of the Academy of Human Resource Development. He reports on each of these to the CEO and offers a briefing to the Executive Committee on how ideas gained might be useful in the company.
12 Knowledge Management, CKO, and CLO Pioneers
Lessons Learned After nearly six years in the position, one lesson May believes every
CLO will learn is that: “The biggest shock in the boardroom is…that there are no clear answers to the strategic issues, only trade-offs. Busi- ness today is an uncharted sea of constant change. Solutions to prob- lems often become obsolete before implementation. We even have a tag line for the phenomenon—OBE’d, or Overcome By Events. Flex- ibility and tenacity are the key words.”
May does not believe that creating CLO positions and expect- ing strategic contributions from them is just a fad. The authors have found in personal conversation with CLOs like Steve Kerr (1998) at General Electric and Judy Rosenblum (1996) at Coca-Cola that their organizations are also committed to the concept. What this means for succession planning is yet to be determined. May suggests that the commonality of the individuals who are CLOs is “their senior po- sition in the organization and their intimate involvement in shaping and supporting the strategic direction of the organization.” For those CLOs who are successfully fulfilling this mission, their success alone may be sufficient to ensure the preservation of the CLO position be- yond their own tenure.
In the Millbrook case, the CLO is tilling new ground with an ex- ecutive charter that is crossing boundaries and that tends to amplify the work of the whole executive team. Willis and May believe the CLO is an unprecedented kind of catalyst in organizations, serving to com- bine technical and social work factors through communication, and paving the way for employees to contribute their very best to the col- lective enterprise.
Questions for Discussion 1. Can a CLO who reports one or two layers down from the chief decision makers ever really perform strategically? 2. If as some people believe, the roles of CLO and CKO are converging and will one day be the same, how would you reconcile the differ- ent sets of assumptions about professional preparation for these jobs? 3. To what extent are previous line experiences and executive trust critical to CLO success? Should the CLO be expected to have already acquired the mindset of a top executive? 4. Should the CLO position become an integral part of the management team in every organization? Assuming that there is presently an in- cumbent in the position, should that CLO groom his or her own suc- cessor? If so, how?
Strategy and the Chief Learning Officer 13
- Does it make sense to require that a CLO should have all exter- nal and internal corporate communications in his or her job port- folio? Why or why not?
The Authors Verna J. Willis is associate professor of human resource development
at Georgia State University in Atlanta. She received the 1997 award for Outstanding Academic Program, conferred by peers in the Acad- emy of Human Resource Development, because of her faculty lead- ership role. Willis is a charter member of the academy and has served it in various leadership capacities. She is a scholar with a wide inter- national network, having lived and worked in Qatar and Indonesia. Action learning initiatives have taken her to several other countries, including a research stint at the Revans Centre for Action Learning and Research in the United Kingdom. She has had extensive HRD prac- titioner experience in both private- and public-sector organizations. She earned B.A. and M.A. degrees at Alfred University and a Ph.D. at the State University of New York at Buffalo. She can be reached at 106-D Crescent Court Drive, Decatur, GA 30030; phone: 404.373.3941; email: vwillis@gsu.edu.
Gary L. May is senior vice president and chief learning officer of Millbrook Distribution Services. May leads a team responsible for facilitating learning and change through the integrated use of com- munication, performance consulting, organization development, and knowledge sharing practices. He holds a business administration degree from Duke University and master’s and doctoral degrees in human resource development from Georgia State University.
References Bridges, William. (1991). Managing Transitions: Making the Most of Change.
Reading, MA: Addison-Wesley. Gayeski, Diane. (1993). Corporate Communications Management: The Renaissance
Communicator in Information-Age Organizations. Boston: Focal Press. Kerr, Steve. (1998, October 26). Interviews and follow-up letters with CLO
of General Electric, Boston. Marsick, Victoria J., and Watkins, Karen E. (1994, March). “The Learning Or-
ganization: An Integrative Vision for HRD.” In Academy of Human Resource Development 1994 Conference Proceedings, p. 114, A. Brooks and K. Watkins, editors. San Antonio, TX: Academy of Human Resource Development.
Rosenblum, Judith. (1996, May 20). Interview with CLO at Coca-Cola, Atlanta.
14 Knowledge Management, CKO, and CLO Pioneers
Rummler, Geary A., and Brache, Alan P. (1995). Improving Performance: How to Manage the White Space on the Organization Chart (2d edition). San Francisco: Jossey-Bass.
Schein, Edgar. (1991). Organizational Culture and Leadership. San Francisco: Jossey-Bass.
Senge, P. (1999, October). Keynote address, Chief Learning Officer’s Con- ference, Boston.
Tichy, Noel, and Sherman, Stratford. (1994). Control Your Destiny or Someone Else Will: Lessons in Mastering Change—From the Principles Jack Welch Is Using to Revolutionize GE. New York: HarperBusiness.
Trice, Harrison M., and Beyer, Janice M. (1993). The Cultures of Work Orga- nizations. Englewood Cliffs, NJ: Prentice-Hall.
Watkins, Karen E., and Victoria J. Marsick. (1993). Sculpting the Learning Or- ganization: Lessons in Systemic Change. San Francisco: Jossey-Bass.
Weisbord, M.R. (1987). Productive Workplaces. San Francisco: Jossey-Bass. Willis, Verna J. (1991, Summer). “The New Learning Organization: Should
There Be a Chief Learning Officer in the House?” Human Resource De- velopment Quarterly, 2(2), 181-187.
Willis, Verna J., and May, Gary L. (1997). “The Chief Learning Officer: A Case Study at Millwork Distribution Services.” In Human Resource De- velopment in Transition: Defining the Cutting Edge, H. Preskill and R.L. Dilworth, editors. Washington, DC: International Society for Perfor- mance Improvement.
Willis, Verna J., and May, Gary L. (1999, June 12). The Emerging Role of the Chief Learning Officer: Implications for HRM/HRD Curriculums. Paper pre- sented at Innovative Teaching in Human Resources and Industrial Re- lations Conference, Atlanta.
Further Readings Coca-Cola Company. (1995, September 22). KO This Week. Atlanta: Author. Davenport, Thomas and Laurence Prusak. (1995). Working Knowledge: How
Organizations Manage What They Know. Cambridge: Harvard Business School Press.
Earl, Michael, and Scott, Ian. (1998). “What on Earth Is a CKO?” Research Report on Information Management London: London Business School.
Kerr, S. (1997). “The Role of the Chief Learning Officer.” In Leveraging In- tellectual Capital, L.J. Bassi and B. Hackett, editors. HR Executive Re- view 5(3), 13-15. New York: The Conference Board.
Millbrook Distribution Services. (1994). “What Is a Chief Learning Officer?” Corporate communications.
Strategy and the Chief Learning Officer 15
Nonaka, Ikujiro, and Takeuchi, Hirotaka. (1995). The Knowledge-Creating Com- pany. New York: Oxford University Press.
Stewart, Thomas A. (1997). Intellectual Capital: The New Wealth of Organiza- tions. New York: Doubleday Currency.
Ward, Leah B. (1996, February 4). “In the Executive Alphabet You Call Them C.L.O.’s.” New York Times.
Watkins, K.E., and Marsick, V.J. (1992). “Toward a New Theory of Learn- ing in the Workplace: A Focus on Informal and Incidental Learning.” Journal for Research on Learning in the Workplace, 1(1), 7-12.
Willis, Verna J. (1996, Winter). “Human Resource Development as Evolu- tionary System: From Pyramid Building to Space Walking and Beyond.” In Workplace Learning: Debating Five Critical Questions of Theor y and Prac- tice. New Directions for Adult and Continuing Education, Robert Rowden, editor. San Francisco: Jossey-Bass.
16 Knowledge Management, CKO, and CLO Pioneers
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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