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Parallel Learning Structures

Parallel learning structures are collateral organizations that coexist with formal organizational structures to promote innovation and manage change. They allow an organization to solve problems outside of traditional bureaucratic constraints. Key aspects include forming cross-functional groups to study issues, identify solutions, and achieve consensus to implement changes. Parallel structures benefit organizations by bringing new ideas from talented employees and facilitating knowledge sharing outside the formal hierarchy. For example, Xerox created communities for its technical representatives to voluntarily exchange tips, which the company then formalized into an online knowledge sharing system called Eureka.

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Tunisha Jethwani
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1K views

Parallel Learning Structures

Parallel learning structures are collateral organizations that coexist with formal organizational structures to promote innovation and manage change. They allow an organization to solve problems outside of traditional bureaucratic constraints. Key aspects include forming cross-functional groups to study issues, identify solutions, and achieve consensus to implement changes. Parallel structures benefit organizations by bringing new ideas from talented employees and facilitating knowledge sharing outside the formal hierarchy. For example, Xerox created communities for its technical representatives to voluntarily exchange tips, which the company then formalized into an online knowledge sharing system called Eureka.

Uploaded by

Tunisha Jethwani
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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PARALLEL LEARNING

STRUCTURES

PREPARED AND PRESENTED BY


TUNISHA JETHWANI
Parallel learning structures
It is an OD intervention which involves the creation of
a parallel and coexisting organization which
supplements the formal structures.
This collateral structure enables an organization to
manage change and innovation without disrupting the
formal structures.
Parallel learning structures
Parallel learning structures co exist with the formal
organizational structures.
These structures are formed to solve the problems that
remain unresolved by the formal structures.
The parallel learning structure is also known as the
collateral organization.
The collateral organization consists of a steering
committee and several working groups who study the
organization and identify the changes to be
implemented.
Parallel learning structures
Parallel Learning Structures (also known as
Communities of Practice) promote innovation and
change in large bureaucratic organizations while
retaining the advantages of bureaucratic design.
Parallel Learning Structures may be a form of
Knowledge Management. Knowledge Management
involves capturing the organization's collective
expertise wherever it resides (in databases, on paper,
or in people's heads) and distributing it to the people
who need it in a timely and efficient way.
History
The concept of parallel learning structures was
introduced by Dale Zand in 1974.
Dale had introduced this concept in 1974 under the
label ‘collateral organization’ and defined it as a
supplemental organization coexisting with the usual
formal organization.
Need for parallel learning structures
To develop and implement organization-wide
innovations.
To foster innovation and creativity within a
bureaucratic system.
To support exchange of knowledge and expertise
among performers.
To capture organization’s collective expertise.
DESIGNING A PARALLEL LEARNING STRUCTURE

 In Figure 1, the term C-Groups stands for either Collateral Groups or Conclusion Groups. Forming
these C-Groups to be as different as possible from one another (as discussed below) helps ensure that
all the underlying differences of any complex problem will be brought into the open for an active
debate. The term S-Group stands for Steering Group or Synthesis Group, which is composed of one or
two representatives from each C-Group. The mission of the S-Group is to address and then resolve the
differences among the C-Groups (conveniently labeled as ST, NT, SF, and NF) and thus to achieve a
far-reaching—effective—synthesis for all concerned.
Advantages
One of the greatest advantages of adopting a parallel learning
structure is that it brings underutilized but talented employees
to the forefront.
In traditional bureaucratic business hierarchy structures, some
employees may not feel motivated to put their best ideas out
there, for fear of a supervisor "stealing" credit or because they
feel the company doesn't compensate them well enough for a
wholehearted creative contribution.
In contrast, a parallel learning structure gives credit where it's
due, and employees who frequently contribute to the group
learning environment are in a perfect position for performance
incentive rewards, be it a raise or a promotion.
Xerox Corporation

Xerox found that its technical representatives often made it a point to spend time not with
customers but with each other. The technical representatives would gather in common areas
and swap stories from the field. Rather than trying to discourage this practice to improve
productivity, Xerox decided to formalize the knowledge exchange.
The technical representatives were not just repairing machines; they were also coproducing
insights about how to repair machines in a better way. Rich knowledge transfer took place
through these conversations that were not a step in any formal business process or
organizational chart.
Rather than eliminating the informal conversations in pursuit of corporate efficiency, the
corporation decided to expand them in the name of learning and innovation.
Xerox created a system called Eureka. Eureka is an electronic "knowledge refinery" that
organizes and categorizes a database of tips generated by the field staff. Technically, Eureka is a
relational database of hypertext documents. Eureka has the added benefits of an institutional
memory, expert validation, and a search engine.
Eureka operates as a free-flowing knowledge system, much like the natural, informal
collaborations among technical representatives. The system relies on voluntary information
exchanges. All technical representatives, regardless of rank, can submit a tip, but they are
neither required to nor are they explicitly rewarded. In Eureka, the incentive is to be a good
colleague, to contribute and receive knowledge as a member of the community.

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