Chapter 3 Individual and Organizational Learning.
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Transcript of Chapter 3 Individual and Organizational Learning.
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Chapter 3
Individual and
Organizational Learning
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3 -1
Objectives
Describe the model of adult learningIdentify individual learning styles and their
characteristicsDistinguish between adaptive and
generative learningDescribe the characteristics of a learning
organization
Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
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3 -2
Why Is Continuous LearningImportant?
Rapidly changing business environments require that a company’s managers and employees learn faster than their competitors Hence, continuous learning is a necessity for both individuals andorganizations
Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
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Learning Organization - Defined
A learning organization is skilled at
creating, acquiring, and transferring
knowledge and at modifying its behavior
to reflect new knowledge and insights
3 -3Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
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Characteristics of Learning Organizations
Systematic problem solvingExperimentationLearning from past experience Learning from othersTransferring knowledge
3 -4Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
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3 -5
Adult Learning
Based on reciprocity and experienceHas a problem-solving orientationIs individualized and self-directedIntegrates learning and livingNeeds to be applied
Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
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The Learning Process
Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
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Kolb’s Experiential Learning Model
Reflective Observation (discussion; debriefing)
Concrete Experience (class activities)
Abstract Conceptualization
(reading)
Active Experimentation (personal application
assignments)
Knowledge
Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -7
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3 -8
Learning-Style Inventory (LSI)
Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
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3 -9
Concrete Experience (CE)
Learning by experiencing
From specific experiences
Relating to people
Sensitivity to feelings and people
Feeling
Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
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3 -10
Reflective Observation (RO)
Learning by reflecting
Careful observation before making judgments
Viewing issues from different perspectives
Looking for the meaning of things
Watching
Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
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3 -11
Abstract Conceptualization (AC)
Learning by thinking
Logically analyzing ideas
Planning systematically
Acting on an intellectual understanding of the situation
Thinking
Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
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3 -12
Active Experimentation (AE)
Learning by doing
Showing ability to get things done
Taking risks
Influencing people and events through action
Doing
Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
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3 -13
Learning-Style Type Grid
Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
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Basic Strengths of Learning Styles
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ACCOMODATING Getting things done Leading Taking risks Initiating Being adaptable Practical
DIVERGING Being imaginative Understanding people Recognizing problems Brainstorming Being open-minded
CONVERGING Solving problemsMaking decisionsReasoning deductivelyDefining problemsBeing logical
ACCOMODATING PlanningCreating modelsDefining problemsDeveloping theoriesBeing patient
CE
ROAE
ACOrganizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
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What Happens in an Organization When There Are
Too Many Divergers?
Paralyzed by alternatives
Cannot make decisions
Too Few Divergers?
Lack of ideasInability to
recognize opportunities and problems
Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -15
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What Happens in an Organization When There Are
Too Many Assimilators?
Castles in the air No practical
applications
Too Few Assimilators?
Unable to learn from mistakes
No sound basis for work
No systematic approach
Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -16
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What Happens in an Organization When There Are
Too Many Convergers?
Solution of the wrong problems
Hasty decision making
Too Few Convergers?
Lack of focusNo testing of ideas
or theoriesScattered thoughts
Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -17
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What Happens in an Organization When There Are
Too ManyAccommodators?
Trivial improvements
Meaningless activity
Too FewAccommodators?
Work is not completed on time
Impractical plansWork is not goal-
directedOrganizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -18
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Argyris’s Theory Types
Espoused Theories
What we profess to believe
“Do as I say, not as I do”
Theories in Action
What actually guides our behavior
“Walking the talk”
Defensive routines prevent people from questioning the validity of the assumptions
underlying these theoriesOrganizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -19
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Adaptive Learning
3 -20
Also called single-loop learning
Has a coping orientation
Focus on solving problems or making incremental improvements
Refine the prevailing mental model
Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
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…Adaptive Learning
3 -21
Current method
Incrementallyimprovecurrent method
Need improvement?
YES
MEASURE
Continue with current method
NO
Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
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Generative Learning
Also called double-loop learningHas a creative orientationSurface and review underlying
assumptions about the prevailing mental model
Involves continuous experimentation and feedback
3 -22Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
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…Generative Learning
3 -23
Experimentation Feedback
Ongoing analysis of how organizations define and solve problems
Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
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Parallel Learning Structures - Defined
3 -24
Part of the organization that operates alongside the normal bureaucracy with the purpose of increasing organizational learning by creating and/or implementing new thoughts and behaviors
Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
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Components of Parallel Learning Structures
A steering committee and a number of small groups with norms and operating procedures
Aim is to promote a climate conducive to innovation, learning, and group problem solving that is not possible within the larger bureaucracy
3 -25Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner