Chapter 3 Individual and Organizational Learning

1. Chapter 3 Individual and Organizational Learning

2. Objectives • Describe the model of adult learning • Identify individual learning styles and their characteristics • Distinguish between adaptive and generative learning • Describe the characteristics of a learning organization 3 -1 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

3. 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 and organizations 3 -2 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

4. 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 -3 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

5. Characteristics of Learning Organizations • Systematic problem solving • Experimentation • Learning from past experience • Learning from others • Transferring knowledge 3 -4 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

6. Adult Learning • Based on reciprocity and experience • Has a problem-solving orientation • Is individualized and self-directed • Integrates learning and living • Needs to be applied 3 -5 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

7. The Learning Process 3 -6 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

8. Knowledge Active Experimentation (personal application assignments) Abstract Conceptualization (reading) Kolb’s Experiential Learning Model Concrete Experience (class activities) Reflective Observation (discussion; debriefing) 3 -7 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

9. Learning-Style Inventory (LSI) 3 -8 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

10. Concrete Experience (CE) Learning by experiencing • From specific experiences • Relating to people • Sensitivity to feelings and people Feeling 3 -9 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

11. Reflective Observation (RO) Learning by reflecting • Careful observation before making judgments • Viewing issues from different perspectives • Looking for the meaning of things Watching 3 -10 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

12. Abstract Conceptualization (AC) Learning by thinking • Logically analyzing ideas • Planning systematically • Acting on an intellectual understanding of the situation Thinking 3 -11 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

13. Active Experimentation (AE) Learning by doing • Showing ability to get things done • Taking risks • Influencing people and events through action Doing 3 -12 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

14. Learning-Style Type Grid 3 -13 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

15. Basic Strengths of Learning Styles CE ACCOMODATING Getting things done Leading Taking risks Initiating Being adaptable Practical DIVERGING Being imaginative Understanding people Recognizing problems Brainstorming Being open-minded AE RO CONVERGING Solving problems Making decisions Reasoning deductively Defining problems Being logical ACCOMODATING Planning Creating models Defining problems Developing theories Being patient AC 3 -14 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

16. Too Many Divergers? Paralyzed by alternatives Cannot make decisions Too Few Divergers? Lack of ideas Inability to recognize opportunities and problems What Happens in an Organization When There Are 3 -15 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

17. 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 What Happens in an Organization When There Are 3 -16 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

18. Too Many Convergers? Solution of the wrong problems Hasty decision making Too Few Convergers? Lack of focus No testing of ideas or theories Scattered thoughts What Happens in an Organization When There Are 3 -17 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

19. Too Many Accommodators? Trivial improvements Meaningless activity Too Few Accommodators? Work is not completed on time Impractical plans Work is not goal-directed What Happens in an Organization When There Are 3 -18 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

20. 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” Argyris’s Theory Types Defensive routines prevent people from questioning the validity of the assumptions underlying these theories 3 -19 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

21. Adaptive Learning • Also called single-loop learning • Has a coping orientation • Focus on solving problems or making incremental improvements • Refine the prevailing mental model 3 -20 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

22. …Adaptive Learning Current method Incrementally improve current method MEASURE Need improvement? YES NO Continue with current method 3 -21 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

23. Generative Learning • Also called double-loop learning • Has a creative orientation • Surface and review underlying assumptions about the prevailing mental model • Involves continuous experimentation and feedback 3 -22 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

24. …Generative Learning Experimentation Feedback Ongoing analysis of how organizations define and solve problems 3 -23 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

25. Parallel Learning Structures - Defined 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 3 -24 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

26. 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 -25 Organizational Behavior: An Experiential Approach 8/E Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner