Title: Individual
1Chapter 3 Individual and Organizational
Learning
2Objectives
- 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
3Why Is Continuous LearningImportant?
Rapidly changing business environments require
that a companys 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
4Learning 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
5Characteristics 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
6Adult 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
7The Learning Process
3 -6
Organizational Behavior An Experiential Approach
8/E Joyce S. Osland, David A. Kolb, Irwin M.
Rubin and Marlene E. Turner
8Kolbs 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
9Learning-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
10Concrete 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
11Reflective 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
12Abstract 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
13Active 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
14Learning-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
15Basic 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
RO
AE
CONVERGING Solving problems Making
decisions Reasoning deductively Defining
problems Being logical
ACCOMODATING Planning Creating models Defining
problems Developing theories Being patient
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AC
Organizational Behavior An Experiential Approach
8/E Joyce S. Osland, David A. Kolb, Irwin M.
Rubin and Marlene E. Turner
16What Happens in an Organization When There Are
- Too Few Divergers?
- Lack of ideas
- Inability to recognize opportunities and problems
- Too Many Divergers?
- Paralyzed by alternatives
- Cannot make decisions
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Organizational Behavior An Experiential Approach
8/E Joyce S. Osland, David A. Kolb, Irwin M.
Rubin and Marlene E. Turner
17What 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
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Organizational Behavior An Experiential Approach
8/E Joyce S. Osland, David A. Kolb, Irwin M.
Rubin and Marlene E. Turner
18What Happens in an Organization When There Are
- 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
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Organizational Behavior An Experiential Approach
8/E Joyce S. Osland, David A. Kolb, Irwin M.
Rubin and Marlene E. Turner
19What Happens in an Organization When There Are
- Too Many
- Accommodators?
- Trivial improvements
- Meaningless activity
- Too Few
- Accommodators?
- Work is not completed on time
- Impractical plans
- Work is not goal-directed
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Organizational Behavior An Experiential Approach
8/E Joyce S. Osland, David A. Kolb, Irwin M.
Rubin and Marlene E. Turner
20Argyriss 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 theories
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Organizational Behavior An Experiential Approach
8/E Joyce S. Osland, David A. Kolb, Irwin M.
Rubin and Marlene E. Turner
21Adaptive Learning
- Also called single-loop learning
- Has a coping orientation
- Focus on solving problems or making incremental
improvements - Refine the prevailing mental model
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Organizational Behavior An Experiential Approach
8/E Joyce S. Osland, David A. Kolb, Irwin M.
Rubin and Marlene E. Turner
22Adaptive Learning
Current method
Incrementally improve current method
MEASURE
Need improvement?
YES
NO
Continue with current method
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Organizational Behavior An Experiential Approach
8/E Joyce S. Osland, David A. Kolb, Irwin M.
Rubin and Marlene E. Turner
23Generative 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
24Generative Learning
Experimentation
Feedback
Ongoing analysis of how organizations define and
solve problems
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Organizational Behavior An Experiential Approach
8/E Joyce S. Osland, David A. Kolb, Irwin M.
Rubin and Marlene E. Turner
25Parallel 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
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Organizational Behavior An Experiential Approach
8/E Joyce S. Osland, David A. Kolb, Irwin M.
Rubin and Marlene E. Turner
26Components 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
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Organizational Behavior An Experiential Approach
8/E Joyce S. Osland, David A. Kolb, Irwin M.
Rubin and Marlene E. Turner