Individual

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Chapter 3 Individual and Organizational
Learning
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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

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

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Organizational Behavior An Experiential Approach
8/E Joyce S. Osland, David A. Kolb, Irwin M.
Rubin and Marlene E. Turner
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Characteristics of Learning Organizations

• Systematic problem solving
• Experimentation
• Learning from past experience
• Learning from others
• Transferring knowledge

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Organizational Behavior An Experiential Approach
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Rubin and Marlene E. Turner
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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

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Organizational Behavior An Experiential Approach
8/E Joyce S. Osland, David A. Kolb, Irwin M.
Rubin and Marlene E. Turner
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The Learning Process
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Organizational Behavior An Experiential Approach
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Rubin and Marlene E. Turner
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Kolbs Experiential Learning Model
Concrete Experience (class activities)
Reflective Observation (discussion debriefing)
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Organizational Behavior An Experiential Approach
8/E Joyce S. Osland, David A. Kolb, Irwin M.
Rubin and Marlene E. Turner
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Learning-Style Inventory (LSI)
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Organizational Behavior An Experiential Approach
8/E Joyce S. Osland, David A. Kolb, Irwin M.
Rubin and Marlene E. Turner
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Concrete Experience (CE)

• Learning by experiencing
• From specific experiences
• Relating to people
• Sensitivity to feelings and people

Feeling
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Organizational Behavior An Experiential Approach
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Rubin and Marlene E. Turner
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Reflective Observation (RO)

• Learning by reflecting
• Careful observation before making judgments
• Viewing issues from different perspectives
• Looking for the meaning of things

Watching
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Organizational Behavior An Experiential Approach
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Rubin and Marlene E. Turner
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Abstract Conceptualization (AC)

• Learning by thinking
• Logically analyzing ideas
• Planning systematically
• Acting on an intellectual understanding of the
  situation

Thinking
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Organizational Behavior An Experiential Approach
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Rubin and Marlene E. Turner
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Active Experimentation (AE)

• Learning by doing
• Showing ability to get things done
• Taking risks
• Influencing people and events through action

Doing
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Rubin and Marlene E. Turner
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Learning-Style Type Grid
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Rubin and Marlene E. Turner
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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
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
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What 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
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Rubin and Marlene E. Turner
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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

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Rubin and Marlene E. Turner
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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 focus
• No testing of ideas or theories
• Scattered thoughts

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What 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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Argyriss 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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Adaptive 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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Rubin and Marlene E. Turner
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Adaptive Learning
Current method
Incrementally improve current method
MEASURE
Need improvement?
YES
NO
Continue with current method
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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

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Rubin and Marlene E. Turner
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Generative Learning
Experimentation
Feedback
Ongoing analysis of how organizations define and
solve problems
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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
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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

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