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Chapter 3
Individualand
Organizational
Learning
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3 -1
Objectives
Describe the model of adult learning
Identify individual learning styles and theircharacteristics
Distinguish between adaptive andgenerative learning
Describe the characteristics of a learning
organization
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 behaviorto reflect new knowledge and insights
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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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3 -5
Adult Learning
Based on reciprocity and experience
Has a problem-solving orientation
Is individualized and self-directedIntegrates learning and living
Needs to be applied
Organizational Behavior: An Experiential Approach 8/E
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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
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3 -8
Learning-Style Inventory (LSI)
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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/E
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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
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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/E
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3 -13
Learning-Style Type Grid
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Basic Strengths of Learning Styles
3 -14
ACCOMODATING
Getting things done
Leading
Taking risks
InitiatingBeing adaptable
Practical
DIVERGING
Being imaginative
Understanding people
Recognizing problems
BrainstormingBeing open-minded
CONVERGING
Solving problems
Making decisions
Reasoning deductively
Defining problems
Being logical
ACCOMODATING
Planning
Creating models
Defining problems
Developing theories
Being patient
CE
ROAE
ACOrganizational 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 Many
Divergers?
Paralyzed by
alternatives
Cannot makedecisions
Too Few
Divergers?
Lack of ideas
Inability to
recognizeopportunities and
problems
Organizational Behavior: An Experiential Approach 8/E
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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 frommistakes
No sound basis forwork
No systematicapproach
Organizational Behavior: An Experiential Approach 8/E
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What Happens in an
Organization When There Are
Too Many
Convergers?
Solution of the
wrong problems
Hasty decisionmaking
Too Few
Convergers?
Lack of focus
No testing of ideas
or theories
Scattered thoughts
Organizational Behavior: An Experiential Approach 8/E
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What Happens in an
Organization When There Are
Too Many
Accommodators?
Trivialimprovements
Meaningless activity
Too Few
Accommodators?
Work is notcompleted on time
Impractical plansWork is not goal-
directed
Organizational Behavior: An Experiential Approach 8/E
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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/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner3 -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 modelOrganizational Behavior: An Experiential Approach 8/E
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…Adaptive Learning
3 -21
Current
method
Incrementally
improve
current
method
Need
improvement?
YES
MEASURE
Continue with current
method
NO
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
7/22/2019 Osland Ob8 Ppt 03 - Revised
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Generative Learning
Also called double-loop learning
Has a creative orientation
Surface and review underlyingassumptions about the prevailing mental
model
Involves continuous experimentation and
feedback
3 -22Organizational Behavior: An Experiential Approach 8/E
Joyce 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/E
Joyce 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 organizationallearning by creating and/or implementing
new thoughts and behaviors
Organizational Behavior: An Experiential Approach 8/E
Joyce 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 groupproblem solving that is not possible
within the larger bureaucracy
3 -25Organizational Behavior: An Experiential Approach 8/E
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