Osland Ob8 Ppt 03 - Revised

7/22/2019 Osland Ob8 Ppt 03 - Revised

http://slidepdf.com/reader/full/osland-ob8-ppt-03-revised 1/26

Chapter 3

Individualand

Organizational

Learning



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





Learning Organization -

Defined

A learning organization is skilled at

creating, acquiring, and transferring

knowledge and at modifying its behaviorto reflect new knowledge and insights

3 -3Organizational Behavior: An Experiential Approach 8/E




Characteristics of

Learning Organizations

Systematic problem solving

Experimentation

Learning from past experience

Learning from others

Transferring knowledge





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







Kolb’s Experiential Learning

Model

Reflective Observation

(discussion; debriefing)

Concrete Experience

(class activities)

Abstract

Conceptualization

(reading)

Active Experimentation

(personal application

assignments)

Knowledge


Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner3 -7



3 -8

Learning-Style Inventory (LSI)





3 -9

Concrete Experience (CE)

Learning by experiencing

From specific experiences

Relating to people

Sensitivity to feelings and people

Feeling







3 -11

Abstract Conceptualization (AC)

Learning by thinking

Logically analyzing ideas

Planning systematically

Acting on an intellectual understanding

of the situation

Thinking





3 -12

Active Experimentation (AE)

Learning by doing

Showing ability to get things done

Taking risks

Influencing people and events through

action

Doing





3 -13

Learning-Style Type Grid





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




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





What Happens in an


Too Many Assimilators?

Castles in the air

No practical

applications

Too Few Assimilators?

Unable to learn frommistakes

No sound basis forwork

No systematicapproach





What Happens in an


Too Many

Convergers?

Solution of the

wrong problems

Hasty decisionmaking

Too Few

Convergers?

Lack of focus

No testing of ideas

or theories

Scattered thoughts





What Happens in an


Too Many

Accommodators?

Trivialimprovements

Meaningless activity

Too Few

Accommodators?

Work is notcompleted on time

Impractical plansWork is not goal-

directed





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




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




…Adaptive Learning

3 -21

Current

method

Incrementally

improve

current

method

Need

improvement?

YES

MEASURE

Continue with current

method

NO





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





…Generative Learning

3 -23

Experimentation Feedback

Ongoing analysis of how organizations define and

solve problems





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





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


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Osland Ob8 Ppt 03 - Revised