the learning organization & workplace learning. the questions we want to explore in this class...

The Learning The Learning Organization & Organization &

Workplace LearningWorkplace Learning

The questions we want to explore The questions we want to explore in this class is:in this class is:

Can an organization learn? And Can an organization learn? And Can people learn within an Can people learn within an

organization?organization?

In groups of 3 – 4, I would like you In groups of 3 – 4, I would like you to address this question:to address this question:

When you think of organizational When you think of organizational learning, what are some of the first learning, what are some of the first

ideas that come to your mind?ideas that come to your mind?

In groups of 3 – 4, I would like you In groups of 3 – 4, I would like you to address this question:to address this question:

When you think of organizational When you think of organizational learning, what are some of the first learning, what are some of the first

ideas that come to your mind?ideas that come to your mind?

Traditionally, there are 3 main Traditionally, there are 3 main mediums in which learning occurs:mediums in which learning occurs:

Formal Institutional SettingsFormal Institutional Settings

Non-formal SettingsNon-formal Settings

Informal or Self-Directed ContextsInformal or Self-Directed Contexts

Learning SettingsLearning Settings

In the groups you worked in In the groups you worked in previously, come up with 4 examples previously, come up with 4 examples of learning that occurs in Formal of learning that occurs in Formal settings, in Nonformal settings, and settings, in Nonformal settings, and in Informal/Self-directed settings.in Informal/Self-directed settings.

Categories of LearningCategories of Learning

Habermas' Three Domains of KnowledgeHabermas' Three Domains of Knowledge

Technical Knowledge:Technical Knowledge: includes includes information about cause and information about cause and effect relationships in the effect relationships in the environment and behavioristic environment and behavioristic learning theories.learning theories.


Practical Knowledge:Practical Knowledge: Concerned Concerned with understanding what others with understanding what others mean; includes understanding mean; includes understanding social norms, values, political social norms, values, political concepts, and making ourselves concepts, and making ourselves understood--humanistic learning understood--humanistic learning theories are partly involved in theories are partly involved in this.this.


Emancipatory Knowledge:Emancipatory Knowledge: gained gained through critical self-reflection through critical self-reflection and can be seen as a component and can be seen as a component of the constructivist paradigm. of the constructivist paradigm. Mezirow's theory of Mezirow's theory of transformative learning is transformative learning is concerned with this kind of concerned with this kind of knowledge. knowledge.


Mezirow's Three Domains of LearningMezirow's Three Domains of Learning Instrumental: gaining of Instrumental: gaining of

technical knowledge technical knowledge Communicative: gaining of Communicative: gaining of

practical knowledge practical knowledge Emancipatory: gaining of Emancipatory: gaining of

emancipatory knowledgeemancipatory knowledge


Cranton's Three Perspectives of Adult Cranton's Three Perspectives of Adult Learning Learning

Subject-Oriented LearningSubject-Oriented Learning: The goal is : The goal is to acquire content (e.g. facts, to acquire content (e.g. facts, problem solving strategies, practical problem solving strategies, practical or technical skills); it is positivistic or technical skills); it is positivistic and most often meets the and most often meets the expectations of the learner and is, expectations of the learner and is, therefore, comfortable. The expert therefore, comfortable. The expert makes the decisions, not the learner.makes the decisions, not the learner.


Consumer-Oriented LearningConsumer-Oriented Learning: : Takes place when an individual Takes place when an individual expresses a need to learn, looks expresses a need to learn, looks to the educator for fulfillment of to the educator for fulfillment of those needs, and then proceeds those needs, and then proceeds to learn under the guidance of to learn under the guidance of the educator. The learner makes the educator. The learner makes each decision about learning--for each decision about learning--for this reason, this kind of learning this reason, this kind of learning falls under constructivism.falls under constructivism.

Categories of LearningCategories of LearningEmancipatory LearningEmancipatory Learning: A process of freeing : A process of freeing

ourselves from forces that limit our options ourselves from forces that limit our options and our control over our lives, forces that and our control over our lives, forces that have been taken for granted or seen as have been taken for granted or seen as beyond our control. This kind of learning is beyond our control. This kind of learning is constructivist in nature and can be constructivist in nature and can be transformative. At times this learning transformative. At times this learning occurs independently of the educator; at occurs independently of the educator; at other times it is fostered deliberately. other times it is fostered deliberately. Unlike the other two kinds of learning, Unlike the other two kinds of learning, emancipatory learning is often a difficult emancipatory learning is often a difficult and painful process. and painful process.

Cranton, C. (1994). Understanding and Promoting Transformative Learning. San Francisco: Jossey-Bass, 3-21.


Situated Cognition: It is, "based on the Situated Cognition: It is, "based on the idea that what we know and the idea that what we know and the meanings we attach to what we meanings we attach to what we know are socially constructed. Thus, know are socially constructed. Thus, learning and knowing are intimately learning and knowing are intimately linked to real-life situations" linked to real-life situations"


Self-Directed LearningSelf-Directed Learning: Learning on : Learning on one's own, being self-directed in one's own, being self-directed in one's learning is itself a context in one's learning is itself a context in which learning takes place. The key which learning takes place. The key to placing a learning experience to placing a learning experience within this context is that the learner within this context is that the learner has the primary responsibility for has the primary responsibility for planning, carrying out, and planning, carrying out, and evaluating his or her own learning. evaluating his or her own learning.

Categories of LearningCategories of LearningAdults engaging in self-directed learning do Adults engaging in self-directed learning do

not necessarily follow a definite set of not necessarily follow a definite set of steps or linear format. In essence, self-steps or linear format. In essence, self-directed learning occurs both by design directed learning occurs both by design and chance--depending on the interests, and chance--depending on the interests, experiences, and actions of individual experiences, and actions of individual learners and the circumstances in which learners and the circumstances in which they find themselves…Self-directed they find themselves…Self-directed learning does not necessarily mean learning does not necessarily mean learning in isolation--assistance is often learning in isolation--assistance is often sought from friends, experts, and sought from friends, experts, and acquaintances in both the planning and acquaintances in both the planning and execution of the learning activity.execution of the learning activity.

Merriam, S. & Caffarella, R. (1991). Learning in Adulthood. San Francisco: Jossey-Bass, 54-55.


Four Dimensions of SDL:Four Dimensions of SDL: Personal Autonomy (SDL as a person Personal Autonomy (SDL as a person

attribute) attribute) Self-Management (SDL as the willingness Self-Management (SDL as the willingness

and capacity to conduct one's own and capacity to conduct one's own education) education)

Learner Control ( SDL as a mode of Learner Control ( SDL as a mode of organizing instruction in formal settings) organizing instruction in formal settings)

Autodidaxy (SDL as the individual Autodidaxy (SDL as the individual noninstitutional pursuit of learning noninstitutional pursuit of learning opportunities in the "natural society opportunities in the "natural society setting")setting")

The Learning OrganizationThe Learning Organization

These models lead us down two paths:These models lead us down two paths:

1)1) Instructor-directed educational Instructor-directed educational designsdesigns

2)2) Learner-directed educational Learner-directed educational designs.designs.


Pratt (1988) suggests that we need to merge Pratt (1988) suggests that we need to merge these two models into one where the these two models into one where the learning situation is developed based on learning situation is developed based on the direction and support needed by the the direction and support needed by the learners. He proposed 4 quadrants of learners. He proposed 4 quadrants of learning where the learners’ confidence learning where the learners’ confidence decides what to learn and how to carry out decides what to learn and how to carry out the learning process and his or her the learning process and his or her commitment and confidence to do so.commitment and confidence to do so.

Instructional DesignInstructional Design

High

Learners need support but are reasonably self-directed

Learners need both direction and support

Learners are moderately capable of providing their own direction and support

Learners need direction

DirectionLow


Based on what we have covered, I would like you to write a definition for “Learning Organization”

Now pair up with the person next to you and combine your two definitions into one.

Now get together with another pair and combine those two definitions into one.


Peter Senge views systems thinking as Peter Senge views systems thinking as the cornerstone of the learning the cornerstone of the learning organization. He believes that it is organization. He believes that it is critical for people to shift their critical for people to shift their thinking from seeing parts to seeing thinking from seeing parts to seeing wholes, from seeing people as wholes, from seeing people as helpless reactors to seeing them as helpless reactors to seeing them as active participants in their reality, active participants in their reality, from reacting to the present to from reacting to the present to creating the future.creating the future.


Watkins and Marsick have 6 action imperatives for the Watkins and Marsick have 6 action imperatives for the learning organization:learning organization:

1)1) Create continuous learning opportunities at Create continuous learning opportunities at all levels of the organizationall levels of the organization

2)2) Develop a culture of inquiry and dialogueDevelop a culture of inquiry and dialogue3)3) Establish systems of collaboration and Establish systems of collaboration and

team learningteam learning4)4) Establish systems to capture and share Establish systems to capture and share

learninglearning5)5) Empower people toward a collective visionsEmpower people toward a collective visions6)6) Connect the organization to its Connect the organization to its

environment.environment.


DiBella, Nevis, and Gould’s (1996) 7 DiBella, Nevis, and Gould’s (1996) 7 facilitating factors for learning facilitating factors for learning organizations:organizations:

1)1) Performance GapPerformance Gap – Shared perceptions of – Shared perceptions of a gap between actual and desired a gap between actual and desired performances are viewed as performances are viewed as opportunities for learning.opportunities for learning.

2)2) Concern for MeasurementConcern for Measurement – Discourse – Discourse over defining specific, quantifiable over defining specific, quantifiable measures when venturing into new areas measures when venturing into new areas is seen as a learning activity. is seen as a learning activity.


3)3) Experimental MindsetExperimental Mindset – Changes in – Changes in work processes, policies, and work processes, policies, and structures are viewed as a structures are viewed as a continuous series of tryouts, and continuous series of tryouts, and small failures are encouraged.small failures are encouraged.

4)4) Climate of opennessClimate of openness – Information is – Information is accessible, problems and errors are accessible, problems and errors are shared and not hidden, and conflict shared and not hidden, and conflict is acceptable.is acceptable.


5)5) Operational varietyOperational variety – Pluralistic, – Pluralistic, rather than monolithic, definition of rather than monolithic, definition of valued internal capabilities is valued internal capabilities is fostered.fostered.

6)6) Multiple advocatesMultiple advocates – Top-down and – Top-down and bottom-up initiatives are possible.bottom-up initiatives are possible.

7)7) Involved leadershipInvolved leadership – Leaders at – Leaders at significant levels articulate vision significant levels articulate vision and are actively engaged in and are actively engaged in implementing that vision.implementing that vision.


Twelve Characteristics of Intelligent Behavior:Twelve Characteristics of Intelligent Behavior:1)1) PersistencePersistence: Persevering when the solution : Persevering when the solution

to a problem is not readily apparent. to a problem is not readily apparent. 2)2) Decrease ImpulsivityDecrease Impulsivity: Think before : Think before

speaking or doing. speaking or doing. 3)3) ListenListen: Listen to others with empathy and : Listen to others with empathy and

understanding. understanding. 4)4) Flexibility in ThinkingFlexibility in Thinking: Consider other : Consider other

options--there's never one right way to do options--there's never one right way to do everything. everything.

5)5) MetacognitionMetacognition: Try to be aware of your own : Try to be aware of your own thinking. thinking.


6)6) Check for Accuracy and PrecisionCheck for Accuracy and Precision: Revise, : Revise, revise, revise. revise, revise.

7)7) Questioning and Problem PosingQuestioning and Problem Posing: Be critical : Be critical in your questioning. in your questioning.

8)8) Use Past KnowledgeUse Past Knowledge: Draw on what you : Draw on what you know and apply it to new situations. know and apply it to new situations.

9)9) Precise Language and ThoughtPrecise Language and Thought: Use more : Use more descriptive language to communicate more descriptive language to communicate more precisely. precisely.

10)10) Use All the SensesUse All the Senses: Utilize as many sensory : Utilize as many sensory pathways as possible--visual, tactile, pathways as possible--visual, tactile, kinesthetic, auditory, olfactory, and kinesthetic, auditory, olfactory, and gustatory. gustatory.


11)11) CreativityCreativity: Use your ingenuity, : Use your ingenuity, originality, and insightful--we originality, and insightful--we are all creative beings.are all creative beings.

12)12) Be CuriousBe Curious: Work on your sense : Work on your sense of wonderment and of wonderment and inquisitiveness--learn to enjoy inquisitiveness--learn to enjoy problem solving and develop a problem solving and develop a sense of efficacy as a thinker.sense of efficacy as a thinker.

Case Study AnalysisCase Study Analysis

In your groups, I would like you to:In your groups, I would like you to: Figure out what are the core issues of this Figure out what are the core issues of this

case.case. Consider some of the issues that we have Consider some of the issues that we have

discussed regarding Learning discussed regarding Learning Organizations. If you were on the Organizations. If you were on the leadership team, what suggestions would leadership team, what suggestions would you make to deal with this case using the you make to deal with this case using the principles of learning organizations. principles of learning organizations. Remember to be really practical in your Remember to be really practical in your suggestions.suggestions.

The Learning OrganizationThe Learning OrganizationPromoting Intelligent Behavior:Promoting Intelligent Behavior: Have faith that all learners can think Have faith that all learners can think Help learners see thinking as a goal Help learners see thinking as a goal Present challenging problem solving Present challenging problem solving

opportunities opportunities Create a safe, risk-taking environment Create a safe, risk-taking environment Give learners time to learn Give learners time to learn Provide a rich responsive environment for Provide a rich responsive environment for

learning learning Pay attention to learners' developmental Pay attention to learners' developmental

readiness and sequence readiness and sequence Be the kind of learner you would have them Be the kind of learner you would have them

be be

Costa, A. "What Human Beings Do When They Behave Intelligently and How They Can Become More So."

Why?Why?

As I see it, through the glass dimly (if not As I see it, through the glass dimly (if not darkly), darkly),

we learn with the aim to live more fully, we learn with the aim to live more fully, to become, simply to contribute-- to become, simply to contribute--

whether personally, communally, or whether personally, communally, or "organizationally"-- more for the world. "organizationally"-- more for the world.

We learn to live more fully simply to We learn to live more fully simply to contribute more for the world.contribute more for the world.

Why?Why?We learn better in communion I think We learn better in communion I think

generally generally than we do alone-- communion with the than we do alone-- communion with the

whole world and beyond the world that we whole world and beyond the world that we can see and touch and know personally. can see and touch and know personally.

In learning in communion In learning in communion WEWE have the have the simple hope perhaps the real promise of simple hope perhaps the real promise of

doing more for the world doing more for the world by being more in communion with the by being more in communion with the

world, and more. world, and more.

And speaking personally, as I see it, And speaking personally, as I see it, that's why.that's why.

AnonymousAnonymous

the learning organization & workplace learning. the questions we want to explore in this class...

Documents

learning settings

kinds of learning

organizational learning

examples of learning

kind of learning falls

humanistic learning

emancipatory knowledge

kind of knowledge