...A Harvard university psychologist Ellen langer argues that we are mostly unaware of the assumptions that underlie our thinking and behaviour.as a result our behaviour for most part is largely automatic. We tend to react to situations unthinkingly; it is as if our behaviour is mindless. She suggests 3 manifestations of mindlessness: 1) we tend to get trapped by the categories we create. When we construct a mental model of the world around us, we create categories and make distinctions b/w them. 2) as the experiment above indicates, automatic behaviour is another reflection of mindlessness. Habit or any repetitive behaviour is more likely to lead to mindlessness. 3) actions from a single perspective is a reflection of mindlessness. What are the roots of mindlessness? 1- whenever we perform any task repeatedly, we become expert at it. In psychological terms we overlearn the task. 2- we tend to form a mindset when we first encounter something. Subsequently we have a tendency to cling to it when we reencounter the same thing. Langer calls this premature cognitive commitment. 3- when we believe that the resources we require are limited, we are more likely to be trapped by the categories that we create. 4- we may think of time as a linear entity when in fact under some conditions it may make more sense to think of it as a cyclical entity. 5- both in education and at work we tend to be outcome oriented. We are focused on results rather than the processfor achieving...
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...Introduction Organizational Learning has become an important theory in the development of leadership and organizational growth. There are many works available on the topic but Peter M. Senge’s book “The Fifth Discipline: The Art and Practice of the Learning Organization” is held as the foremost organizational learning concept that others have built upon. In 1990, Senge outlined the five disciplines as follows: 1. System Thinking: is the conceptual framework where organizations see the total picture to make effective change. It is considered the cornerstone of the disciplines. 2. Personal Mastery: is dependent on the commitment of the organization’s members to effect change so the organization may learn. 3. Mental Models: exposes the biases that we carry with us, which we may be unaware of. In order to learn and change it is necessary to “turn the mirror inward.” It opens the member to “learningful” conversations and other’s input. 4. Building Shared Vision: this is the shared commitment of the future goals of the organization. The key component of this discipline is that the vision is shared by the stakeholders and not dictated by the organization. 5. Team Learning: this is the foundation to the organization’s ability to thrive. It is a vital component of modern organizations as the learning unit is the team, as opposed to the individual. The teams must learn so the organization may learn. Senge defined his framework as disciplines because he considered them...
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...Conference on Teaching and Learning in Education, 2013 journal homepage: http://www.aessweb.com/journal-detail.php?id=5007 INNOVATIONS IN ACADEMIC PERFORMANCE AUDIT (APA) TO EMPOWER TEACHING & LEARNING: THE UNITEN EXPERIENCE Zainal Ariffin Ahmad Graduate Business School, College of Graduate Studies, UNITEN, Kajang Malaysia Norsalwati Binti Mohd Razalli Quality Management Centre,UNITEN, Kajang Malaysia ABSTRACT Institutional audit is an integral part of the quality assurance process in the Malaysian higher education to determine whether the institution is achieving its mission and goals, to identify strengths and areas of concern, and to enhance quality. One form of institutional audit is the periodic academic performance audit to determine the continuation or maintenance of programme accreditation status. In 2011, UNITEN conducted an institutional audit (Academic Performance Audit) exercise to prepare for SETARA 2012 or the Rating System for Higher Education Institutions in Malaysia. UNITEN was conferred SETARA Tier 5 - Excellent in 2012 compared to Tier 4 in 2009. Based on action science approach, this paper discusses the lessons learned during the Academic Performance Audit (APA) conducted in 2011 and how they empowered the teachinglearning environment at UNITEN. It will also highlight the three innovations introduced in the APA process. Keywords:Academic Performance Audit (APA), Rating system (SETARA), Action science, teaching-learning, Innovation. 1. INTRODUCTION ...
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...construction setting, it will look at various practitioners’ theories and how they may be implemented into the current strategy. Reflective practice can be an essential tool in vocational based professional learning settings where people learn from their own experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement. It is also an important way to bring together theory and practice; through reflection a person is able to see and label forms of thought and theory within the milieu of their work. The essay will also look at the use of reflective practice with learners at a behavioural school. Each section will cover different topics, section one will cover the understanding of critical reflection, section two will show how critical reflection is used for behaviour, section three shows its use in the construction industry and section four will briefly cover other authors and their respective models. Section 1. In order to be effective teachers must be reflective; they must continuously review their practice, discuss it with their colleagues, consider their learners’ responses and seek to develop new and better ways of teaching. Practitioners need to make sure that all learning levels and skill levels are catered for; the most effective way to ensure this is to use reflective practice to continuously develop the teaching material the delivery of the course and the teacher...
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...Introduction Learning organizations is not a term familiar to many. The image that may appear in an individual’s mind when the term learning organization is mentioned may be that of a tutor, place of higher education, or even a church. While all of these could technically be defined as learning organizations, that is not the type of learning organization this paper explores. The learning organization literature that this paper explores is defined as the role of an institution in setting up a successful union of individuals to create learning to improve an individual and the institution as a whole (Calvert, Mobley, Marshall, 1994). This, of course, is a basic definition, and as the literature is explored, the reader quickly learns that learning organizations are as varied and diverse as the institutions within which they exist. The literature concerning learning organizations is also varied and diverse; ranging from simple, clear, and concise books and article to very detailed, in-depth, complex, and rigorous academic studies. Although the literature is exhaustive and at times overwhelming, by organizing the literature into common core areas, a reader can efficiently and effectively learn all there is to know about the learning organization, how to create a learning organization, and maintaining a successful learning organization. By thoroughly examining the literature in these three areas, an individual or institution will be able to thoroughly understand the entire...
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...can be seen with so many theories regarding organisational learning being conceived. This paper discusses how individual learning theories and organisational learning theories are related as well as the roles of organisation leaders in facilitating organisational learning. One of the most fundamental theory to help us understand organisational learning is the concept of single-loop learning and double-loop learning developed by Argyris and Schon (1978). Single-loop learning is associated with the detection and correction of error without amendment made to the master program, which is the guide for daily operations in an organisation. It is only suitable for repetitive job tasks where minor problems can be solved immediately. Restricted to only making small changes, single-loop learning is not learning (Buchanan and Huczynski, 2004). Thus, the double-loop learning, in order to solve more complex issues. Double-loop learning happens when the underlying values of the master program are changed. This would involve challenging norms rather than blindly accepting them. While single-loop learning and double-loop learning theory focuses on outcomes, Kolb (1984) proposes another type of learning which focuses on process, which is the experiential learning theory. It is a theory that merges experience, cognition, behaviour and perception. One of the models of experiential learning theory is the Lewinian Experiential Learning Model. The model emphasises a four-stage cycle, it begins...
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...struggle to encourage organisational learning. Critically evaluate this statement in relation to the Mechanistic and Learning perspectives. Brocka and Brocka (1992, pg.2) suggests that organisations are “revolutionary compared to the strict, hierarchical, authoritarian organisations that existed in the past”. Mechanistic and bureaucratic organisations follow the same traits where the structure is needed for “efficiency, conformity and compliance” (Spencer, 1994, pg.448). The revolutionary aspect to organisations is shown by introducing learning into the organisation promoting the development for “searching for information, assimilating, developing and creating new knowledge on product, processes, and services” Wang and Ellinger (2011, pg.512). According to Sun and Scott (2003 pg.202) “the terminologies organizational learning and learning organization were once used interchangeably. However, in the mid-1990s there was a bifurcation into two streams” for the purpose of this assignment the terms learning organisation and organisational learning will be used on an interchangeable purpose. This assignment will show a clear definition of mechanistic, bureaucratic and organisational learning structures of organisations. By using my personal experience, examples and the use of case studies, then linking to relevant theories an argument will be made whether mechanistic and bureaucratic organisations struggle to encourage organisational learning. A traditional structure is one...
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...it is a learning organization Introduction With the advance of economy, the competitions between enterprises are increasingly fierce. The research about organizational learning (OL) can be traced back to 1970s, Argyris and Schön gave a definition that diagnoses and corrects the mistake of organizations. Later, Huber (1991) published one of the most superior views about OL that during the processing of information, if the organizations’ potential behavior is changed, organizational learning has been generated in this process. Until Senge published his book named “THE FIFTH DISCIPLINE-The art & Practice of the learning organization” in 1990, the research of organizational learning enters to the climax. Basic meaning of the learning organization is that an organization is continuous expending to create its future and it has been aimed to growth the ‘knowledge intensity’ of enterprises (Senge, 1990). However, whether in theory or practice in enterprises, learning organization and organizational learning are extremely easy to confuse the two concepts. Generally, many people believe that organizational learning and learning organization are two interchangeable concepts; but from the academic point of view, the two thoughts closely related while having qualitative difference. Just like the title says, a learning organization is not an organization, which can learn. This article will start from the definition of organizational learning and learning organization...
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...“Teaching Smart People How to Learn” by Chris Argyris. A business’ success in the marketplace depends on highly trained staff. However many people don’t know how to learn. In fact the most difficult training strategies are those that are developed for personnel in senior leadership positions. Senior leaders are effective problem solvers when focusing on, identifying and correcting issues in the organizational environment. But when confronted with how their actions might have contributed to the organization’s problems they avoid learning; and in order for learning to continue personal reflection is required to influence change. A learning organization must understand the distinction between ‘‘single loop learning” and ‘‘double loop learning”. “Single loop learning” involves the identification and solving of a problem. Whereas “double loop learning” asks why is there a problem? Professionals utilize “single-loop learning” for projects such as organizational restructuring, training and development and process improvement. But seldom do they master the skills of “double loop learning”. All too often success has denied these professionals the opportunity to learn from their mistakes. As a result they avoid learning because they lack the reflective skills necessary to ask themselves why there is a problem and what role did I play in that problem. Avoidance Learning Studies of professional consultants exemplify the process of avoidance learning. For example when a project is not going...
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...Organisational Learning Organisational learning is a continuous process that enhances its collective ability to accept, make sense of, and respond to internal and external change. Organizational learning and is more than the sum of the informationheld by employees. It requires systematicintegration and collective interpretation of new knowledge that leads to collective action and involves risk taking as experimentation. It is an area within organisational theory that studies models and theories about the way an organisation learns and adapts. Ultimately, the belief is that learning will enable organisations to develop superior strategies – learning to allow firms to gain competitive advantage – behaviour has to change in response to what is being learned. E.g. Apple. Argyris and Schön were the first to propose models that facilitate organizational learning; others have followed in the tradition of their work. They distinguished between single-loop and double-loop learning, related to Gregory Bateson's concepts of first and second order learning. In single-loop learning, individuals, groups, or organizations modify their actions according to the difference between expected and obtained outcomes. This is the first type of learning – ‘Adaptive Learning’. This type of learning involves going through a process more than once to become more efficient – errors are corrected and it becomes familiar so the first process is changed to make the second faster. This process is not...
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...communication : communities of practice Who and why is interested in learning to work? INDIVIDUALS • Develop and diversify theirs skill • Having the skills is having the power ( Freiberg & Crozier ) • Setting up multidisciplinary and multicultural team ENTERPRISES • Increase theirs competitiveness • Increase the versatility and mobility of employees • Reduce production costs • Operating in enterprise networks Globalization became a strong challenges for companies & a strategic element for the development of the company Organizational learning • Organizational learning : – knowledge – technical know-how – various practices that an organization can develop ( Argyrys and Schön, 2002) specific learning , strongly binds to the work context Argyris and Schon : this type of learning can take place in organizations and how different actors can contribute to the dynamics of learning Learning by Argyris & Schon type (I) • The single-loop learning = organizational learning that allows employees to change action strategies and achieve expected results by the company = focused on achieving results = employees : should best achieve the objectives set by the organization and maintain the level of performance within the limits set by the organization (according to standards) improve working methods Learning by Argyris & Schon type (II) • The double-loop learning = an investigative process to restructure its values and performance...
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...Introduction “Changes happen by listening and then starting a dialogue with the people who are doing something you do not believe is right.” – Jane Goodall. There are lots of critiques who argue that dialogue can precisely transform the organisational culture and learning methods. Dialogue is a mutual understanding among the people and empowering them by letting speak and hear (Senge et al. 1999). Dialogue is a controversial subject that generally covers entire communication channel of an organisation (Schein 1993). However, dialogue has been an argumentative communication method that is least comparable to traditional approach of communication. Therefore, Schien (1993) suggest that in order to balance communication and exchange information, ‘dialogue is not only different form of many techniques that have been proposed before, but also that it has considerable promise as problem solving and problem formulating.’ Communication is integrated with an organisation to flow messages and information from top to bottom and vice versa (Tourish, D & Hargie, O 2009) where dialogue acts as a part of bringing up information, frustrations, ideas, present scenario that highly influence firm’s active participation for positive change. According to the Eisenberg, E.M., Goodall, H.L. and Trethewey, A (2010:33) communication plays a role of ‘moment to moment working out of tensions’ in an organisation. Basically to achieve targets and objectives that has been vision and paved by a firm...
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...“Teaching Smart People How to Learn” by Chris Argyris, Harvard Review The purpose of this summary is to explore the importance of learning in the corporate world. Much of the business success largely depends on learning; however, this resource tool has shown to be problematic for some. High commitment workers need to consider their behavior critically, identify possible ways they unintentionally contribute to the organization problems, and learn how they can solve these issues. Looping: A Defense Mechanism? In order to understand the learning process, such terms as “single loop” and “double loop” were created to understand the differences between the two. Most highly–skilled professionals are very experienced in “single loop” learning. The reason stems from the fact they have spent most of their lives obtaining academic success, mastering one or a few knowledgeable disciplines, and applying those disciplines to answer real life problems. Whereas “double loop” learning explores other opportunities to resolve a problem with a shared perspective all while leaving bias thoughts and opinions out of the equation. These facts alone help explain why workers are horrible at double-loop learning. Because many workers are almost always successful, they rarely experience disappointment. Therefore they act defensive, disregard criticism, and place the blame on others but themselves. With the right attitude, a different approach to the learning process can flow easily. Companies should...
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...THE IMPORTANCE OF FEEDBACK IN THE ORGANISATION’S DEVELOPMENT PROCESS Made Torokoff University of Tartu Pärnu College Introduction In the knowledge-based economy new ideas and models of thinking serve as a basis of organisational vitality. How to reveal people’s talents and make maximum use of them aimed at achieving the organisation’s main goal. Managers want to see efficient processes and proof of personal growth. One of the opportunities is to increase intellectual capital via organisational learning and efficient feedback. Carrying out appraisal and development interviews is still in an early phase in the Estonian companies. The present article focuses on these issues. The article is divided into three parts, the first part looks at the general plan of the development process, the second deals with the learning organisation process in an organisation, and the third underlines the importance of feedback and appraisal interviews. This article provides an overview with the aim to specify the role of the feedback system and its importance in maximising added value of the organisation. The general plan of the development process Organisation development is a long-term effort to improve an organisation’s ability to cope with the environment and solve problems (Schermerhorn, 1996:448). According to Richard Beckhart’s definition in R. W. Griffin’s book (1996:364), organisation development is “an effort planned, organisation wide, and managed from the top to increase...
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...Bus 599 Module 5 CASE STUDY Bus 599 Module 5 CASE STUDY 1. Determine the two critical feedback loops. Describe each Feedback Loop that you identify in your organization and explain why you selected them. Make sure you explain the Loop, the cause and effect process within the Loop. You could also include a Causal Loop Diagram. If you do, show the arrows and direction of affect (+ or -). Also, determine what the warrant is for your case. A feedback loop is a channel or pathway formed by an 'effect' returning to it’s 'cause,' and generating either more or less of the same effect. (Business Dictionary.com, 2011). Feedback loops can be divided into positive and negative loops. A feedback loop is considered positive if it contains an even number of negative causal links. A feedback loop is considered negative, if it contains an odd number of negative causal links. (Systems Thinking, 2011). BALANCING LOOP A balancing loop attempts to move a current state to a desired or reference state through some action. (Systems Thinking, 2011).The structure may begin with the current state greater or less than the desired state, in which case the current state may approach the desired state from above or below. (Systems Thinking, 2011). + + Organizational goals (the...
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