Chapter 3
Individual
and
Organizational
Learning
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
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -1
Why Is Continuous Learning
Important?
Rapidly changing business environments
require that a company’s managers and
employees learn faster than their
competitors
Hence, continuous learning is a necessity
for both individuals and
organizations
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -2
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
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -3
Characteristics of
Learning Organizations
Systematic problem solving
Experimentation
Learning from past experience
Learning from others
Transferring knowledge
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -4
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
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -5
The Learning Process
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -6
Kolb’s Experiential Learning
Model
Knowledge
Concrete Experience
(class activities)
Active Experimentation
(personal application
assignments)
Reflective Observation
(discussion; debriefing)
Abstract
Conceptualization
(reading)
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -7
Learning-Style Inventory (LSI)
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -8
Concrete Experience (CE)
Learning by experiencing
From specific experiences
Relating to people
Feeling
Sensitivity to feelings and people
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -9
Reflective Observation (RO)
Learning by reflecting
Careful observation before making
judgments
Viewing issues from different
perspectives
Watching
Looking for the meaning of things
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -10
Abstract Conceptualization (AC)
Learning by thinking
Logically analyzing ideas
Planning systematically
Thinking
Acting on an intellectual understanding
of the situation
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -11
Active Experimentation (AE)
Learning by doing
Showing ability to get things done
Taking risks
Doing
Influencing people and events through
action
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -12
Learning-Style Type Grid
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -13
Basic Strengths of Learning Styles
CE
AE
ACCOMODATING
Getting things done
Leading
Taking risks
Initiating
Being adaptable
Practical
DIVERGING
Being imaginative
Understanding people
Recognizing problems
Brainstorming
Being open-minded
CONVERGING
Solving problems
Making decisions
Reasoning deductively
Defining problems
Being logical
ACCOMODATING
Planning
Creating models
Defining problems
Developing theories
Being patient
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
AC
RO
3 -14
What Happens in an
Organization When There Are
Too Many
Divergers?
Paralyzed by
alternatives
Cannot make
decisions
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
Too Few
Divergers?
Lack of ideas
Inability to
recognize
opportunities and
problems
3 -15
What Happens in an
Organization When There Are
Too Many
Assimilators?
 Castles in the air
 No practical
applications
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
Too Few
Assimilators?
 Unable to learn from
mistakes
 No sound basis for
work
 No systematic
approach
3 -16
What Happens in an
Organization When There Are
Too Many
Convergers?
Solution of the
wrong problems
Hasty decision
making
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
Too Few
Convergers?
Lack of focus
No testing of ideas
or theories
Scattered thoughts
3 -17
What Happens in an
Organization When There Are
Too Many
Too Few
Accommodators? Accommodators?
Trivial improvements Work is not
Meaningless activity
completed on time
Impractical plans
Work is not goaldirected
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -18
Argyris’s Theory Types
Espoused Theories
Theories in Action
What we profess to
believe
“Do as I say, not as I do”
What actually guides
our behavior
“Walking the talk”
Defensive routines prevent people from
questioning the validity of the assumptions
underlying these theories
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -19
Adaptive Learning
Also called single-loop learning
Has a coping orientation
Focus on solving problems or making
incremental improvements
Refine the prevailing mental model
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -20
…Adaptive Learning
Incrementally
improve
current
method
Current
method
MEASURE
Need
improvement?
NO
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
YES
Continue with current
method
3 -21
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
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -22
…Generative Learning
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
3 -23
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
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -24
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
Organizational Behavior: An Experiential Approach 8/E
Joyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner
3 -25