0RGANIZATIONAL

LEARNING
Tuesday class week 6
Ph.D. Jesper Doepping
 SINGLE AND DOUBLE LOOP LEARNING

Single-loop: learning from the

consequences of actions;
problem solving; avoiding
problems.

Double-loop: questioning
assumptions & ways of doing
things; experimenting; new ways
of looking at situations.
LOOPS LEARNING!
 WHAT TRADITIONAL HAVE NOT
BEEN SEEN AS LEARNING
• Assessment of present course of actions
• Creating conditions for insights to occur – immersion in to problems.
• Delaying changes (the first ipad)
• While acting we evaluate the possibility of acting otherwise.
• Exploration of future courses of action (March)
• (refinement, choice, efficiency, risk, discovery)
• Enactment of anticipatory awareness
• Re-interpretation of past courses of action
• Reinterpreting the past, imagining what might have been decisive.
• Renewing present knowledge involves a re-articulation of the meaning of the
past experiences in the light of the current situation.
 HOW DO YOU LEARN?
“INDIVIDUAL LEVEL”

• Key question: How do humans adapt and develop?

• The idea of blank canvas – students most absorb!!!! (rote learning) PASSIVE
RECEIVING.

• OR

• Gestalts = form – pattern – configuration.

• The whole is more than the sum of the patterns.
• ACTIVELY PARTICIPATING
 FROM EXPLICIT TO TACIT KNOWLEDGE

• Type and quality of knowledge learned

• Knowing words vs knowing the language
• Knowledge that
• Knowledge how
• Knowledge of
• The ‘tacit dimension’ of knowledge (Polanyi, 1967)
• Explicit knowledge
• Tacit knowledge
 KOLB’S (1984) LEARNING CYCLE

Figure 10.1.

change learn

use
 TYPES OF ORGANIZATIONAL KNOWLEDGE (BLACKLER,
1995)
BodyFigure
:- trans
10.4. Can tell how things
are done :-

The way we More way to

do things :- do thins
grengjai=thai
context
 TYPES OF KNOWLEDGE IN A
SOCIAL/ORGANIZATIONAL FIELD
 LEARNING OR NOT
Learning
Dis-continuity Discovering a divergence in held
assumptions, and the espoused
practice. The actor will experience
interruption, surprise frustration,
disturbance. Double loop learning
Exploration.
Continuity Exploitation, but also the ad on to
potentials for future actions.
Wayfinding. Finding new actions in
the past. Keeping things on track, in
order to create repertoires.
Non-Learning
Avoiding embarrassment, risk and
vulnerabilty. No detectable change,
due to ‘strategic ignorance’.
Defensiveness.
Single-loop learning, ascribed to
defensive mechanism, no questions to
basic assumptions
Mindlessness prefer the old model
(Polaroid)
 INTRODUCING IDEO
• www.youtube.com/watch?v=M66ZU2PCIcM

• The key issue is first how do they learn?

• You should also see a clear connection to SD logic!
• Designers, anthropologists, engineers, human factors specialists.
 FIRST TEAM WORK ON CASE A
• In case A, what kind of double loop learning occur and where specifically is
it introduced?
• Using Nonaka's model (see King and Lawley p. 352-355) which of the
transitions and transfer of knowledge is applied and how?
 SECOND TEAM WORK CASE A
• In Case A, looking at the Simmon's project where do you see the challenges
in relation to getting the ideas applied (using dual escalator)
 THIRD CASE WORK CASE B
• In Case B, How do you interpret the introduction of the business factor
employee (see exhibit 3)
• In Case B, What do you see as the main challenge introducing IDEO in
Thailand?