Exploring organisational learning theories by Learning Design at UTS https://padlet.com/postgraduate_futures/4nualhdj6go4unan Use the pink'+' button to add your post. en-us 2022-06-08 03:27:18 UTC 2025-11-22 18:40:25 UTC hello@padlet.com 4I Framework tinasyros https://padlet.com/postgraduate_futures/4nualhdj6go4unan/wish/2233389645 Main points of 4I Framework:
There is a feed-forward  and  feedback  processes  of  learning  across  the  individual,  group,  and  organization  levels.  Feed  forward  relates  to exploration of learning  from individuals  and  groups  from structures embedded due to systems and processes. Feedback  relates  to exploitation  and  how
learning  affects  individuals  and  groups.

There are 3 levels - individual, 
group,  and  organization, which form the 4I framework. The  four  learning  processes  operate  over  these 
three levels.  The four learning processes include: 
Intuiting - (individual) - preconscious  recognition  of  patterns  and/or  possibilities, a vision for the future.
Interpreting - (individual) - explaining,  through  words  and/or  actions to develop language.
Integrating  -  (group) - developing 
shared  understanding.  
Institutionalizing - (organisational) - tasks are defined and routine is common as individual have learned systems, structures, procedures and strategies to maintain consistency within the organisation.

Usefulness in developing a learning strategy:
Need a shared understanding and language precision for the emergent learning strategy to be developed and for it to flourish.
Organisations evolve over time and this can create change and tension  between feed forward  and  feedback  of  learning.
]]> 2022-06-29 12:45:25 UTC https://padlet.com/postgraduate_futures/4nualhdj6go4unan/wish/2233389645 The learning organisation https://padlet.com/postgraduate_futures/4nualhdj6go4unan/wish/2235455243 Though it is not a theory, I liked the structured approach to organisational learning and system thinking mentioned in this segment. I also liked that this model combined features of individuals and groups within an organisation.
- Building a shared vision: helps employees to feel united, supporting one goal.
- Mental models: questioning the realities and seeing obstacles for what they are.
- Personal mastery: understanding of uniqueness that each individual brings into learning.
- Team building: organisation has different teams within its structure, which can influence OL in a variety of ways.
Exactly as it says, it shows the holistic approach to what can influence the learning strategy and helps to look at it from the external and internal point of view.]]> 2022-07-02 06:43:55 UTC https://padlet.com/postgraduate_futures/4nualhdj6go4unan/wish/2235455243 Wayfinding https://padlet.com/postgraduate_futures/4nualhdj6go4unan/wish/2236234446 Chia (2017) suggests that learning is entwined with the environment and culture of the organisation, which is constantly changing. Thus learning is not a matter of "nagivation" - having a predetermined idea of where you are going and how to get there, but rather is more "wayfinding" - working out from stage to stage what the next piece or type of learning will be. His definition of learning includes "concrete experiencing and its transmission through practices". This situates "Wayfaring" firmly in the practice-based school of thought about learning.

He says "Much of OL, as a collective endeavour, can be adequately explained non-cognitively as the silent transmission and absorption of social practices by organizational members; it occurs non-deliberately and unconsciously."

This would be useful in developing a strategy as it would support the idea that a strategy is different from a plan. This approach allows all the aspects of a team or organisation to be considered in the strategy, including social, material and political aspects, without the need for concrete or permanent plans - it allows for flexibility within the strategy.


Chia, R. (2017). A process-philosophical understanding of organizational learning as "wayfinding". The Learning Organization, 24(2), 107-118. https://doi.org/10.1108/TLO-11-2016-0083  
 

]]> 2022-07-04 06:01:38 UTC https://padlet.com/postgraduate_futures/4nualhdj6go4unan/wish/2236234446 Zero, Adaptive and Generative Learning (ZAG Framework) - Janine Davidson https://padlet.com/postgraduate_futures/4nualhdj6go4unan/wish/2237578511
A. What is the theory you chose? 
The Zero, Adaptive and Generative Learning (ZAG) Theory proposed by Chiva and Habib (2015).  
 
B. What are the main tenets of that theory? 
The ZAG OL framework proposes 3 learning sub-processes (zero, adaptive and generative) and bases its OL framework on consciousness levels, emotions, and behavioural and cognitive aspects like stress – see Figure 1 above.  Its elements include: 
 
  • Stressors 
    External or internal forces or conditions stressing an organisation, that can trigger organisational learning - for example, something different or challenging happening within the organisation.  It is proposed that once stressors occur, individuals and groups could notice, interpret, and give meaning to them. 
 
  • Consciousness
    Degree of awareness of one's inner and outer worlds.  It is proposed that the higher the level of consciousness, the more aware individuals and groups are of stressors, solutions, connections and relationships – and thus, the higher learning possibilities.  It suggests three consciousness levels:
    - Mindlessness (low) - relying on established information categories, low attention to environment, and adherence to rules governing behaviour or repetitive routines;
    - Flow (medium) - a more focused level of attention, involving attention on present-moment situations with a narrower attention; and
    - Mindfulness (high) - attention is focused on present-moment situations occurring both externally and internally, with a wide attention.  
 
  • Emotion 
    Emotions affect how we manage stressors and what form our stress will take (good or bad).  Emotions are categorised into two groups:  positive (passion, compassion, dispassion) that imply goal advancement; and negative (apathy, anxiety) that imply goal hindrance.  Emotion is determined by noticing an event and interpreting it.  It is proposed that the higher the level of consciousness, the more positive the emotions will be.
     
  • Stress 
    The physical and psychological responses to adverse conditions or influences, which individuals and groups respond to with either positive behaviours (eustress) that improve or create new conditions – such as creative tension or edge of chaos – or negative behaviours (distress) that result in simply doing the same (stability) or anger promoting instability.
     
  • Individual and Social Learning Output
    Individuals and teams have their own learning outputs (or "orders").  Bohm (1980) proposes two orders: 
    - Explicate order - the manifested world where things are unfolded, and represented through knowledge, rules, models or paradigms; and
    - Implicate order - everything is connected and enfolded into everything else. 
     
  • Organisational Learning Output 
    Organisational learning output is represented by an "explicate order" meaning any mental model, paradigm, idea, process, knowledge, information, schema, rule shared by most of the members in an organisation.  
 
  • Learning Types 
    Zero learning
    Internalising norms, routines, procedures or knowledge.  Typically a conditioned response to stimuli or impulses, with no changes made based on experience or information, implying no change in individual, group or organisation learning
    Adaptive learning 
    Also known as "single loop" learning that infers changes in zero learning by correcting errors within a set of alternatives.  It obtains information to correct or improve procedures, routines, models, paradigms, or processes.  It maintains present policies or objectives by adjusting or adapting behaviours without necessarily examining or challenging underlying beliefs and assumptions.  
  • Generative learning 
    Also known as "double-loop" learning that infers a corrective change after questioning the inherent norms, procedures, behaviours or assumptions.  It implies understanding and challenging one's beliefs and assumptions by becoming aware of routines and giving them up.
     
C. How might it be useful (or not) in developing a learning strategy? 
 
I think this systemic learning model could be very useful in developing a learning strategy as it incorporates a broad range of learning types and encourages you to focus attention on other important contributing factors such as individual's and group's consciousness, stress and emotions and their important role in organisational learning. 
]]> 2022-07-06 00:12:28 UTC https://padlet.com/postgraduate_futures/4nualhdj6go4unan/wish/2237578511 Single/Double/Deutero Loops https://padlet.com/postgraduate_futures/4nualhdj6go4unan/wish/2245404955 An influential learning theory through the 90s that defines the individual as a central instigator and actor in the process of organizational learning. 
Single loop learning is characterised by modifications to actions based on unexpected results in reflection
Double loop learning moves beyond action modification to re-consider the governing values which might infer a strategic change. 

I have linked a diagram from an earlier reading which adds Deutero learning loops, which speak to systematic and structural changes, can we call this the triple loop?

Working within the higher education space, these 3 tiers of analysis enable an approach that appears to line up nicely with that of a university to create a scalable strategy to address connected though somewhat silo'd portions of of the organisation]]> 2022-07-18 13:05:57 UTC https://padlet.com/postgraduate_futures/4nualhdj6go4unan/wish/2245404955