TRANSFORMATIVE LEARNINGWord下载.docx
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TRANSFORMATIVE LEARNINGWord下载.docx
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Introduction
Thekeycharacteristicforthesuccessofanorganizationisitsabilitytolearn.Intoday'
sorganizationsthefundamentalsourceofcompetitiveadvantageisshiftingfromresourcestoknowledgeandfromrelativelystablesourcesoftechnologicalandmarketadvantagetothecapacitytocreatesuchadvantages.Thetraditionalhierarchicalmanagementstructuresseemtobedesignedforcontrolling,ratherthanforlearning.Thefundamentalchallengefororganizationsistotransformthecapacitiestocreateknowledge.
Organizationsmustfocusonhowtocreatetheconditionsforlearninginsteadofinvestinginpreciselydefinedorganizationalstructuresquicklymadeobsoletebychangingconditions.Alearningorganizationissupportedbyalearningculturewherepeopleworktogethertonurtureandsustainaknowledge-creatingsystem.Peoplewithintheorganizationwillneedtobecomeworldclassadaptersinaworkenvironmentthatisfluid,fuzzy,andfast.Theywillhavetolearntoexaminetheirvalues,co-createvisions,redesigntheirapproachtosolvingproblems,andthinksystematically.
Howwillorganizationssupportthischangeamidstbusinesspressures,entrenchedbureaucracy,Americanindividualism,anddownsizing?
Howwillorganizationsredirectlearningeffortstowardslearningthatisdeepanddevelopmental?
Humanresourcedevelopersalonecannotcreatealearningorganization.HumanResourceDevelopmentispartofthesystemandisinterdependentwiththeotherstrategicpartsoftheorganization;
however,HRDstrategiessupportedbytransformativelearningpracticecansupportandsustainthedevelopmentofalearningorganization.ThepurposeofthispaperistoexaminetheapplicationoftransformativelearningandotheradulteducationpracticestotheHRD
strategiesneededtodevelopalearningorganization.
AdultLearningPracticesIntegralToLearningOrganizations
Theadultlearningpracticesthatareintegralforlearningorganizationdevelopmentarederivedfromafoundationofhumanism.Humanismisaphilosophyassociatedwithbeliefsaboutfreedomand
autonomy,beliefsthathumanbeingsarecapableofmakingtheirownsignificantpersonalchoices.Amongthemajorassumptionsunderlyinghumanisticthoughtisthatindividualshaveanurgetowardself-actualizationandthatindividualshaveresponsibilitytoboththemselvesandothers(Hiemstra&
Brockett,1996).Humanistviewssupporttheessenceofthelearningorganizationasindividualsstruggletolearnandchange.Forlearningtooccur,individualsmustcourageouslytakeresponsibilityastheyconfrontpersonaltransitions.Providingnourishingenvironmentstomeethumanneedswillenhancelearning(O'
Hara,1996).
Adultlearningtheoriesareacriticalfactorinthedevelopmentofthelearningorganization.Transformativelearningprovidesasolidfoundationformanyofthehumandevelopmentstrategiesnecessaryfortheevolutionofthelearningorganization.Transformativelearning,accordingtoMezirow(1990),islearningthatproduceschange,whichuponreflection,hasasignificantimpactonthelearner'
ssubsequentexperiences.Withinthecontextoftransformativelearning,actionlearning,
experientiallearning,andcriticalreflectioncanbeappliedtothedevelopmentofthelearning
organization.
TheLearningOrganizationandTheLearningCulture
AsorganizationsmovefromtheIndustrialageintotheInformationage,andcompetitionincreasesthroughouttheinternationalmarketplace,ithasbecomeimperativeforthesurvivaloftheorganizationtodevelopacapacitytochangeandlearn.Thedevelopmentofthelearningorganizationisassociatedwiththeneedtoprovideforinternalrenewaloftheorganizationinthefaceofacompetitiveenvironment.AlearningorganizationhasbeendefinedbyWatkinsandMarsick(1994)asonethatlearnscontinuouslyandcan"
transform"
itselfasitempowersthepeople,encouragescollaborationandteamlearning,promotesopendialogue,andacknowledgestheinterdependenceofindividualsandtheorganization.Senge(1990)seesalearningorganizationasone"
wherepeoplecontinuallyexpandtheircapacitytocreatetheresultstheytrulydesire,wherenewandexpansivepatternsofthinkingarenurtured,wherecollectiveaspirationissetfree,andwherepeoplearecontinuallylearninghowtolearntogether"
.Figure1summarizeslearningorganizationsaspresentedbySenge,Marsick,andGarvin.Transformativelearningandcriticalreflection,theprocessof"
testingthejustificationorvalidityof'
takenforgranted'
premises"
(Mezirow,1990,p.354)arepivotalpracticesindevelopinglearningorganizations.
DefinitionHRDStrategyBarriers&
Disabilities
OnewherepeoplePersonalMasteryIammypositionSenge
continuallyexpandtheir
capacitytocreatetheresults(1990)MentalModelsTheenemyisouttheretheytrulydesire,wherenewandexpansivepattersofBuildingSharedVisionTheillusionoftakingchargethinkingarenurtured,wherecollectiveaspirationissetTeamLearningFixationofeventsfree,andwherepeopleare
continuallylearningSystemsThinkingTheparableoftheboiledfrogtogether.
Thedelusionoflearningfrom
experience
Themythofthemanagement
team
OnethatlearnscontinuouslyAction-reflectionlearningInabilitytochangementalMarsick
andcantransformitself.Itmodels
empowersthepeople,Programsthatfocusonand
encouragescollaborationworkredesignLearnedhelplessnessandteamlearning,promotesWatkins
opendialogue,andSystemsThinkingTunnelvisionacknowledgesthe(1994)
interdependenceofMechanismstolearnfromTruncatedlearningindividuals,thecustomers
organization,andtheIndividualismcommunity.Dialoguing
Acultureofdisrespectandfear
Anentrenchedbureaucracy
SocietalissuesAlearningorganizationisSystematicproblemsolvingGarvin
anorganizationskilledat
creating,acquiring,and(1993)Experimentation
transferringknowledge,and
atmodifyingitsbehaviortoLearningfromexperience
reflectnewknowledgeandNotaddressedbyGarvininsights.Learningfromothers
Transferringknowledge
Figure1.Acomparativedescriptionoflearningorganizationdefinitions,HRDstrategiesappliedtodeveloplearningorganizations,andthebarriersanddisabilitieswithinlearningorganizations.
Theorganization'
scommitmenttoandcapacityforlearningcanbenogreaterthanthatofitsmembers(Senge,1990).Buildinganorganizationthatcantrulylearncannotbeaccomplishedwithoutdevelopingalearningculturewherepeoplecanlearnandthink."
Learningisacontinuous,
strategicallyusedprocess,integratedwithandrunningparalleltowork.Learningisbuiltintoworkplanning,careerpaths,andperformanceawards"
(Watkins&
Marsick,1995).Withinalearningculture,criticalreflectioncanprovideafoundationfordialoguewhich,whendeveloped,canteachemployeesatalllevelstogobeyondtheirunderstandingoftheirassumptionsandgaininsighttoa"
largerpool"
ofmeaningforinquiryandfeedback(Marsick,1994).Peoplesharetheirlearningwithothersthroughnetworkedstructuresandteamsandtheyareempoweredtomakedecisionsthataffecttheirjobs.Learningisrewarded,plannedfor,andsupportedthroughacultureofopenrisktaking,experimentation,andcollaboration(Watkins&
Marsick,1995).
Currentorganizationalculturesmaybeunabletosupportthekindoflearningneededtotransformtheircapacityforlearningandthinking.Learningforcesindividualstofundamentallyrethinkthewaytheyviewtheworld--aprocessthatisdifficultinpartbecauseculturalassumptionspredisposethemtotakecertainthingsforgranted,ratherthantoreexaminethemcontinually(Schein,1996).Inunderstandingtheinterrelationbetweenlearningandculture,itisimportanttoidentifywhatelementsofaculturemighttrulyfacilitatelearningtolearn.Learningtolearnrefersto"
knowledge,processes,and
proceduresbywhichpeoplecometoandareassistedtomakeappropriateeducationaldecisionsandcarryoutinstrumentaltasksassociatedwithlifelonglearning"
(Smith,1990,p.4).Knowinghowtolearnisthekeythatunlocksfuturesuccesses(Smith,1990).AccordingtoSchein(1996),twotypesoflearningareinvolvedinchangingthelearningculture.Thefirsttype,adaptivelearningfocusesona
problemorgapbetweenwhereweareandwherewewanttobe,welearn,solvetheproblem,andclosethegap;
generativelearning,focusesonlearninghowtolearn.Inotherwords,thelearnersdiscoverthattheproblemorgapiscontingentonlearningnewwaysofperceivingandthinkingaboutproblems,orrethinkingculturalassumptions(Schein,1996).Thegenerativelearningprocesscanbeappliedacrosstheorganizationtohelpcreateandsustainalearningculturethatsupportslearningattheindividual,group,andorganizationallevelsovertime.
Acultureisnoteasilychanged.Organizationsmustfirstbecomeawareoftheirculturalbiases,andthroughreflection,dialogue,andinquirylearntobecomeobserversoftheirownthinking(Senge,1990).Seng
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