Team learning

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Team learning Dr. Sharbatoghli Yunes Hoseinpour & Hamed Karimi 

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much of the learning that occurs through experience emerges out of the social and interactive dimensions of conversation amongst people team learning as one of the foundations for the learning organization. not individuals but teams are the fundamental learning unit in modern organizations. team learning as a gateway to organizational learning bridging the transfer of individual learning to organizational knowledge that can then be shared by all how to deal with organizational defenses such as skilled incompetence, organizational defensive routines and fancy footwork. 

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What is Organization learning? i Argyris (1977), 3) wv Organizational learning is a process ib ۹۹ of detecting and correcting error. ۱ bY 2 i) ae Probst and Buchel (1997, 167), The ability of the institution as a whole to discover errors and correct them, and to change the organization’s knowledge base and values so as to generate new problem-solving skills and new capacity for action. 

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Why team learning? Individuals may learn but the organization as a whole does not. There is no organizational learning. Teams become, therefore, the essential ingredient for learning, a “microcosm” for learning. organizational learning occurs through shared _ insights, knowledge, and mental models. Thus organizations can learn only as fast as the slowest link learns. learning builds on past knowledge and experience that is, on memory. Organizational memory depends on_ institutional mechanisms used to retain knowledge. 

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What is team learning? Team learning builds on the discipline of personal mastery. It’s a process that encompasses aligning and developing the capacity of a team to achieve the goals that its members truly want. Change is blocked unless all of the major decision makers learn together, come to share beliefs and goals, and are committed to take the actions to change. 

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Is OL simply the sum of what individuals learn? There appears to now be some consensus that IL is the point of departure for OL and is a contributor to it, and also that OL resides in the systems and structures and processes of an organization. ‘it would be a mistake to conclude that organizational learning is nothing more than the cumulative result of their members learning. Members come and go, leadership changes, but organizations’ memories preserve, certain behaviors, mental maps, norms and values over time.” . Two main themes revol: ‎around this OL-IL relationsHi‏ و۱ ‎* Individual learning is the prerequisite for OL since people are the agents of ۳ organizational action and therefore OL ‎* Dialogue and conversational learning and storytelling helps to bridge the IL-OL divide, since they generate individual understanding and collective actions, and thereby individual knowledge can become embedded within an organization's collective memories, structures and In effect, those processes are the transfer vehicles for IL to be part of OL. ‎ 

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There are three key components of team learning. 1. Teams must probe and explore complex issues, drawing on the talents, knowledge and experiences of one another. 2. They must work in concert, coordinating their efforts and communicating openly and closely. Trust is essential since members must be able to rely on one another. 3. Teams must interact with each other so that they can share what they learn. Senge created the expression Nested Teams as a way to express this interaction. Just as there must be interdependency within a team, so too must there be interdependency among teams in an organization. 

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Team learning involves mastering the two primary ways that teams communicate: lialogue and discussion. dialogue means deep listening and the free exploration ot ideas. (emphatic listening) Discussion, on the other hand, refers to searching for the best view to support decisions once all views have all been presented. 

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Learning culture increase the realization of the need to change and learn so that it is greater than fear of change and learn *An equal concern for all of their stakeholders *Shared belief that people can and will learn ~Enough diversity in the people *Open and extensive task related communication at the organizational level. *Systemically thinking *Teamwork and increasing dependency on each other. 

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Theories of action: theory in use and espoused theory what we would like others to think we do, can then be called espoused theory what we do, can be called theory in use 

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Different levels of learning Single-loop learning Single-loop learning solves the presenting problems. Single-loop learning asks a one-dimensional question to elicit a one- dimensional answer Actions ‘Mismatch or Errors Change the Action 

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Different levels of learning Double-loop learning Double-loop learning takes an additional step or, more often than not, several additional steps. In other words, double-loop learning asks questions not only about objective facts but also about the reasons and motives behind those facts. Governing ‘Mismatch Values Actions or errors Double-LoopLearing 

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To think creatively, there must be the free flow of conflicting ideas. For a team to grow and develop, and to be effective, it’s necessary that conflict be present. This notion may no doubt surprise some people, but unless a team’s members disagree at times, the team will not learn. 

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Of course, the team must know how to use disagreements productively. Conflict becomes then a part of the continuing dialogue among the team’s members. the difference between great teams and mediocre teams lies in how they face conflict and deal with the defensiveness that invariably surrounds conflict. 

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The issue of when and how to use conflict productively is one that escapes most organizations. The consequence is the regular use of defensive routines. ند “Those that reach senior positions are masters at appearing to know what is going on, and those intent on reaching such positions learn early on to develop an air of confident knowledge.” 

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When managers internalize this mental model, they create two problems. First, to maintain the belief that they have the answers they must shut themselves off from inquiry from their subordinates. They refuse to consider alternative views, especially if they appear provocative. The second problem they create for themselves is that they sustain their ignorance. To keep up the facade they become very skilled at being defensive. After all, they wish to be seen as being effective decision makers. 

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such defensive behavior becomes an ingrained part of an organization’s culture. “We are the carriers of defensive routines, and organizations are the hosts. Once organizations have been infected, they too become carriers.” Organizational learning is obviously severely impeded in such a culture, which block teams energy. 

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The more that defensive routines take root in a team, the more they hide the underlying problems. “...defensive routines are ‘self-sealing’ * they obscure their own existence.” 

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If dialogue articulates a unique vision of team learning, reflection and inquiry skills may prove essential to realizing that visioz 

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The journey in between what you once were and who you are now becoming is where the dance of life really takes place. Barbara DeAngelis 

Team learning Dr. Sharbatoghli Yunes Hoseinpour & Hamed Karimi much of the learning that occurs through experience emerges out of the social and interactive dimensions of conversation amongst people team learning as one of the foundations for the learning organization. not individuals but teams are the fundamental learning unit in modern organizations. team learning as a gateway to organizational learning bridging the transfer of individual learning to organizational knowledge that can then be shared by all. how to deal with organizational defenses such as skilled incompetence, organizational defensive routines and fancy footwork. What is Organization learning? Argyris (1977), Organizational learning is a process of detecting and correcting error. Probst and Büchel (1997, 167), The ability of the institution as a whole to discover errors and correct them, and to change the organization’s knowledge base and values so as to generate new problem-solving skills and new capacity for action. Why team learning? Individuals may learn but the organization as a whole does not. There is no organizational learning. Teams become, therefore, the essential ingredient for learning, a “microcosm” for learning. organizational learning occurs through shared insights, knowledge, and mental models. Thus organizations can learn only as fast as the slowest link learns. learning builds on past knowledge and experience that is, on memory. Organizational memory depends on institutional mechanisms used to retain knowledge. What is team learning? Team learning builds on the discipline of personal mastery. It’s a process that encompasses aligning and developing the capacity of a team to achieve the goals that its members truly want. Change is blocked unless all of the major decision makers learn together, come to share beliefs and goals, and are committed to take the actions to change. Is OL simply the sum of what individuals learn? There appears to now be some consensus that IL is the point of departure for OL and is a contributor to it, and also that OL resides in the systems and structures and processes of an organization. ‘it would be a mistake to conclude that organizational learning is nothing more than the cumulative result of their members learning. Members come and go, leadership changes, but organizations’ memories preserve certain behaviors, mental maps, norms and values over time.’ Two main themes revolving around this OL–IL relationship: • Individual learning is the prerequisite for OL since people are the agents of organizational action and therefore OL • Dialogue and conversational learning and storytelling helps to bridge the IL–OL divide, since they generate individual understanding and collective actions, and thereby individual knowledge can become embedded within an organization’s collective memories, structures and In effect, those processes are the transfer vehicles for IL to be part of OL. There are three key components of team learning. 1. Teams must probe and explore complex issues, drawing on the talents, knowledge and experiences of one another. 2. They must work in concert, coordinating their efforts and communicating openly and closely. Trust is essential since members must be able to rely on one another. 3. Teams must interact with each other so that they can share what they learn. Senge created the expression Nested Teams as a way to express this interaction. Just as there must be interdependency within a team, so too must there be interdependency among teams in an organization. Team learning involves mastering the two primary ways that teams communicate: dialogue and discussion. dialogue means deep listening and the free exploration of ideas. (emphatic listening). Discussion, on the other hand, refers to searching for the best view to support decisions once all views have all been presented. Learning culture increase the realization of the need to change and learn so that it is greater than fear of change and learn An equal concern for all of their stakeholders Shared belief that people can and will learn Enough diversity in the people Open and extensive task related communication organizational level. Systemically thinking Teamwork and increasing dependency on each other. at the Theories of action: theory in use and espoused theory what we would like others to think we do, can then be called espoused theory what we do, can be called theory in use Different levels of learning Single-loop learning Single-loop learning solves the presenting problems. Single-loop learning asks a one-dimensional question to elicit a onedimensional answer Different levels of learning Double-loop learning Double-loop learning takes an additional step or, more often than not, several additional steps. In other words, double-loop learning asks questions not only about objective facts but also about the reasons and motives behind those facts. To think creatively, there must be the free flow of conflicting ideas. For a team to grow and develop, and to be effective, it’s necessary that conflict be present. This notion may no doubt surprise some people, but unless a team’s members disagree at times, the team will not learn. Of course, the team must know how to use disagreements productively. Conflict becomes then a part of the continuing dialogue among the team’s members. the difference between great teams and mediocre teams lies in how they face conflict and deal with the defensiveness that invariably surrounds conflict. The issue of when and how to use conflict productively is one that escapes most organizations. The consequence is the regular use of defensive routines. “Those that reach senior positions are masters at appearing to know what is going on, and those intent on reaching such positions learn early on to develop an air of confident knowledge.” When managers internalize this mental model, they create two problems. First, to maintain the belief that they have the answers they must shut themselves off from inquiry from their subordinates. They refuse to consider alternative views, especially if they appear provocative. The second problem they create for themselves is that they sustain their ignorance. To keep up the facade they become very skilled at being defensive. After all, they wish to be seen as being effective decision makers. such defensive behavior becomes an ingrained part of an organization’s culture. “We are the carriers of defensive routines, and organizations are the hosts. Once organizations have been infected, they too become carriers.” Organizational learning is obviously severely impeded in such a culture, which block teams energy. The more that defensive routines take root in a team, the more they hide the underlying problems. “…defensive routines are ‘self-sealing’ * they obscure their own existence.” If dialogue articulates a unique vision of team learning, reflection and inquiry skills may prove essential to realizing that vision The journey in between what you once were and who you are now becoming is where the dance of life really takes place. Barbara DeAngelis