The document discusses collective learning in organizations. It describes organizational learning as modifying rules based on results to improve performance. There are two types of learning: single-loop focuses on improving current practices, while double-loop challenges underlying beliefs and assumptions. Barriers to collective learning include lack of appreciation for systemic impacts, limited dialogue/knowledge sharing, and ideologies that distort understanding rather than get challenged. Factors like trust, feedback, and openness to ideas affect an organization's ability to collectively learn.

1. Collective learning in organizations
THE THEORY & PRACTICE OF CHANGE MANAGEMENT 3rd Ediiton, John Hayes, Palgrave, 2010
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2. Organizations can be conceptualized as a set of
implicit and explicit rules that guide and
Rules and behaviour in
regulate behaviour
organizations
RULES
BEHAVIOUR
RESULTS
THE THEORY & PRACTICE OF CHANGE MANAGEMENT 3rd Edition, John Hayes, Palgrave, 2010
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3. Organisational learning
So long as the rules lead to behaviours that produce desired results there will be
no need to change the rules, but organizational members will need to learn how
to behave in accordance with the rules
INDIVIDUAL
LEARNING
RULES
BEHAVIOUR
RESULTS
THE THEORY & PRACTICE OF CHANGE MANAGEMENT 3rd Edition, John Hayes, Palgrave, 2010
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4. Single loop learning entails the detection and correction of
errors leading to a modification of the rules within the
boundaries of current thinking
Collective learning involves modifying
Reflect on
the rules RESULTS
BEHAVIOUR
RULES
results
Take action to
modify rules
Identify corrective
action
SINGLE LOOP COLLECTIVE LEARNING
(Doing things better)
THE THEORY & PRACTICE OF CHANGE MANAGEMENT 3rd Edition, John Hayes, Palgrave, 2010
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5. Double loop learning
Double loop learning involves identifying and challenging the
beliefs and assumptions that underpin the rules
RULES
Beliefs &
assumptions
on which rules are
based
BEHAVIOUR
RESULTS
Reflect on
results
Take action to
Identify corrective
modify rules
action
SINGLE LOOP COLLECTIVE LEARNING
(Doing things better)
Modify beliefs and values
Challenge beliefs
and values
DOUBLE LOOP COLLECTIVE LEARNING
(Doing things differently - or doing different things)
THE THEORY & PRACTICE OF CHANGE MANAGEMENT 3rd Edition, John Hayes, Palgrave, 2010
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6. Impediments to organisational
learning
THE THEORY & PRACTICE OF CHANGE MANAGEMENT 3rd Edition, John Hayes, Palgrave, 2010
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7. A poor appreciation of the systemic
qualities of the organisation
People can become too preoccupied with the details of
their bit of the organization and ignore how what they do can
affect others and impact on business effectiveness.
THE THEORY & PRACTICE OF CHANGE MANAGEMENT 3rd Edition, John Hayes, Palgrave, 2010
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8. Lack of accessible channels for dialogue
and the sharing of meaning
The process of articulating one’s own meanings and
comprehending the meanings that others have constructed can
alter the meanings held by organizational members.
Dialogue and the joint construction of meaning is the essence of
collective learning
Often the conditions that facilitate this process are lacking.
THE THEORY & PRACTICE OF CHANGE MANAGEMENT 3rd Edition, John Hayes, Palgrave, 2010
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9. The context in which dialogue occurs and the
characteristics of organisational members
While formal structures and organizational systems affect the possibility
for dialogue, other factors affect the extent to which these possibilities are
realized:
• Pressure of work and time for dialogue
• Level of trust between parties
• The extent to which mistakes are viewed as opportunities for learning
• Attitudes towards sharing information and voicing concerns
• The extent to which people actively seek feedback
• Attitudes towards dissent and receptivity to other people’s ideas
THE THEORY & PRACTICE OF CHANGE MANAGEMENT 3rd Edition, John Hayes, Palgrave, 2010
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10. The management of knowledge transfer
Top management attempts to ‘roll-out’ new ideas and
innovative practices may be ineffective if they fail to develop:
•employee commitment
•new competencies required for the innovation to
persist
THE THEORY & PRACTICE OF CHANGE MANAGEMENT 3rd Edition, John Hayes, Palgrave, 2010
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11. Ideologies
Shared mental models can be dysfunctional when they
are never challenged and when they distort understanding.
“having become true believers of a specific schema,
group members direct their attention towards an environment
and sample it in a way that the true belief becomes selfvalidating and the group becomes even more fervent in its
attachment to the schema.” Weick 1979.
THE THEORY & PRACTICE OF CHANGE MANAGEMENT 3rd Edition, John Hayes, Palgrave, 2010
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12. Dysfunctional interactions between ideologies
Sub-groups or communities of practice within pluralistic
organizations may have conflicting ideologies that may lead
to a group’s ideas and concerns being de-valued by others,
thus inhibiting dialogue and learning.
THE THEORY & PRACTICE OF CHANGE MANAGEMENT 3rd Edition, John Hayes, Palgrave, 2010
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13. ?
What factors affect the quality of
collective learning in your organisation?
THE THEORY & PRACTICE OF CHANGE MANAGEMENT 3rd Edition, John Hayes, Palgrave, 2010
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