Learning Linkages and Flows Between Individuals, Groups, and the Organization

2020 ◽  
Author(s):  
Valerie I. Sessa ◽  
Catrina Notari
Keyword(s):  
Organizational Learning ◽  
Project Team ◽  
Continuous Learning ◽  
Individual Group ◽  
Parallel Learning ◽  
Growing Body ◽  
The Individual ◽  
Learning Flow ◽  
Faculty Group ◽  
Do So

Continuous, lifelong learning is needed not just by individuals; groups and organizations need to learn continuously as well. Although a fair amount is known about how individuals learn and there is a growing body of literature about how groups and organizations learn, little is known about continuous learning prompted by the interface between individuals, groups, and organizations. This chapter begins by identifying parallel learning constructs and processes at the individual, group, and organizational levels and then briefly discusses a few theories that have addressed learning flow between these three levels. Finally, the authors analyze a case of an interorganizational project team encompassing subgroups from several different universities who were charged with enacting change within their institutions and sharing their learning at the project team level. While the original aim of the project was to impact student learning, the project team (and the organization housing the project team) soon discovered that in order to do so they also had to concentrate simultaneously on student (individual), faculty (group), and university (organizational) learning.

Learning Linkages and Flows between Individuals, Groups, and the Organization: Creating Programs to Foster Student Engagement in Learning

2011 ◽  
pp. 208-221 ◽  
Author(s):  
Valerie I. Sessa ◽  
Ashley Finley ◽  
Beyza Gullu
Keyword(s):  
Organizational Learning ◽  
Project Team ◽  
Continuous Learning ◽  
Individual Group ◽  
Parallel Learning ◽  
Growing Body ◽  
The Individual ◽  
Learning Flow ◽  
Faculty Group ◽  
Do So

Continuous, “lifelong” learning is not just needed in individuals. Groups and organizations need to learn continuously as well. Although we know a fair amount about how individuals learn (Meltzoff, Kuhl, Movellan, & Sejnowski, 2009) and there is a growing body of literature about how groups and organizations learn (Scribner & Donaldson, 2001, Senge, 2006, Sessa & London, 2006), little is known about continuous learning prompted by the interface between individuals, groups, and organizations. We begin by identifying parallel learning constructs and processes at the individual, group, and organizational levels, and then we briefly discuss a few theories that have addressed learning flow between these three levels. Finally, we analyze a case of an interorganizational project team encompassing subgroups from a number of different universities who are charged with making change within their institutions and sharing their learning at the project team level. While the original aim of the project was to impact student learning, the project team (and the organization housing the project team) soon learned that in order to do so, they also had to concentrate simultaneously on student (individual), faculty (group), and university (organizational) learning as well.

Exploring the role of exploration/exploitation and strategic leadership in organizational learning

2019 ◽  
Vol 11 (3) ◽  
pp. 409-423
Author(s):  
Muhammad Asif
Keyword(s):  
Organizational Learning ◽  
Leadership Styles ◽  
Transactional Leadership ◽  
Group Learning ◽  
Strategic Leadership ◽  
Individual Group ◽  
Content Type ◽  
The Individual ◽  
Exploration Exploitation

Purpose The purpose of this paper is to explore the role of exploration/exploitation strategies in organizational learning and the impact of strategic leadership on the organizational learning process. Design/methodology/approach Based on an extensive review of literature, this paper develops propositions encompassing three key elements: exploration/exploitation, strategic leadership and organizational learning. Findings The propositions inform that tension between exploration and exploitation creates opportunities for organizational learning. Further, leadership styles have a differential effect on the role of exploration/exploitation in organizational learning. Transformational leadership positively impacts the role of exploration in individual and group learning but negatively impacts the role of exploitation in institutionalized learning. Transactional leadership positively impacts the role of exploitation in institutionalized learning but negatively impacts the role of exploration in individual and group learning. The alternate use of transformational and transactional leadership styles can facilitate multilevel organizational learning. Research limitations/implications The propositions are the first step toward the development of a theory of exploration/exploitation–organizational learning–strategic leadership. For practitioners, this paper elaborates the role of exploration/exploitation and strategic leadership in multilevel organizational learning. The paper also informs about those leadership styles that are counterproductive in the individual/group and institutionalized learning. Originality/value This paper is novel in its contribution because exploration/exploitation, organizational learning and strategic leadership have not been discussed in a unified framework in the previous studies. Further, whereas previous studies discuss “organizational learning” mainly as an organizational-level construct, this paper discusses organizational learning at the individual, group and organizational levels. A discussion of the individual, group and institutionalized learning furnishes rich insights into organizational learning dynamics.

Multicultural Identity and Experiences

2018 ◽  
pp. 722-750 ◽  
Author(s):  
Verónica Benet-Martínez
Keyword(s):  
Individual Group ◽  
Psychological Study ◽  
Societal Factors ◽  
Multicultural Identity ◽  
Frame Switching ◽  
Future Challenges ◽  
Multicultural Experiences ◽  
The Individual ◽  
Multicultural Identities ◽  
Do So

This chapter discusses the cultural and social–personality psychological processes involved in multicultural experiences and identities and the societal factors that influence these phenomena. To do so, relevant findings and theories from the subfields of acculturation, sociology, cultural, social, and personality psychologies are reviewed and integrated. The chapter includes sections devoted to defining multiculturalism and its components at the individual, group, and societal levels, explaining the links between multiculturalism and related constructs, such as acculturation and interculturalism, and synthesizing the fast-growing literatures on cultural frame switching, individual differences in multicultural identity, and outcomes resulting from multicultural identities and experiences. The chapter concludes with a discussion of future challenges and needed directions in the psychological study of multiculturalism.

Communicating moral reasoning in medicine as an expression of respect for patients and integrity among professionals

2014 ◽  
Vol 10 (2) ◽  
pp. 177-183 ◽  
Author(s):  
Lauris Christopher Kaldjian
Keyword(s):  
Moral Reasoning ◽  
Moral Reasons ◽  
Moral Pluralism ◽  
Moral Integrity ◽  
Moral Beliefs ◽  
Moral Framework ◽  
Beliefs And Values ◽  
Moral Frameworks ◽  
The Individual ◽  
Do So

The communication of moral reasoning in medicine can be understood as a means of showing respect for patients and colleagues through the giving of moral reasons for actions. This communication is especially important when disagreements arise. While moral reasoning should strive for impartiality, it also needs to acknowledge the individual moral beliefs and values that distinguish each person (moral particularity) and give rise to the challenge of contrasting moral frameworks (moral pluralism). Efforts to communicate moral reasoning should move beyond common approaches to principles-based reasoning in medical ethics by addressing the underlying beliefs and values that define our moral frameworks and guide our interpretations and applications of principles. Communicating about underlying beliefs and values requires a willingness to grapple with challenges of accessibility (the degree to which particular beliefs and values are intelligible between persons) and translatability (the degree to which particular beliefs and values can be transposed from one moral framework to another) as words and concepts are used to communicate beliefs and values. Moral dialogues between professionals and patients and among professionals themselves need to be handled carefully, and sometimes these dialogues invite reference to underlying beliefs and values. When professionals choose to articulate such beliefs and values, they can do so as an expression of respectful patient care and collaboration and as a means of promoting their own moral integrity by signalling the need for consistency between their own beliefs, words and actions.

A Modification of Daily Learning Flow in Inclusive Education Programs

CENDEKIAWAN ◽  
2019 ◽  
Vol 1 (2) ◽  
pp. 10-15
Author(s):  
RIzka Harfiani ◽  
Hasrian Rudi Setiawan
Keyword(s):  
Learning Outcomes ◽  
Inclusive Education ◽  
Education Programs ◽  
Attention Span ◽  
Parallel Learning ◽  
Learning Flow

Pendidikan inklusif kini menjadi fokus perhatian dalam upaya pemberian layanan pendidikan bagi semua anak, termasuk anak berkebutuhan khusus. Berbagai permasalahan kerap dijumpai dalam proses pembelajaran di kelas inklusif, untuk itu penelitian ini bertujuan menganalisis modifikasi alur pembelajaran harian pendidikan inklusif di Raudhatul Athfal An-Nahl, Jakarta. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Teknis analisis data menggunakan model analisis interaktif Miles and Huberman, serta pengujian keabsahan data dengan metode triangulasi. Hasil penelitian menemukan modifikasi alur pembelajaran harian di RA. An-Nahl terdiri dari pre-opener, opener, energizer, activity, linking dan summeryzing, review, mission, dan closer. Hal yang perlu diperhatikan dalam proses pembelajaran adalah engagement, attention span, readiness, activity, reviewing, learning outcomes dan parallel learning outcomes. Kesimpulan dari penelitian ini menunjukkan bahwa modifikasi alur pembelajaran harian mampu mengakomodir kelebihan maupun kelemahan sesuai karakter masing-masing siswa, serta mampu mengatasi permasalahan dalam proses pembelajaran di kelas inklusif.

Conclusions

2017 ◽  
Author(s):  
Geoff Moore
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Virtue Ethics ◽  
Organizational Ethics ◽  
Stakeholder Approach ◽  
Individual Level ◽  
Managerial Implications ◽  
The Individual ◽  
Corporate Social ◽  
Do So

The purpose of the concluding chapter is to review and draw some conclusions from all that has been covered in previous chapters. To do so, it first summarizes the MacIntyrean virtue ethics approach, particularly at the individual level. It then reconsiders the organizational and managerial implications, drawing out some of the themes which have emerged from the various studies which have been explored particularly in Chapters 8 and 9. In doing so, the chapter considers a question which has been implicit in the discussions to this point: how feasible is all of this, particularly for organizations? In the light of that, it revisits the earlier critique of current approaches to organizational ethics (Corporate Social Responsibility and the stakeholder approach), before concluding.

The Concept of the Individual and Its Scope

2018 ◽  
Author(s):  
Ursula Renz
Keyword(s):  
Strict Sense ◽  
Physical Concept ◽  
Individual Group ◽  
Group Minds ◽  
Definition Of ◽  
The Individual

This chapter discusses the implications of Spinoza’s concept of individual bodies, as introduced in the definition of individuum in the physical digression. It begins by showing that this definition allows for an extremely wide application of the term; accordingly, very different sorts of physical entities can be described as Spinozistic individuals. Given the quite distinct use of the terms divisibilis and indivisibilis in his metaphysics, however, the chapter argues that the physical concept of individuality is not universally applied in the Ethics but reserved for physical or natural-philosophical considerations. The chapter concludes with a discussion of the problem of collective individuals. It is argued that, while societies or states are described as individual bodies, they do not constitute individual group minds in the strict sense of the term for Spinoza. This in turn indicates that minds are not individuated in the same way as bodies.

The Epistemology of Groups

2020 ◽  
Author(s):  
Jennifer Lackey
Keyword(s):  
Group Level ◽  
Social Significance ◽  
Individual Group ◽  
Key Concepts ◽  
Normative Requirements ◽  
Group Members ◽  
The Individual ◽  
Belief Justification ◽  
In Virtue Of ◽  
Trump Administration

Groups are often said to bear responsibility for their actions, many of which have enormous moral, legal, and social significance. The Trump Administration, for instance, is said to be responsible for the U.S.’s inept and deceptive handling of COVID-19 and the harms that American citizens have suffered as a result. But are groups subject to normative assessment simply in virtue of their individual members being so, or are they somehow agents in their own right? Answering this question depends on understanding key concepts in the epistemology of groups, as we cannot hold the Trump Administration responsible without first determining what it believed, knew, and said. Deflationary theorists hold that group phenomena can be understood entirely in terms of individual members and their states. Inflationary theorists maintain that group phenomena are importantly over and above, or otherwise distinct from, individual members and their states. It is argued that neither approach is satisfactory. Groups are more than their members, but not because they have “minds of their own,” as the inflationists hold. Instead, this book shows how group phenomena—like belief, justification, and knowledge—depend on what the individual group members do or are capable of doing while being subject to group-level normative requirements. This framework, it is argued, allows for the correct distribution of responsibility across groups and their individual members.

The Role and Impact of Psychotherapy in the Management of Bipolar Disorder

CNS Spectrums ◽  
2004 ◽  
Vol 9 (S12) ◽  
pp. 27-32 ◽  
Author(s):  
Michael W. Otto ◽  
David J. Miklowitz
Keyword(s):  
Bipolar Disorder ◽  
Randomized Trials ◽  
Significant Benefit ◽  
Individual Group ◽  
Medication Treatment ◽  
Psychosocial Treatments ◽  
Psychotherapeutic Interventions ◽  
Growing Body

AbstractA growing body of evidence documents the value of structured psychotherapeutic interventions for the co-management of bipolar disorder in the context of ongoing medication treatment. This article reviews the rationale, elements, and outcomes for those psychosocial treatments for bipolar disorder that have been emmined in randomized trials. The available evidence suggests that interventions delivered in individual, group, or family settings, can provide significant benefit to patients undergoing pharmaco-theraby for bibolar disorder.

scholarly journals Impact of Transparency in the Teamwork Development through Cloud Computing

2021 ◽  
Vol 11 (9) ◽  
pp. 3887
Author(s):  
María Luisa Sein-Echaluce ◽  
Angel Fidalgo-Blanco ◽  
Francisco José García-Peñalvo ◽  
David Fonseca
Keyword(s):  
Cloud Computing ◽  
Flipped Classroom ◽  
Active Role ◽  
Computing System ◽  
Individual Group ◽  
Learning Space ◽  
Level Of Involvement ◽  
Cloud Computing System ◽  
Common Learning ◽  
The Individual

Active educational methodologies promote students to take an active role in their own learning, enhance cooperative work, and develop a collective understanding of the subject as a common learning area. Cloud Computing enables the learning space to be supported while also revolutionizing it by allowing it to be used as a link between active methodology and students’ learning activities. A Cloud Computing system is used in conjunction with an active methodology to recognize and manage individual, group, and collective evidence of the students’ work in this research. The key hypothesis shown in this work is that if evidence management is made clear and evidence is consistently and gradually presented to students, their level of involvement will increase, and their learning outcomes will improve. The model was implemented in a university subject of a first academic year using the active Flipped Classroom methodology, and the individual, group and collective evidence is constantly worked with throughout the implementation of a teamwork method.

Sign in / Sign up

Export Citation Format

Share Document