Learning in Organizations

Author(s):  
Irena Ali ◽  
Leoni Warne ◽  
Celina Pascoe

In work life, socially based learning occurs all the time. We learn from interactions between peers, genders, functional groups, and across hierarchies, and it happens in ways not normally recognized as learning (Jordan, 1993). Therefore, use of the term “social” learning reflects that organizations, organizational units, and work groups are social clusters, as are study groups and task groups, and thus learning occurs in a social context.

2011 ◽  
pp. 2314-2323
Author(s):  
Irena Ali ◽  
Leoni Warne ◽  
Celina Pascoe

In work life, socially based learning occurs all the time. We learn from interactions between peers, genders, functional groups, and across hierarchies, and it happens in ways not normally recognized as learning (Jordan, 1993). Therefore, use of the term “social” learning reflects that organizations, organizational units, and work groups are social clusters, as are study groups and task groups, and thus learning occurs in a social context.


Author(s):  
Irena Ali ◽  
Leoni Warne ◽  
Celina Pascoe

In work life, socially based learning occurs all the time. We learn from interactions between peers, genders, functional groups, and across hierarchies, and it happens in ways not normally recognized as learning (Jordan, 1993). Therefore, use of the term “social” learning reflects that organizations, organizational units, and work groups are social clusters, as are study groups and task groups, and thus learning occurs in a social context.


1977 ◽  
Vol 40 (3_suppl) ◽  
pp. 1059-1069
Author(s):  
Jerry L. Hart ◽  
J. Wesley Libb

Previous studies on locus of control and instructions have been interpreted to support the position of either a social learning theory or an anxiety. 144 college students were separated into locus of control categories based on scores on Rotter's I-E Scale and randomly assigned to receive skill or chance instructions and one of three anagram tasks of varying levels of difficulty. Primary dependent variables were number of correct anagrams and latency to the first response. The ratio of typical shifts to the total number of shifts in expectancy of success served as a third dependent variable. A check on the credibility of the instructions was also performed. The results of the moderate task showed that internals given chance instructions responded faster and solved more anagrams correctly than when given skill instructions. When the credibility of instructions was taken into account, significant differences between the groups were found for only those who did not believe the instructions. Assessment of credibility of instructions provided valuable clarification since disbelief of instructions may account for the results found in earlier research as well.


Author(s):  
Robert Heckman ◽  
Dave Maswick ◽  
Jamie Rodgers ◽  
Kevin Ruthen ◽  
Gary Wee

In both corporate and academic organizations, collaborative work is frequently accomplished and managed in small work groups. These can take either the form of formal work groups or ad hoc task groups. The formal work group has relatively permanent membership, ongoing tasks, and routinized reporting relationships within the organization. Over time, skills and information of group members become more group-specific and norms more implicit. There is less communication on how to work together and more on the work itself (Finholt, Sproull, and Kiesler, 1990). Some types of work are, however, best performed in ad hoc or quickly formed task groups. According to Finholt, Sproull, and Kiesler (1990), such groups are convened for a particular purpose, consist of members who otherwise would not work together, and disband after completing their assigned task. These task groups permit an organization to respond rapidly to changes in the environment and to non-routine problems by calling on expertise regardless of where it resides in the organization. In higher education, a particular form of ad hoc task group is familiar to many instructors—the student project team. Such teams are commonly formed to allow students to tackle projects that are too big to handle individually, to allow students to teach and learn from one another, and to create opportunities for practicing the intricate dynamics of collaborative work. Given the benefits claimed for ad hoc task groups, it is presumed to be a good thing for students to gain hands-on experience in their function.


2019 ◽  
Vol 5 ◽  
pp. 205520761987860 ◽  
Author(s):  
Kiemute Oyibo ◽  
Julita Vassileva

Fitness applications aimed at behavior change are becoming increasingly popular due to the global prevalence of sedentary lifestyles and physical inactivity, causing countless non-communicable diseases. Competition is one of the most common persuasive strategies employed in such applications to motivate users to engage in physical activity in a social context. However, there is limited research on the persuasive system design predictors of users’ susceptibility to competition as a persuasive strategy for motivating behavior change in a social context. To bridge this gap, we designed storyboards illustrating four of the commonly employed persuasive strategies (reward, social learning, social comparison, and competition) in fitness applications and asked potential users to evaluate their perceived persuasiveness. The result of our path analysis showed that, overall, users’ susceptibilities to social comparison (βT = 0.48, p < 0.001), reward (βT = 0.42, p < 0.001), and social learning (βT = 0.29, p < 0.01) predicted their susceptibility to competition, with our model accounting for 41% of its variance. Social comparison partially mediated the relationship between reward and competition, while social learning partially mediated the relationship between social comparison and competition. Comparatively, the relationship between reward and social learning was stronger for females than for males, whereas the relationship between reward and competition was stronger for males than for females. Overall, our findings underscore the compatibility of all four persuasive strategies in a one-size-fits-all fitness application. We discuss our findings, drawing insight from the comments provided by participants.


2020 ◽  
Vol 287 (1936) ◽  
pp. 20201871
Author(s):  
Matthew J. Hasenjager ◽  
William Hoppitt ◽  
Lee A. Dugatkin

In shaping how individuals explore their environment and interact with others, personality may mediate both individual and social learning. Yet increasing evidence indicates that personality expression is contingent on social context, suggesting that group personality composition may be key in determining how individuals learn about their environment. Here, we used recovery latency following simulated predator attacks to identify Trinidadian guppies ( Poecilia reticulata ) that acted in a consistently bold or shy manner. We then employed network-based diffusion analysis to track the spread of a novel foraging behaviour through groups containing different proportions of bold and shy fish. Informed associates promoted learning to a greater extent in bold individuals, but only within groups composed predominately of bold fish. As the proportion of shy fish within groups increased, bold individuals instead emerged as especially effective demonstrators that facilitated learning in others. Individuals were also more likely to learn overall within shy-dominated groups than in bold-dominated ones. We demonstrate that whether and how individuals learn is conditional on group personality composition, indicating that selection may favour traits enabling individuals to better match their behavioural phenotype to their social environment.


2000 ◽  
Vol 2000 (1) ◽  
pp. A1-A6 ◽  
Author(s):  
Bernd Erhard Irmer ◽  
Artemis Chang ◽  
Prashant Bordia

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