Summary of the lectures for LiO with the most important models/figures from the slides. Each paper is also summarized into a core message of 1 to 2 sentences. This will help you to understand the most improtant ideas in the papers!
lio learning in organisations uu utrecht univeristeit educational sciences utrecht university educational sciences teaching sciences master learning organizational science
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Learning in Organizations (201300017)
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Educational Sciences MA – Learning in Organisations 2019-2020
Week 1
Lecture notes
Organisational change = moving to a desired future state with the goal of increasing the
organisation’s ability to create value.
Value is not always financial > think of schools, charities, etc.
Theories of organisational change are often prescriptive > they tell how change should take place
Boonstra
Planned change = regardless of the context, there is one best way to solve a problem, initiated by
management and employees have to act it out (A to A’).
Organisational development = management decides, but employees can come up with ideas and act
upon them; the change does not have a clear end (A to B)
Continuous change = change always takes place, it does not have to be initiated; management only
has to align small changes (it’s non-hierarchical and everyone make decisions; A to ?).
Theory E = employees as instruments.
Theory O = employees as purposeful beings.
Theory C = employees as sense-makers.
Difference/tension between E and O: focus on maximising profit vs. maximising potential and
resources. They try to achieve different things. The similarity is that they both see humans as serving
the organisation (something), whereas C sees humans as more than one -dimensional (someone).
And C acknowledges that sometimes the organisation serves humans, too.
Critique: these E, O, C theories are not very well-defined.
, 1st-order learning = improvement, acquisition of knowledge.
2nd-order learning = development of new knowledge.
3rd-order learning = reinvention/questioning.
Nielsen & Randall
Why evaluate change? To see if objectives are reached + learn from mistakes and good practices.
What to focus on? Outcomes > was the goal the right one?
How to evaluate change? Look at the theory and process.
Why process evaluation is important: “unveiling the black box”, i.e. learning from previous
interventions to show what aspects of a process yield effective results.
Aspects influencing intervention outcomes:
- Mental models and change in them
- The intervention itself (initiation, activities, implementation)
- Context: hindering and facilitating factors
Guba & Lincoln
Paradigm = a worldview that guides ontological, epistemological, and methodological choices.
Paradigms are useful to structure thoughts/discourse and to describe science. They can change over
time (e.g. geocentric to heliocentric) but also co-exist. Your paradigm of choice determines your
options.
Ontology = what is reality?
Epistemology = when can knowledge been seen as valid?
Methodology = how can one produce valid knowledge?
Positivism is seen as the most dominant approach in social science. It sees reality as existing
independently of us > one truth. That makes it possible to predict and control phenomena.
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