Organizational Learning from Experience in High-Hazard Industries: Problem Investigation as Off-Line Reflective Practice
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Organizational Learning from Experience 4359-02.pdf
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555.92 KB
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Checksum (MD5)
021d58ce336eec1a93a857938f08994b
Author(s)
Rudolph, Jenny
Hatakenaka, Sachi
Carroll, John S.
Date Issued
August 16, 2002
Series/Report no.
MIT Sloan School of Management Working Paper;4359-02
Abstract
Learning from experience, the cyclical interplay of thinking and doing, is increasingly
important as organizations struggle to cope with rapidly changing environments and more
complex and interdependent sets of knowledge. This paper confronts two central issues
for organizational learning: (1) how is local learning (by individuals or small groups)
integrated into collective learning by organizations? and (2) what are the differences
between learning practices that focus on control, elimination of surprises, and single-loop
incremental ?fixing? of problems with those that focus on deep or radical learning,
double-loop challenging of assumptions, and discovery of new opportunities? We
articulate these relationships through an analysis of particular learning practices in highhazard
organizations, specifically, problem investigation teams that examine the most
serious and troubling events and trends in nuclear power plants and chemical plants. We
first distinguish a controlling orientation from a rethinking orientation, and illustrate
learning practices with three case studies from the nuclear power and chemical industries
and a questionnaire study of three nuclear power plants. We then extend our framework
to create a four-stage model of organizational learning: (1) local learning by decentralized
individuals and work groups, (2) constrained learning in a context of compliance with
rules, (3) open learning prompted by acknowledgement of doubt and desire to learn, and
(4) deep learning based on skillful inquiry and systemic mental models. These four
stages contrast whether learning is primarily single-loop or double-loop, i.e., whether the
organization can surface and challenge the assumptions and mental models underlying
behavior, and whether learning is relatively improvised or structured. We conclude with
a discussion of the stages, levels of learning (team, organizational, and individual), and
the role of action, thinking, and emotion in organizational learning.
Subjects
High-Hazard Industries
Organizational Learning
Off-Line Reflective Practice
Persistent DSpace Link
