Teaching smart people how to learn
This presentation is the property of its rightful owner.
Sponsored Links
1 / 25

Teaching Smart People How to Learn PowerPoint PPT Presentation


  • 353 Views
  • Uploaded on
  • Presentation posted in: General

Teaching Smart People How to Learn. Emrah Beşe Tümay Karaver Yonca Olgun Olga Shostak. Introduction. Most successful people are adept at solving problems, but they don’t know really how to learn Able to solve problems and overcome many organizational obstacles

Download Presentation

Teaching Smart People How to Learn

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Teaching smart people how to learn

Teaching Smart People How to Learn

Emrah Beşe

Tümay Karaver

Yonca Olgun

Olga Shostak


Introduction

Introduction

Most successful people are adept at solving problems, but they don’t know really how to learn

Able to solve problems and overcome many organizational obstacles

Unsuccessful to examine why there are obstacles and looking at the underneath dynamics of the problem


Teaching smart people how to learn

Lack of introspection

Lack of the ability to see their own part in the problem

Result: They are not able to learn from it


Mistakes of companies

Mistakes of Companies

Definition of learning is wrong

Common assumption of getting people to learn is largely a matter of motivation


Critical issue

Critical Issue

Defensive Behavior inhibits double loop learning

Defensive Reasoning: People focus the attention on what the other person or parties have done wrong


How professionals avoid learning

How Professionals Avoid Learning

  • 16 years study on management consultants

  • Managers- highly educated

  • High job satisfaction

  • Successful at learning on external factors


Teaching smart people how to learn

  • Self resistance to continuous improvement

  • Failure to confront self performance

  • Fear of inadequate performance

  • Tendency to react defensively

  • Blaming on the others for low performance


An example study

An Example Study

Performance evaluation meeting

  • Premier management consultant team

  • Largely satisfied client

  • Discussion for performance improvement

  • Encouragement for frankness, openness and challenging superiors


Team m embers c omplaints

Team Members` Complaints

Blaming on client

Manager

Excessive workload

Limited time


Observations

Observations

  • Avoiding to look at self performance

  • Routine self defensive reasoning

  • Unproductive parallel conversations

  • Lack of contribution to improvement


How to overcome

How To Overcome?

  • Dynamics of defensive reasoning

  • Special causes


Defensive reasoning dr t he doom loop

Defensive Reasoning (DR) &The Doom Loop

Defensive Reasoning and professionals’ behavior

Encourages individuals to keep private

“Espoused Theory” (Theory of action)

“Theory-in-use” (Real action)


Four b asic v alues

Four BasicValues

To remain in unilateral control

To maximize “winning” and minimize “losing”

To suppress negative feelings

To be as “rational” as possible


The dynamics causes t o b ecome a s ubject o f dr

The Dynamics & Causes To BecomeASubjectof DR

  • Dynamics

Professional

performance

Satisfaction

Individual

  • Possible Consequences:

  • “Brittle” personalities

  • Low level of further performance

  • Psychologically devastating

  • Formidable predisposition againstlearning

Unprofessional

performance

Doom loop of despair with zoom into it


Teaching smart people how to learn

  • Causes

  • Poor experience of DR before the world of work

  • Lack of knowledge how to manage DR

  • “Mr./Mrs. Perfect” – self-pressure

  • High aspirations equal to High fear of failure

  • Performance Evaluation


Teaching smart people how to learn

Is Performance Evaluation AToolTo EncourageLearning orTo PushProfessionalsIntoThe DoomLoop?

  • Performance evaluation is a complex of criteria and standards that define the level of professionals’ performance

  • Subjective judgments

  • Unclear criteria for minimum performance

  • Antilearning

    OR

  • It can deter persons’ irresponsibility


Observations1

Observations

  • “Espoused theory” is different from “theory-in-use”

  • Rules described and explained the professionals’ actions were denied by them


Learning how to reason productively

Learning How To Reason Productively

  • Organizations can break out of this vicious cycle by

    • Using universal human tendencies

      - strive to produce what is intended

      - value acting competently

      - associate self esteem with behaving consistently

      and performing effectively

    • Companies can use these human tendencies to teach people how to reason in a new way

    • Reshape the behavior


Learning how to reason productively1

Learning How To Reason Productively

Recognizing the reasoning people use

Identification of inconsistencies between ‘espoused’ and ‘actual’ theories of action

Confrontation of unconscious action

Learning how to identify defensive behavior and how these become a part of the organization’s problem


Tough reasoning vs soft reasoning

“Tough Reasoning” vs. “Soft Reasoning”

“Tough Reasoning” - The way to go to reduce and overcome organizational defenses

Analytical and data-driven

Objective data

It can withstand all kind of critical questions

Human resources programs are no longer need to be based on “soft reasoning”


Turn t his situation around

Turn This Situation Around

First Step: Top managers have to change their own theories in-use

Second step: They become aware of their defensive reasoning and its counterproductive consequences.

- Top to bottom change

Third step: Any educational experience designed to teach senior managers to reason productively has to be connected to real business problems.

- Productive reasoning not just in a training session

but in all their work relationships


Case study

Case Study

A large organizational-development consulting company

CEO- the problems caused by the intense competition among various business functions represented by his four direct reports

Disagreement → Fight→Defensiveness→Cost

Describe a meeting he intended to have on a paper

- Divided the paper in half

- On the right hand side of the page: describe what he would say

and how subordinates reply

- On the left hand of the page: thoughts and feelings that are likely

to occur during the meeting but that he wouldn’t express.


Case study c ont

Case Study-Cont.

CEO learnt several things about the way he acted with his management team

Counterproductive in the guise of “diplomatic”

CEO’s colleagues has also learned about their ineffective behavior.

-Examined their own behavior

-Unintentional cover ups

-Inaccurate attributions and evaluations they did notexpress

-Belief of having to hide important ideas and feeling

from the CEO in order not to upset anyone was

mistaken


Observations2

Observations

Issues that have never been addressed before have been willingly addressed.

- Payoff: Management teams work more openly and

effectively, become more flexible and can better adapt

to particular situations

When they are trained in new reasoning skills, the senior management have a big impact on the performance of the entire organization

- Even when other employees are still reasoningdefensively


Thanks for listening

THANKS FOR LISTENING

QUESTIONS?


  • Login