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Organizational metacognition

March 22, 2023

Organizational metacognition is knowing what an organization knows,[1] a concept related to metacognition, organizational learning, the learning organization and sensemaking. It is used to describe how organizations and teams develop an awareness of their own thinking,[2] learning how to learn,[3][4][5] where awareness of ignorance can motivate learning.[6]

The organizational deutero-learning concept identified by Argyris and Schon[7][8] defines when organizations learn how to carry out single-loop and double-loop learning. It has also been described as learning how to learn[9] through a process of collaborative inquiry and reflection (evaluative inquiry).

"When an organization engages in deutero-learning its members learn about the previous context for learning. They reflect on and inquire into previous episodes of organizational learning, or failure to learn. They discover what they did that facilitated or inhibited learning, they invent new strategies for learning, they produce these strategies, and they evaluate and generalize what they have produced" [8]

Learning what facilitates and inhibits learning enables organizations to develop new strategies to develop their knowledge. For example, identification of a gap between perceived performance (such as satisfaction) and actual performance (outcomes) creates an awareness that makes the organization understand that learning needs to occur, driving appropriate changes to the environment and processes.[10]

Learning prototypes

Wijnhoven (2001) grouped four learning prototypes that best meet learning needs, the match between these needs and learning norms dictating an organization's learning capabilities; deutero-learning is the acquisition of these capabilities.[11]

  1. knowledge gap analysis[12]
  2. classification of problems to select operationally required knowledge and skills[13]
  3. coping with organizational tremors and jolts by anticipation, response and adjustments of behavioural repertoires[14]
  4. decisional uncertainty measurement[15]

Terminological ambiguities

Organizational metacognition and organizational deutero-learning have both been described as the concept or phenomenon where organizations learn how to learn.[3][9] Argyris and Schon (1978) place deutero-learning into their cognitive theory of action framework, neglecting aspects of adaptive behaviour and context core to Bateson's (1972) original definitions. In order to resolve terminological ambiguities, Visser (2007) reviewed and reformulated the concept of deutero-learning as, "the behavioral adaptation to patterns of conditioning in relationships in organizational contexts, distinguishing it from meta-learning and planned learning" (pg. 659).[16]

Significance

Organizational metacognition is considered a key norm to the prescriptive concept of the learning organization.[17][18] Its significance has been recognized by industry, the military[1] and in disaster response.[19]

Examples in practice

Examples of poor metacognition (deutero-learning) have been described in knowledge network environments,

"Knowledge networking is important to most competitive enterprises today. Enterprise knowledge is becoming ever more specialized in nature, so no single person or organization can know everything in detail. Hence addressing complex, multidisciplinary problems requires developing and accessing a network of knowledgeable people and organizations. The problem is, many otherwise knowledgeable people and organizations are not fully aware of their knowledge networks, and even more problematic, they are not aware that they are not aware. This focuses our attention toward organizational metacognition." [1]

References

  1. ^ a b c Looney, J.P.; Nissen, Mark E. (2007-01-01). "Organizational Metacognition: The Importance of Knowing the Knowledge Network". 40th Annual Hawaii International Conference on System Sciences, 2007. HICSS 2007: 190c. doi:10.1109/HICSS.2007.419. S2CID 6825631.
  2. ^ Riding, R. J. (2000-01-01). Cognitive Styles. Greenwood Publishing Group. ISBN 9781567504590.
  3. ^ a b McCarthy, Alma; Garavan, Thomas N. (2008-06-19). "Team Learning and Metacognition: A Neglected Area of HRD Research and Practice". Advances in Developing Human Resources. 10 (4): 509–524. doi:10.1177/1523422308320496. ISSN 1523-4223. S2CID 144953988.
  4. ^ Briñol, Pablo; DeMarree, Kenneth (2012-04-27). Social Metacognition. Taylor & Francis. ISBN 9781135234096.
  5. ^ "Kellogg School of Management | Northwestern University". www.kellogg.northwestern.edu. Retrieved 2015-12-11.
  6. ^ "Understanding Organizations as Learning Systems". MIT Sloan Management Review. Retrieved 2015-12-14.
  7. ^ Schon, Donald A. (1975-01-01). "Deutero-learning in organizations: Learning for". Organizational Dynamics. 4 (1): 2–16. doi:10.1016/0090-2616(75)90001-7.
  8. ^ a b Argyris, Chris; Schon, Donald A. (1978-05-18). Organizational Learning: A Theory of Action Perspective: 001. Reading, Mass: Addison Wesley Longman Publishing Co. ISBN 9780201001747.
  9. ^ a b Preskill, Hallie (1998-10-20). PRESKILL: EVALUATIVE INQUIRY FOR. Thousand Oaks, Calif: Sage Publications, Incorporated. ISBN 9780761904540.
  10. ^ "Organizational Learning - Knowledge Center". www.12manage.com. Retrieved 2015-12-14.
  11. ^ Wijnhoven, Fons (2001-06-01). "Acquiring Organizational Learning Norms A Contingency Approach for Understanding Deutero Learning". Management Learning. 32 (2): 181–200. doi:10.1177/1350507601322002. ISSN 1350-5076. S2CID 144716960.
  12. ^ Simonin, Bernard L.; Helleloid, Duane (1993-08-01). "Do Organizations Learn? an Empirical Test of Organizational Learning in International Strategic Alliances". Academy of Management Proceedings. 1993 (1): 222–226. doi:10.5465/AMBPP.1993.10316992. ISSN 0065-0668.
  13. ^ Tampoe, Mahen (1994-08-01). "Exploiting the core competences of your organization". Long Range Planning. 27 (4): 66–77. doi:10.1016/0024-6301(94)90057-4.
  14. ^ Meyer, John W. "Conclusion: Institutionalization and the rationality of formal organizational structure." Organizational environments: Ritual and rationality (1992): 261-282.
  15. ^ Duncan, R., and A. Weiss. "Organizational Learning: A Theory of Action Perspective." MA: Addison-Weslay. Morgan, G. and Ramirez (1979): 1-28.
  16. ^ Visser, Max (2007-04-01). "Deutero-Learning in Organizations: A Review and a Reformulation". Academy of Management Review. 32 (2): 659–667. doi:10.5465/AMR.2007.24351883. hdl:2066/19481. ISSN 0363-7425.
  17. ^ Senge, Peter M. (2006-04-06). The Fifth Discipline: The art and practice of the learning organization: Second edition (2nd Revised ed.). London: Random House Business. ISBN 9781905211203.
  18. ^ Weick, Karl E. (1995-07-20). Sensemaking in Organizations. Thousand Oaks, Calif.: SAGE Publications, Inc. ISBN 9780803971776.
  19. ^ "Business professor receives funds to study disaster response". news.emory.edu. 2014-12-30. Retrieved 2015-12-15.

March 22, 2023
organizational, metacognition, knowing, what, organization, knows, concept, related, metacognition, organizational, learning, learning, organization, sensemaking, used, describe, organizations, teams, develop, awareness, their, thinking, learning, learn, where. Organizational metacognition is knowing what an organization knows 1 a concept related to metacognition organizational learning the learning organization and sensemaking It is used to describe how organizations and teams develop an awareness of their own thinking 2 learning how to learn 3 4 5 where awareness of ignorance can motivate learning 6 The organizational deutero learning concept identified by Argyris and Schon 7 8 defines when organizations learn how to carry out single loop and double loop learning It has also been described as learning how to learn 9 through a process of collaborative inquiry and reflection evaluative inquiry When an organization engages in deutero learning its members learn about the previous context for learning They reflect on and inquire into previous episodes of organizational learning or failure to learn They discover what they did that facilitated or inhibited learning they invent new strategies for learning they produce these strategies and they evaluate and generalize what they have produced 8 Learning what facilitates and inhibits learning enables organizations to develop new strategies to develop their knowledge For example identification of a gap between perceived performance such as satisfaction and actual performance outcomes creates an awareness that makes the organization understand that learning needs to occur driving appropriate changes to the environment and processes 10 Contents 1 Learning prototypes 2 Terminological ambiguities 3 Significance 4 Examples in practice 5 ReferencesLearning prototypes EditWijnhoven 2001 grouped four learning prototypes that best meet learning needs the match between these needs and learning norms dictating an organization s learning capabilities deutero learning is the acquisition of these capabilities 11 knowledge gap analysis 12 classification of problems to select operationally required knowledge and skills 13 coping with organizational tremors and jolts by anticipation response and adjustments of behavioural repertoires 14 decisional uncertainty measurement 15 Terminological ambiguities EditOrganizational metacognition and organizational deutero learning have both been described as the concept or phenomenon where organizations learn how to learn 3 9 Argyris and Schon 1978 place deutero learning into their cognitive theory of action framework neglecting aspects of adaptive behaviour and context core to Bateson s 1972 original definitions In order to resolve terminological ambiguities Visser 2007 reviewed and reformulated the concept of deutero learning as the behavioral adaptation to patterns of conditioning in relationships in organizational contexts distinguishing it from meta learning and planned learning pg 659 16 Significance EditOrganizational metacognition is considered a key norm to the prescriptive concept of the learning organization 17 18 Its significance has been recognized by industry the military 1 and in disaster response 19 Examples in practice EditExamples of poor metacognition deutero learning have been described in knowledge network environments Knowledge networking is important to most competitive enterprises today Enterprise knowledge is becoming ever more specialized in nature so no single person or organization can know everything in detail Hence addressing complex multidisciplinary problems requires developing and accessing a network of knowledgeable people and organizations The problem is many otherwise knowledgeable people and organizations are not fully aware of their knowledge networks and even more problematic they are not aware that they are not aware This focuses our attention toward organizational metacognition 1 References Edit a b c Looney J P Nissen Mark E 2007 01 01 Organizational Metacognition The Importance of Knowing the Knowledge Network 40th Annual Hawaii International Conference on System Sciences 2007 HICSS 2007 190c doi 10 1109 HICSS 2007 419 S2CID 6825631 Riding R J 2000 01 01 Cognitive Styles Greenwood Publishing Group ISBN 9781567504590 a b McCarthy Alma Garavan Thomas N 2008 06 19 Team Learning and Metacognition A Neglected Area of HRD Research and Practice Advances in Developing Human Resources 10 4 509 524 doi 10 1177 1523422308320496 ISSN 1523 4223 S2CID 144953988 Brinol Pablo DeMarree Kenneth 2012 04 27 Social Metacognition Taylor amp Francis ISBN 9781135234096 Kellogg School of Management Northwestern University www kellogg northwestern edu Retrieved 2015 12 11 Understanding Organizations as Learning Systems MIT Sloan Management Review Retrieved 2015 12 14 Schon Donald A 1975 01 01 Deutero learning in organizations Learning for Organizational Dynamics 4 1 2 16 doi 10 1016 0090 2616 75 90001 7 a b Argyris Chris Schon Donald A 1978 05 18 Organizational Learning A Theory of Action Perspective 001 Reading Mass Addison Wesley Longman Publishing Co ISBN 9780201001747 a b Preskill Hallie 1998 10 20 PRESKILL EVALUATIVE INQUIRY FOR Thousand Oaks Calif Sage Publications Incorporated ISBN 9780761904540 Organizational Learning Knowledge Center www 12manage com Retrieved 2015 12 14 Wijnhoven Fons 2001 06 01 Acquiring Organizational Learning Norms A Contingency Approach for Understanding Deutero Learning Management Learning 32 2 181 200 doi 10 1177 1350507601322002 ISSN 1350 5076 S2CID 144716960 Simonin Bernard L Helleloid Duane 1993 08 01 Do Organizations Learn an Empirical Test of Organizational Learning in International Strategic Alliances Academy of Management Proceedings 1993 1 222 226 doi 10 5465 AMBPP 1993 10316992 ISSN 0065 0668 Tampoe Mahen 1994 08 01 Exploiting the core competences of your organization Long Range Planning 27 4 66 77 doi 10 1016 0024 6301 94 90057 4 Meyer John W Conclusion Institutionalization and the rationality of formal organizational structure Organizational environments Ritual and rationality 1992 261 282 Duncan R and A Weiss Organizational Learning A Theory of Action Perspective MA Addison Weslay Morgan G and Ramirez 1979 1 28 Visser Max 2007 04 01 Deutero Learning in Organizations A Review and a Reformulation Academy of Management Review 32 2 659 667 doi 10 5465 AMR 2007 24351883 hdl 2066 19481 ISSN 0363 7425 Senge Peter M 2006 04 06 The Fifth Discipline The art and practice of the learning organization Second edition 2nd Revised ed London Random House Business ISBN 9781905211203 Weick Karl E 1995 07 20 Sensemaking in Organizations Thousand Oaks Calif SAGE Publications Inc ISBN 9780803971776 Business professor receives funds to study disaster response news emory edu 2014 12 30 Retrieved 2015 12 15 Retrieved from https en wikipedia org w index php title Organizational metacognition amp oldid 1067007994, wikipedia, wiki, book, books, library,

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