- Teks
- Sejarah
but does not feel that this is some
but does not feel that this is something to embrace permanently.
The fourth stage, integration, is characterized by a creation of a mental model
that incorporates the best elements of the old and new mental models and rejects
elements that do not work. In our example,the person becomes bi-cultural. The person’s mental model becomes an amalgam of beliefs and assumptions that work in
a new environment. Some new ideas are accepted, and some old ideas are rejected.
In Figure 1, the cylinder represents one’s mental model and the arrows depict
ideas that are taken in. The darker arrow is information that fits the mental model, and
the faded line represents ideas for a different mental model. The difference between
the last two stages is the relationship between behaviors and belief system that
drives the behaviors. In the third stag, people may behave differently, but because the belief system did not change, the behavior may be temporary. In the fourth stage, the behavior change is permanent as it is governed by a new mental model or new governing beliefs.
Double-Loop Learning
The governing beliefs language brings us to the concept of double-loop learning. Much of the foundational work in the field of double-loop learning can be attributed to Chris Argyris. Argyris began his career with an interest in reducing unfairness. As Argyris (Argyris & Schön, 1996) studied
unfairness, he found that human beings were skillful at non-learning due to their inabilities to learn, detect, and correct their mistakes. To further explain why human beings were skillful at non-learning, Argyris distinguished between single-loop and double-loop learning (Figure 2).
We find that many people miss the essential difference between single and double-loop learning. In single-loop learning, if one tries to do something and it does not work, then one changes something. For example, if one cooks and the dish is too salty, the next time one adds less salt. In Argyris’ language, single-loop learning occurs when a mismatch in a person’s behavior and intention is detected and corrected without changing his/her underlying values and assumptions. Double-loop learning is needed when
The fourth stage, integration, is characterized by a creation of a mental model
that incorporates the best elements of the old and new mental models and rejects
elements that do not work. In our example,the person becomes bi-cultural. The person’s mental model becomes an amalgam of beliefs and assumptions that work in
a new environment. Some new ideas are accepted, and some old ideas are rejected.
In Figure 1, the cylinder represents one’s mental model and the arrows depict
ideas that are taken in. The darker arrow is information that fits the mental model, and
the faded line represents ideas for a different mental model. The difference between
the last two stages is the relationship between behaviors and belief system that
drives the behaviors. In the third stag, people may behave differently, but because the belief system did not change, the behavior may be temporary. In the fourth stage, the behavior change is permanent as it is governed by a new mental model or new governing beliefs.
Double-Loop Learning
The governing beliefs language brings us to the concept of double-loop learning. Much of the foundational work in the field of double-loop learning can be attributed to Chris Argyris. Argyris began his career with an interest in reducing unfairness. As Argyris (Argyris & Schön, 1996) studied
unfairness, he found that human beings were skillful at non-learning due to their inabilities to learn, detect, and correct their mistakes. To further explain why human beings were skillful at non-learning, Argyris distinguished between single-loop and double-loop learning (Figure 2).
We find that many people miss the essential difference between single and double-loop learning. In single-loop learning, if one tries to do something and it does not work, then one changes something. For example, if one cooks and the dish is too salty, the next time one adds less salt. In Argyris’ language, single-loop learning occurs when a mismatch in a person’s behavior and intention is detected and corrected without changing his/her underlying values and assumptions. Double-loop learning is needed when
0/5000
tetapi apakah tidak merasa bahwa ini adalah sesuatu untuk merangkul secara permanen.
Tahap keempat, integrasi, ditandai dengan pembentukan mental model
yang menggabungkan elemen-elemen terbaik dari model mental yang lama dan baru dan menolak
unsur-unsur yang tidak bekerja. Dalam contoh kita, orang menjadi bi-budaya. Model mental seseorang menjadi amalgam kepercayaan dan asumsi yang bekerja di
lingkungan yang baru. Beberapa ide-ide baru yang diterima, dan beberapa ide-ide lama ditolak.
dalam gambar 1, silinder mewakili mental model dan panah menggambarkan
ide-ide yang diambil di. Panah gelap adalah informasi yang sesuai dengan mental model, dan
pudar garis mewakili ide untuk model mental yang berbeda. Perbedaan antara
dua tahap terakhir adalah hubungan antara perilaku dan sistem kepercayaan yang
mendorong perilaku. Di ketiga rusa, orang mungkin berperilaku berbeda, tetapi karena sistem kepercayaan yang tidak berubah, perilaku mungkin sementara. Pada tahap keempat, perubahan perilaku permanen sebagai diatur oleh model mental baru atau baru pemerintahan keyakinan.
Double Loop belajar
Bahasa keyakinan pemerintahan membawa kita kepada konsep pembelajaran double loop. Banyak pekerjaan yang mendasar dalam bidang pembelajaran double loop dapat dikaitkan dengan Chris Argyris. Argyris memulai karirnya dengan minat dalam mengurangi ketidakadilan. Sebagai Argyris (Argyris & Schön, 1996) belajar
ketidakadilan, dia menemukan bahwa manusia yang terampil di non-belajar karena mereka inabilities untuk belajar, mendeteksi dan memperbaiki kesalahan-kesalahan mereka. Untuk lebih menjelaskan mengapa manusia yang terampil di non-belajar, Argyris dibedakan antara tunggal-loop dan double-loop belajar (gambar 2).
kita menemukan bahwa banyak orang kehilangan perbedaan penting antara single dan double-loop belajar. Dalam belajar tunggal-loop, jika seseorang mencoba untuk melakukan sesuatu dan tidak bekerja, maka salah satu berubah sesuatu. Misalnya, Jika salah satu koki, dan piring terlalu asin, waktu berikutnya satu menambahkan sedikit garam. Dalam bahasa Argyris', tunggal-loop pembelajaran terjadi ketika ketidakcocokan dalam perilaku dan niat seseorang dideteksi dan dikoreksi tanpa mengubah / nilai-nilai yang mendasari dan asumsi. Double-loop belajar diperlukan ketika
Tahap keempat, integrasi, ditandai dengan pembentukan mental model
yang menggabungkan elemen-elemen terbaik dari model mental yang lama dan baru dan menolak
unsur-unsur yang tidak bekerja. Dalam contoh kita, orang menjadi bi-budaya. Model mental seseorang menjadi amalgam kepercayaan dan asumsi yang bekerja di
lingkungan yang baru. Beberapa ide-ide baru yang diterima, dan beberapa ide-ide lama ditolak.
dalam gambar 1, silinder mewakili mental model dan panah menggambarkan
ide-ide yang diambil di. Panah gelap adalah informasi yang sesuai dengan mental model, dan
pudar garis mewakili ide untuk model mental yang berbeda. Perbedaan antara
dua tahap terakhir adalah hubungan antara perilaku dan sistem kepercayaan yang
mendorong perilaku. Di ketiga rusa, orang mungkin berperilaku berbeda, tetapi karena sistem kepercayaan yang tidak berubah, perilaku mungkin sementara. Pada tahap keempat, perubahan perilaku permanen sebagai diatur oleh model mental baru atau baru pemerintahan keyakinan.
Double Loop belajar
Bahasa keyakinan pemerintahan membawa kita kepada konsep pembelajaran double loop. Banyak pekerjaan yang mendasar dalam bidang pembelajaran double loop dapat dikaitkan dengan Chris Argyris. Argyris memulai karirnya dengan minat dalam mengurangi ketidakadilan. Sebagai Argyris (Argyris & Schön, 1996) belajar
ketidakadilan, dia menemukan bahwa manusia yang terampil di non-belajar karena mereka inabilities untuk belajar, mendeteksi dan memperbaiki kesalahan-kesalahan mereka. Untuk lebih menjelaskan mengapa manusia yang terampil di non-belajar, Argyris dibedakan antara tunggal-loop dan double-loop belajar (gambar 2).
kita menemukan bahwa banyak orang kehilangan perbedaan penting antara single dan double-loop belajar. Dalam belajar tunggal-loop, jika seseorang mencoba untuk melakukan sesuatu dan tidak bekerja, maka salah satu berubah sesuatu. Misalnya, Jika salah satu koki, dan piring terlalu asin, waktu berikutnya satu menambahkan sedikit garam. Dalam bahasa Argyris', tunggal-loop pembelajaran terjadi ketika ketidakcocokan dalam perilaku dan niat seseorang dideteksi dan dikoreksi tanpa mengubah / nilai-nilai yang mendasari dan asumsi. Double-loop belajar diperlukan ketika
Sedang diterjemahkan, harap tunggu..
but does not feel that this is something to embrace permanently.
The fourth stage, integration, is characterized by a creation of a mental model
that incorporates the best elements of the old and new mental models and rejects
elements that do not work. In our example,the person becomes bi-cultural. The person’s mental model becomes an amalgam of beliefs and assumptions that work in
a new environment. Some new ideas are accepted, and some old ideas are rejected.
In Figure 1, the cylinder represents one’s mental model and the arrows depict
ideas that are taken in. The darker arrow is information that fits the mental model, and
the faded line represents ideas for a different mental model. The difference between
the last two stages is the relationship between behaviors and belief system that
drives the behaviors. In the third stag, people may behave differently, but because the belief system did not change, the behavior may be temporary. In the fourth stage, the behavior change is permanent as it is governed by a new mental model or new governing beliefs.
Double-Loop Learning
The governing beliefs language brings us to the concept of double-loop learning. Much of the foundational work in the field of double-loop learning can be attributed to Chris Argyris. Argyris began his career with an interest in reducing unfairness. As Argyris (Argyris & Schön, 1996) studied
unfairness, he found that human beings were skillful at non-learning due to their inabilities to learn, detect, and correct their mistakes. To further explain why human beings were skillful at non-learning, Argyris distinguished between single-loop and double-loop learning (Figure 2).
We find that many people miss the essential difference between single and double-loop learning. In single-loop learning, if one tries to do something and it does not work, then one changes something. For example, if one cooks and the dish is too salty, the next time one adds less salt. In Argyris’ language, single-loop learning occurs when a mismatch in a person’s behavior and intention is detected and corrected without changing his/her underlying values and assumptions. Double-loop learning is needed when
The fourth stage, integration, is characterized by a creation of a mental model
that incorporates the best elements of the old and new mental models and rejects
elements that do not work. In our example,the person becomes bi-cultural. The person’s mental model becomes an amalgam of beliefs and assumptions that work in
a new environment. Some new ideas are accepted, and some old ideas are rejected.
In Figure 1, the cylinder represents one’s mental model and the arrows depict
ideas that are taken in. The darker arrow is information that fits the mental model, and
the faded line represents ideas for a different mental model. The difference between
the last two stages is the relationship between behaviors and belief system that
drives the behaviors. In the third stag, people may behave differently, but because the belief system did not change, the behavior may be temporary. In the fourth stage, the behavior change is permanent as it is governed by a new mental model or new governing beliefs.
Double-Loop Learning
The governing beliefs language brings us to the concept of double-loop learning. Much of the foundational work in the field of double-loop learning can be attributed to Chris Argyris. Argyris began his career with an interest in reducing unfairness. As Argyris (Argyris & Schön, 1996) studied
unfairness, he found that human beings were skillful at non-learning due to their inabilities to learn, detect, and correct their mistakes. To further explain why human beings were skillful at non-learning, Argyris distinguished between single-loop and double-loop learning (Figure 2).
We find that many people miss the essential difference between single and double-loop learning. In single-loop learning, if one tries to do something and it does not work, then one changes something. For example, if one cooks and the dish is too salty, the next time one adds less salt. In Argyris’ language, single-loop learning occurs when a mismatch in a person’s behavior and intention is detected and corrected without changing his/her underlying values and assumptions. Double-loop learning is needed when
Sedang diterjemahkan, harap tunggu..
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- Pertanyaan tentang aku tertarik atau tid
- • The distance nearest between source of
- Total reserves and resources of nickel o
- Coba ulangi pertanyaanmu yang dulu sama
- Malam ini saya sangat bahagia karena bis
- • The distance nearest between source of
- Request
- • The distance between source of water t
- Apa kau marah padaku
- Kangen dia dan kakak
- Dream is what drives me. Faith is what k
- Harus kuat dengan keputusannya
- Ada yang mau saya bilang tapi jangan ter
- anda di pulau mana sekarang ?
- Believe me .. I Always stand on your hea
- Total reserves and resources of nickel o
- Aku cinta kamu dengan segala kekuranganm
- Kata mereka seorang kepada yang lain: "L
- Kalau bisa rambutmu dipotong pendek biar
- Total reserves and resources of nickel o
- Fighting
- anyone on. . ?
- Kamu makan apa? Kamu makan banyak sekali
- • The distance between source of water c
