Please respond to the discussion post below. Discussion: This week we considere

Please respond to the discussion post below.
This week we considere

Please respond to the discussion post below.
This week we considered the learning loops found in our own organization, and how they can affect and influence learning and change within our organizations.
Learning Loops
Our organization, Embry-Riddle Aeronautical University, went through a reorganization in our department within the last year. Organizational change is powerful and can drive productivity, success, and emotion. As an academic advisor, I previously worked at our Seattle campus and worked with prospects, current students, and alumni in all the programs we offer. The majority of our students are veterans, Boeing employees, and international students. It was fun because anyone could walk through the door, even an astronaut.
Contrasting Experiences: single-loop, double-loop, and triple-loop learning
After our reorganization, my job shifted to one college, the College of Arts and Sciences, where I only serve graduate students. Now daily activities involve opening cases, reading, and fulfilling requests. The cases contain simple to complex requests.
Some cases involve single-loop learning tasks like registering and dropping students from their classes. This type of case involves making a choice based on policy, as long as I know the rule I can efficiently complete the task.
A double-loop task for example is a late drop, where reframing of the situation needs to take place. By asking more detailed questions, and inferring the student’s needs I can help my students achieve the late drop or not. Did they experience hardship or emergency? Are they no longer interested in taking the course? Each answer the student provides takes me as their advisor to a potentially different outcome. This decision tree is based on official policy and my approach (Magee, 1964).
Lastly, there are triple-loop learning situations where it is essential to be a curious listener. Sometimes a student needs to choose an elective that suits their future professional goals and any course can be chosen, even a study abroad experience. By listening to the student’s needs and values we can together discover options that fit the ideals of each dynamically changing student.
Theories-in-use Change
As I considered the single, double, and triple-loop learning criteria my mind evolved from simple to complex. The Cynefin framework sprang to my mind as somewhat analogous from clear to chaotic decision-making (CognitiveEdge, 2011). Decision-making and learning can be obvious and simple as we react to input when referring to best practices and official policy. Double-loop learning is reminiscent of complex decision-making by reframing questions and improving processes while still remaining within the constraints of what is allowed. Finally, it was more difficult to see triple-loop learning. In the Cynefin framework, Complex decision-making gives freedom to reflect and make inferences, and new choices evolve out of information where new ideas can emerge (Jensen, 2005). As I use the single, double and triple loop theories the concept of the triple loop learning is more difficult to isolate as it is the most complex. Learning, creating, and sharing new knowledge within my organization is encouraged and challenging simultaneously. As Nonaka found, tacit knowledge is difficult to convey and more easily shared with analogies and metaphors that help others relate (1991).
From learning to register and drop a student to understanding the course catalog, policy, and degree requirements well enough to create a custom degree plan runs the full gamut of single to multi-loop learning.
Assistance in Leading
ERAU strives to be a learning organization based on its willingness to modify and adjust to the current demands of technology. We take predictive action to produce what the students may need to know for their future success in their chosen industry. It will be incumbent of me to share knowledge with others with concepts that relate to their own knowledge. In this way, we will begin with a common understanding as the springboard for new ideas.
CognitiveEdge. (2011, July 11). The cynefin framework [Video]. YouTube.
Jensen, P. E. (2005). A contextual theory of learning and the learning organization. Knowledge and Process Management, 12(1), 53-64.
Magee, J. (1964, July 1). Decision trees for decision making. Harvard Business Review.
Nonaka, I. (1991). The knowledge-creating company. The Economic Impact of Knowledge, 175-187.

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