Chris Argyris - Wikipedia, the free encyclopedia. Chris Argyris (July 1. He obtained his MA in 1. Kansas University, where he obtained his MSc in Psychology and Economics in 1. In 1. 95. 1 received his Ph.
Das Lernen anhand einer realen Problemstellung erm. Der kontinuierliche Lernprozess macht Action Learning zu einer nachhaltigen Entwicklungsma. 3 In dieser Arbeit werde ich den Organisationalen Lernansatz von Argyris/ Sch. Zu Beginn gehe ich dabei auf verschiedene Lerndefinitionen ein und stelle dann den Zusammenhang zwischen dem Lernen von Individuen und dem. Workplace Learning Annotated Bibliography Page 1 Workplace Learning Annotated Bibliography. Prepared by the NIC Information Center. November 2010 (Revised January 2014) Accession No. An electronic copy of this. There’s No Such Thing as Change Resistance on August 29, 2016. During my first Agile consulting gig, I was working with a pilot team that had 5 developers, 2 testers, and me, as the Scrum Master.
D from Cornell University, with a thesis on the behavior in organizations under the supervision of William F. Whyte. In 1. 95. 1 Argyris started his academic career at Yale University as part of the Yale Labor and Management Center where he worked under its director and an early influence, E. In 1. 97. 1 he moved to Harvard University, where he was Professor of Education and Organizational Behavior, until his retirement. Argyris was active as director of the consulting firm Monitor in Cambridge, Massachusetts. Chris Argyris received an Honorary Doctor of Laws degree from the University of Toronto in 2. He also received a Doctor of Science award from Yale University in 2.
This research resulted in the books Personality and Organization (1. Integrating the Individual and the Organization (1. He then shifted his focus to organizational change, in particular exploring the behaviour of senior executives in organizations (Interpersonal Competence and Organizational Effectiveness (1. Organization and Innovation (1. From there he moved on to an inquiry into the role of the social scientist as both researcher and actor (Intervention Theory and Method (1. Inner Contradictions of Rigorous Research (1. Action Science (1.
His fourth major area of research and theorizing . He has also developed this thinking in Overcoming Organizational Defenses (1.
1 Introduction to International Organizational Behavior Simon Dolan [email protected] ESADE Ramon Llull University Tony Lingham [email protected] Case Western Reserve University Price: Free http://www. REFLECTIONS,Volume 4, Number 4 Reprintedfrom OrganizationalDynam-ics,Edgar H. 22, Summer 1993, with permission from Elsevier Science. 27 On Dialogue, Culture, and Organizational Learning Edgar H.
Knowledge for Action (1. Adult personality.
Mature workers want additional responsibilities, variety of tasks, and the ability to participate in decisions. He also came to the conclusion that problems with employees are the result of mature personalities managed using outdated practices. Action science. Putnam), and Diana Mc. Lain Smith. Other key concepts developed by Argyris include ladder of inference, double- loop learning (Argyris & Sch. Human actions are designed to achieve intended consequences and governed by a set of environment variables. How those governing variables are treated in designing actions are the key differences between single- loop learning and double- loop learning.
When actions are designed to achieve the intended consequences and to suppress conflict about the governing variables, a single- loop learning cycle usually ensues. On the other hand, when actions are taken, not only to achieve the intended consequences, but also to openly inquire about conflict and to possibly transform the governing variables, both single- loop and double- loop learning cycles usually ensue. Model 2 describes how double- loop learning affects human actions. The following Model 1 and Model 2 tables introduce these ideas (tables are from Argyris, Putnam & Smith, 1. Action Science, Ch. Other key books conveying Argyris' approach include Argyris & Schon, 1.
Argyris, 1. 97. 0, 1. Table 1, Model 1: Theory- In- Use: defensive reasoning. Governing Variables.
Action Strategies. Consequences for the Behavioral World. Consequences for Learning. Effectiveness. Define goals and try to achieve them. Design and manage the environment unilaterally (be persuasive, appeal to larger goals)Actor seen as defensive, inconsistent, incongruent, competitive, controlling, fearful of being vulnerable, manipulative, withholding of feelings, overly concerned about self and others or under concerned about others. Self- sealing. Decreased effectiveness. Maximize winning and minimize losing.
Own and control the task (claim ownership of the task, be guardian of definition and execution of task)Defensive interpersonal and group relationship (dependence upon actor, little additivity, little helping of others)Single- loop learning. Minimize generating or expressing negative feelings. Unilaterally protect yourself (speak with inferred categories accompanied by little or no directly observable behavior, be blind to impact on others and to the incongruity between rhetoric and behavior, reduce incongruity by defensive actions such as blaming, stereotyping, suppressing feelings, intellectualizing)Defensive norms (mistrust, lack of risk taking, conformitment, emphasis on diplomacy, power- centered competition, and rivalry)Little testing of theories publicly, much testing of theories privately. Be rational. Unilaterally protect others from being hurt (withhold information, create rules to censor information and behavior, hold private meetings)Little freedom of choice, internal commitment, or risk taking. Table 2, Model 2: Theory- In- Use: productive reasoning. Governing Variables.
Action Strategies. Consequences for the Behavioral World. Consequences for Learning. Consequences for Quality of Life.
Effectiveness. Valid information. Design situations or environments where participants can be origins and can experience high personal causation (psychological success, confirmation, essentiality)Actor experienced as minimally defensive (facilitator, collaborator, choice creator)Disconfirmable processes. Quality of life will be more positive than negative (high authenticity and high freedom of choice)Free and informed choice. Tasks are controlled jointly. Minimally defensive interpersonal relations and group dynamics.
Double- loop learningeffectiveness of problem solving and decision making will be great, especially for difficult problems. Increase long- run effectiveness.
Internal commitment to the choice and constant monitoring of its implementation. Protection of self is a joint enterprise and oriented toward growth (speak in directly observable categories, seek to reduce blindness about own inconsistency and incongruity)Learning- oriented norms (trust, individuality, open confrontation on difficult issues)Public testing of theories.
Bilateral protection of others. Selected books. Personality and Organization: the Conflict between System and the Individual.
OCLC 2. 43. 92. 0Argyris, C. Interpersonal Competence and Organizational Effectiveness.
Homewood, Ill.: Dorsey Press. OCLC 2. 54. 24. 2Argyris, C. Integrating the Individual and the Organization. ISBN 0- 4. 71- 0. Argyris, C. Organization and Innovation. OCLC 2. 28. 98. 1Argyris, C.
Intervention Theory and Method: a Behavioral Science View. Reading, Mass.: Addison- Wesley. ISBN 0- 2. 01- 0. Argyris, C. Management and Organizational Development: the Path from XA to YB.
New York: Mc. Graw- Hill. ISBN 0- 0. 7- 0. 02.
Argyris, C. The Applicability of Organizational Sociology. Cambridge: Cambridge University Press. ISBN 0- 5. 21- 0. Argyris, C. Behind the Front Page: Organizational Self- Renewal in a Metropolitan Newspaper.
San Francisco: Jossey- Bass. ISBN 0- 8. 75. 89- 2. XArgyris, C., Sch. Theory in Practice: Increasing Professional Effectiveness. San Francisco: Jossey- Bass. ISBN 0- 8. 75. 89- 2. Argyris, C. Increasing Leadership Effectiveness.
ISBN 0- 4. 71- 0. Argyris, C. Regulating Business: the Search for an Optimum. San Francisco: Institute for Contemporary Studies. ISBN 0- 9. 17. 61. Argyris, C., Sch.
Organizational Learning: a Theory of Action Perspective. Reading, Mass.: Addison- Wesley. ISBN 0- 2. 01- 0.
Argyris, C. Inner Contradictions of Rigorous Research. New York: Academic Press. ISBN 0- 1. 2- 0. 60. Argyris, C. Reasoning, Learning, and Action: Individual and Organizational. San Francisco: Jossey- Bass. ISBN 0- 8. 75. 89- 5.
Argyris, C., Putnam, R., Smith D. M. Action Science: Concepts, Methods, and Skills for Research and Intervention. San Francisco: Jossey- Bass. ISBN 0- 8. 75. 89- 6.
Argyris, C. Overcoming Organizational Defenses: Facilitating Organizational Learning. Boston: Allyn and Bacon. ISBN 0- 2. 05- 1. Argyris, C. Knowledge for Action: a Guide to Overcoming Barriers to Organizational Change. San Francisco: Jossey- Bass.
ISBN 1- 5. 55. 42- 5. Argyris, C. On Organizational Learning. Cambridge, Mass.: Blackwell. ISBN 1- 5. 57. 86- 2. Argyris, C., Sch. Organizational Learning II: Theory, Method and Practice.
Reading, Mass.: Addison- Wesley. ISBN 0- 2. 01- 6. Argyris, C. On Organizational Learning, 2nd ed. Malden, Mass.: Blackwell Business.
ISBN 0- 6. 31- 2. Argyris, C. Flawed Advice and the Management Trap: How Managers Can Know When They're Getting Good Advice and When They're Not. Oxford and New York: Oxford University Press.
ISBN 0- 1. 9- 5. 13. Argyris, C. Reasons and Rationalizations: The Limits to Organizational Knowledge.
Oxford: Oxford University Press. ISBN 0- 1. 9- 9. 26. XPublications about Chris Argyris.