MODEL dalam PROSES BELAJAR

Real World

Decisions

Information
Feedback

Learning is a feedback process

Feedback from the real world to the

decision maker includes all forms of
information, both quantitative and
qualitative.

Real
World

Decisions

Strategy,
Structure,
Decision Rules

Information
Feedback

Mental Models
of Real World

Single loop learning: information feedback is interpreted by existing

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mental model

The learning feedback operates in the

context of existing decision rules,
strategies, culture, and institutions
which in turn are derived from our
mental model.

Real
World

Information
Feedback

Decisions

Strategy,
Structure,
Decision Rules

Mental Models
of Real World

Double loop learning

Feedback from the real world can also

stimulate changes in mental models. Such
learning involves new understanding or
reframing of a situation and leads to new
goals and new decision rules, not just
new decision.

RealWorld
World
Real

Unknownstructure
structure
- -Unknown
Dynamiccomplexity
complexity
- -Dynamic
Timedelays
delays
- -Time
Inabilitytotoconduct
conductcontrolled
controlledexperiments
experiments
- -Inability

Decisions

Information Feedback

- Implementation failure
- Game playing
- Inconsistency
- Performance is goal

- Selective perception
- Missing feedback
- Delay
- Bias, distortion, error
- Ambiguity

Strategy, structure, decision rules

- Inability to infer dynamics from cognitive
maps

Mental models of real world

-Misperception of feedback
-Unscientific reasoning
-Judgment biases
-Defensive routines

Impediments to learning

RealWorld
World
Real

Unknownstructure
structure
- -Unknown

Dynamiccomplexity
complexity
- -Dynamic
Timedelays
delays
- -Time
Inabilitytotoconduct
conductcontrolled
controlledexperiments
experiments
- -Inability

Virtual World
- Known structure
- Variable level of complexity
- Controlled experiments

Decisions
Real World
- Implementation failure
- Game playing
- Inconsistency
- Performance is goal

Information feedback

Virtual World
- Perfect implementation
- Consistent incentives
- Consistent application of
decision rules
- Learning can be goal

Strategy, structure, decision rules

- Simulation used to infer dynamics of
cognitive maps correctly

Virtual World
Complete,
accurate,
immediate
feedback

Real World
- Selective perception
- Missing feedback
- Delay
- Bias, distortion, error
- Ambiguity

Mental models of real world

-Mapping of feedback structure
-Disciplined application of scientific reasoning
-Discussability of group process, defensive
behavior

Idealized learning process

Effective learning involves continous

experimentation in both the virtual
world and real world. Feedback from
both informs the development of
mental models, formal models, and the
design of experiments for the next
iteration.
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Scientific method

Decision rules
experienced

Patterns
recognised
Unkown process

Induction

Real world
decisions

Real world
history
Contact point
for comparison

Model
structure

Model
behavior
Deductive logic
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SYSTEM
STATE
CHANGE

--------------

Aktor-aktor
ENVIRONMENT
STATE

DECISION
RULE NORM

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Individual learning
Assess

Design

Environmental Response

Observe

op
o
l
e- g
l
ng rnin Superstitious
i
S a
Le
Learning

Implement

Superficial
Learning

Individual
Mental Models

op
l- o
e
bl ing
u
Do arn
Le

Individual Action

Role-constrained
Learning

Fragmented
Learning

Shared Mental
Models

Opportunistic
Learning

Audience
Learning

Organizational Action

Organizational learning cycle

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Breakdowns in the learning cycles

Role-constrained learning occurs when an individual is unable to take

actions she sees as necessary because she is not permitted to do so
whithin the organization.

Audience learning occurs when the individual affects organizational

action in an ambiguous way.

Superstitious learning occurs where individuals are unable to make

valid sense of environmental response.

Superficial learning occurs when there are adjustments in behavior

without any corresponding adjustment in mental model.

Fragmented learning occurs when the link between individual mental

models and shared mental models is broken.

Opportunistic learning is characterized by new organizational actios

that deviate from prevailing shared mental models (i.e., traditional values
and beliefs or standard operating procedures).
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