Fiol+&+Lyles

**Fiol & Lyles**

**Organizational Learning = Behavioral Change + Cognitive Change**
media type="custom" key="10020481" Fiol & Lyles theory of organizational change is closely connected to Argyris & Schon's theory of single & double-loop learning. Both sets of theorists agree that organization learning occurs when not only are errors detected and corrected, but the assumptions and mismatches that caused the errors are detected and changed to guide further actions (Collinson & Cook, 2007).

HOW DO FIOL & LYLES VEIW THE 5 CORE ASSUMPTIONS? [|JSONLINE: MPS getting 39 new principals] This news article addresses how the new principals in MPS will engage in learning about their new school. Although they can learn the routines and theories-in-use at their new school, in order for organizational learning to take place within the school it has to go beyond the individual level. Fiol & Lyles believe shared understanding between organizational members must take place in order to create learning systems that translate into new histories and norms for the school(Collinson & Cook, 2007). Wenger would also argue that this requires participation from all members to create a new identity for the school (1999). It will be up to the principals to foster multilevel learning that will transfer into true cognitive changes to create new school success.
 * ~ Fiol & Lyles ||~ Argyris & Schon ||
 * = Behavioral Change ||= Single-Loop Learning ||
 * = Cognitive Change ||= Double-Loop Learning ||
 * ~ ==1. MULTILEVEL LEARNING==

2. INQUIRY
Alexander Hamilton School is engaging in inquiry about student homework by conducting a parent & teacher survey. [|Homework Inquiry]

Fiol & Lyles would say organization learning will occur with this inquiry based on how the results of the survey are used. If all parents say they believe nightly reading should not be required and the school no longer assigns it as homework, they would only be engaged in behavioral change. Inquiry that fosters organization learning would require Alexander Hamilton School to detect the underlying reason why parents have this opinion and use this new information to make an appropriate "error correction" by changing theories-in-use.

3. SHARED UNDERSTANDING
In this comic, Calvin finds knowledge "paralyzing" as he has a lack of shared understanding. According to Fiol & Lyles creating a shared understanding among members of an organization is required for learning to take place (Collinson & Cook, 2007, 24). In order for Calvin to use his knowledge to take "decisive action" he needs to share his ideas and perceptions with others to make sense of it. He must engage in dissemination!

4. BEHAVIORAL & COGNITIVE CHANGES
[|Cognitive Map] Fiol & Lyles view organizational learning as behavioral plus cognitive changes, which involve cognitive maps. This visual show how cognitive maps create new understandings to change actions, rather than a single-loop behavioral change.

5. EMBEDDING OF NEW KNOWLEDGE
media type="youtube" key="xOrgOW9LnT4" height="279" width="339"

This video demonstrates how a chimpanzee embedded new knowledge of cooperation after experiencing cooperation to solve a problem. When the chimpanzee is confronted the same problem later, it uses it's embedded knowledge and asks another for help to solve the problem. This is what Fiol & Lyles describe as cognitive change that defines organizational learning, "new associations between the effectiveness of past actions and decisions about future actions" (Collinson & Cook, 2007, 24). ||~  ||~   ||