Learning – unlearning – learning as a continuum leading to continual metamorphosis
| Goal | Continual metamorphosis Nguyen and Morais-Storz (2017) | |||
|---|---|---|---|---|
| Steps | Phase 1 | Phase 2 | Phase 3 | Phase 4 |
| Processes | Problem formulation (Nguyen and Morais-Storz, 2017) | Destabilization of old routines (Fiol and O’Connor, 2017) | Discarding from use of the old and experimenting with the new (Fiol and O’Connor, 2017) | Developing new understanding and releasing the old (Fiol and O’Connor, 2017) |
| Facilitation | Leadership behavior | |||
| Means | Learning | Learning – unlearning | Unlearning – learning | Learning |
| Practitioner/ managerial action | Check the environment Look for early-warning signs Check the validity of the mission Check the validity of the strategic intent Replace top managers? | Raise awareness for change Provide information about reasons for change Manage conflict Provide a clear vision of a desired reality Invite active participation Replace top managers? | Stimulate interaction (e.g. role playing and experimentation) Select key employees to support role-playing Provide incentives to reinforce desired behavior | Stimulate interaction Align individual and group actions Stimulate collective understanding of new behavior Maintain a realistic outlook |
| Goal | Continual metamorphosis | |||
|---|---|---|---|---|
| Steps | Phase 1 | Phase 2 | Phase 3 | Phase 4 |
| Processes | Problem formulation ( | Destabilization of old routines ( | Discarding from use of the old and experimenting with the new ( | Developing new understanding and releasing the old ( |
| Facilitation | Leadership behavior | |||
| Means | Learning | Learning – unlearning | Unlearning – learning | Learning |
| Practitioner/ managerial action | Check the environment | Raise awareness for change | Stimulate interaction (e.g. role playing and experimentation) | Stimulate interaction |
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