Being human is defined by the condition that we have to understand the meaning of our experiences. Facilitating such understanding is the cardinal goal of andragogy (adult education and training). How your company defines the work experience for its employees potentially differentiates the ‘humans’ from the ‘resources’.
In thinking autonomously (independently), we often develop the habit of isolated thinking and restrictive points of view. This means that we set our “line of action”, moving from one specific activity (mental or behavioural) to another with a strong tendency to reject ideas that fail to fit our preconceptions, labelling those ideas or changes as unworthy of consideration – nonsense, irrelevant, unnecessary, etc.
Broadening of one’s views or accepting change often requires complete faith in the one proposing change. This faith can be achieved through empirical evidence, aligned planning, and due consideration given to the major concerns blocking an acceptance of change.
When circumstances permit, one should, as a learner, move toward a frame of reference that is more inclusive, discriminating, self-reflective, and integrative of experience.
Such an approach is what constitutes the development of a learning culture within an organization, or for that matter, an individual.
Although there are varied interpretations of the desired outcome of transformation, for Mezirow, one of the benefits of transformational learning was the development of greater autonomy as a person, a defining condition of adulthood (Mezirow, 1997). Transformative learning develops independent thinking and also helps control the habit of isolated thinking and restrictive points of view. Transformative learning is the cognitive process of effecting change in a frame of reference (Mezirow) although it is recognized that important emotional changes are often involved (Habermas).
As an individual, you accept that although every moment is new and worth living, a way of living allows you to build a routine to live by and openness to life allows you to continue learning.
As a decision maker, how strongly you believe in the capability of a proposal to perform and feasibility to be implemented, guides your ultimate view on whether or not to accept that proposal, what your contribution to it will be, and what you’d like to see it help you achieve.
Habermas explains that problem-solving and learning may be (Habermas, 1981):
- Instrumental
Learning to control or manipulate the environment or other people to enhance efficacy in improving performance
- Impressionistic
Learning to enhance one’s impression on others, to present oneself
- Normative
Learning to relate to an ideal standard, norm, or model to influence a change in behaviour
- Communicative
Communicative learning involves understanding purposes, values, beliefs, intentions, and feelings that stem from underlying assumptions. This is reflected in transformative learning theory because in order to do this, learners must become critically reflective (Mezirow, 1997). In doing so, the learner must engage in discourse with at least one other person in order to “reach an understanding of the meaning of an interpretation or the justification for a belief…. We engage in discourse to validate what is being communicated,” (Mezirow, 1997:6). In this way, learning is a social process, and discourse is central to making meaning. Mezirow (1985) outlined a series of ideal conditions for discourse, that he also later identified as the ideal conditions of adult learning and of education in general (Mezirow, 1997). These conditions include full information, freedom from coercion, equal opportunity to participate, being empathetic and open to other’s perspectives, willing to listen and search for common good, ability to make a tentative best judgment to guide action, and the ability to be critically reflective of assumptions (Mezirow, 1997:10).
…So how do you bring transformative learning in to a corporate mind-set? And why do you need it? Experience is always good but prolonged, repetitive experience can have a negative impact on the ability and openness to adapt to change. Some corporations are averse to newer (and better and cheaper) ways of doing things. The minds behind the corporation might have developed a closed outlook towards any form of change. What kind of training can rectify that? How do you train a boardroom of experienced businessmen to be open to positive change? How do you present (the) change to them? All, questions that need to be well-researched and planned for before taking on change.
How does an employee perceive a change in his functioning? How does a manager introduce change into the system? What should and executive consider before approving or suggesting change?
Transformative learning opens individuals up to more points of view in thinking autonomously. Mezirow (1997) identified several ways to stimulate transformational learning, including journal writing, metaphors, life history exploration, learning contracts, group projects, role play, case studies, and using literature to stimulate critical consciousness. Roberts (1989) cites examples such as imagery, relaxation, meditation, prayer and spiritual disciplines, martial arts, psychoactive drugs, yoga and body disciplines, breathing techniques, acupuncture, out-of-body experiences, biofeedback, dreams, suggestion and hypnosis, near-death experiences, psychoneuroimmunology and others. All these types of learning experiences could be activities in a transformational learning experience.
References:
- Transformative Learning – Mezirow 1997
- http://www.lifecircles-inc.com/Learningtheories/humanist/mezirow.html