Group learning capacity: the roles of open-mindedness and shared vision.

Mimi Lord

doi:10.3389/fpsyg.2015.00150

Abstract

Open-mindedness (OPM) is a construct that is considered a key foundational aspect of learning in individuals, groups and organizations. Also known as critical inquiry or reflection, OPM is believed to increase learning through examination of prior beliefs, decisions and mistakes, and also through openness to new ideas. Renowned theorists including Dewey and Argyris have emphasized the relationship between OPM and learning, yet little quantitative research has tested it or examined moderators of the linkage. The setting for the current study is that of endowment investment committees at U.S. universities and colleges who need to make knowledgeable and well-reasoned decisions about the composition of investment portfolios. Findings indicate that OPM has a positive, significant effect on group learning capacity (LCAP) and also that shared vision, which represents the group's collective purpose and direction, moderates that relationship. The literature review and discussion offer insights about how OPM is related to the research on group conflict, and how shared vision (SHV) differs from concepts such as interpersonal cohesiveness and conformity that have been associated with groupthink. A review of relevant research from the fields of organizational learning, group dynamics, and absorptive capacity provides context for the development of the hypotheses and the discussion of findings.

Highlights

From Socrates to modern learning theorists, open-mindedness (OPM) has been considered essential to learning and understanding. Dewey (1933), Kolb (1984) and Argyris (1976) all have underscored the significance that the ancient Greeks placed on inquiry, openness, dialog, and critical reflection
We will argue that because shared vision (SHV) coexists with OPM in this study, it provides a positive contribution to group learning capacity
SHV might be related to the strong interpersonal attraction aspect of cohesiveness associated with groupthink, a type of behavior that lacks independent critical thinking and is focused primarily on reaching consensus (Janis, 1972, 1983), restricting group learning capacity

Summary

Introduction

From Socrates to modern learning theorists, open-mindedness (OPM) has been considered essential to learning and understanding. Dewey (1933), Kolb (1984) and Argyris (1976) all have underscored the significance that the ancient Greeks placed on inquiry, openness, dialog, and critical reflection. If SHV co-existed with closed-mindedness, one could expect it (along with closedmindedness) to detract from group learning capacity. Organizational learning researchers have addressed cognitive types of learning (Kolb, 1984; Argyris, 1999) as well as learning processes (Levitt and March, 1988; Huber, 1991; Tippins and Sohi, 2003). Other organizational learning researchers refer to only two processes: (a) explore and exploit (March, 1991); (b) organizational search and trial/error (Levitt and March, 1988); and (c) reflection and action (Edmondson, 2002). Edmondson (2002), March (1991) and Levitt and March (1988) clearly require that action must be taken in order for learning to have occurred

Results

Discussion

Conclusion