An Exploration of the Perceived Value of Highly SocioInductive Learning

Daphne DePorres

Abstract


"An exploration of the perceptions of students in an Organization Development masters program in Monterrey, Mexico offers a unique window into what is valued by managers and leaders who purposefully seek to develop the skills necessary to facilitate, respond to, and manage change. Three propositions were explored in this exploratory study: P1 - Although more challenging overall, learners value learning methods that are highly socio-inductive for knowledge generation. P2 - Learning methods that are in the upper left hand quadrant of the socio-inductive/technical-deductive grid are more challenging to implement than other learning methods that are commonly used. P3 -Highly socio-inductive learning (HSIL) methods require high levels of student responsibility. Two cohorts of the program were surveyed for their assessment of eight items related to the three propositions. Cohort 1 had just completed 3 of 7, 5-day modules. Cohort 2 had just completed 7 of 7, 5-day modules. The two groups of students found the HSIL pedagogy in the guise of the Field Experience most influential in their learning, most intellectually challenging, contributed most to the generation of knowledge, required the most responsibility on their parts (See Appendix 1). Students also indicated that the social component of learning processes of the masters program were very important. These findings support propositions 1 and 3. Highly Socio-inductive learning is a pedagogy that appears to have value for students and one that presents challenges that other, less social or inductive pedagogies. "

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