Considering personality as changeable through a bottom-up process of altering states, habits and traits, constitutes a shift in the predominant paradigm within personality…
Considering personality as changeable through a bottom-up process of altering states, habits and traits, constitutes a shift in the predominant paradigm within personality psychology. The purpose of this paper is to reconsider Bateson’s theory of learning and organizational triple-loop learning in light of this recent empirical evidence.
This paper uses a multi-disciplinary conceptual approach. Based on an integrative analysis of literature from recent work in personality psychology, four dimensions (process, content, time and context) are identified that allow linking personality change and triple-loop learning.
Identifying a bottom-up process of changing states, habits and traits as being central to change personality, allows for reconsidering Bateson’s theory of learning as a theory of personality development (Learning II) and personality change (Learning III). Functionally equivalent, organizational triple-loop learning is conceptualized as a change in an organization’s identity over time that may be facilitated through a change in responding to events and a change in the organization’s routines.
Interventions that change how organizations respond to events and that change the routines within an organization may be suitable to facilitate triple-loop learning in terms of changing organizational identity over time.
This paper contributes to the discussion on Bateson’s theory of learning and organizational triple-loop learning. As interest in personality change grows in organization studies, this paper aims to transfer these findings to organizational learning.
This paper aims to introduce an information and communication technology (ICT) artifact that uses text mining to support the innovative and standardized assessment of…
This paper aims to introduce an information and communication technology (ICT) artifact that uses text mining to support the innovative and standardized assessment of professional competences within the validation of prior learning (VPL). Assessment means comparing identified and documented professional competences against a standard or reference point. The designed artifact is evaluated by matching a set of curriculum vitae (CV) scraped from LinkedIn against a comprehensive model of professional competence.
A design science approach informed the development and evaluation of the ICT artifact presented in this paper.
A proof of concept shows that the ICT artifact can support assessors within the validation of prior learning procedure. Rather the output of such an ICT artifact can be used to structure documentation in the validation process.
Evaluating the artifact shows that ICT support to assess documented learning outcomes is a promising endeavor but remains a challenge. Further research should work on standardized ways to document professional competences, ICT artifacts capture the semantic content of documents, and refine ontologies of theoretical models of professional competences.
Text mining methods to assess professional competences rely on large bodies of textual data, and thus a thoroughly built and large portfolio is necessary as input for this ICT artifact.
Following the recent call of European policymakers to develop standardized and ICT-based approaches for the assessment of professional competences, an ICT artifact that supports the automatized assessment of professional competences within the validation of prior learning is designed and evaluated.