Mezirow's Perspective Transformation

Mezirow’s Transformational Learning Theory
and Its Relevance to Managing Group
Dynamics in a Competitive Work Environment
S. Henry-Campbell, Nova Southeastern University
S. A. Hadeed, Florida International University
Transformation Theory/Group Dynamics SFERC 2015 1

THE PURPOSE OF INTELLECT IS THE TRANSFORMATION OF A
“MIRACLE” TO SOMETHING UNDERSTANDABLE.
– ALBERT EINSTEIN
Transformation Theory/Group Dyamics - SFERC 2015 2

MEZIROW’S TRANSFORMATIONAL THEORY
Involves critical thinking, which includes conducting an internal investigation into
one’s views and philosophies to transform one’s life into a new significant way
(1997)

CLARK’S VIEW..
Transformational learning is defined as learning that induces more far-reaching
change in the learner than other kinds of learning, especially learning
experiences, which shape the learner and produce a significant impact, or
paradigm shift, which affects the learner's subsequent experiences.

RECOGNIZING THE SHIFT
• Individuals are able to look at themselves (Introspection)
• Reflect on the beliefs that they possess
• An event acts as a trigger
• Competing expressions of others perspectives
• Recognize that a change can be made
• Make changes to beliefs.

UNDERPINNING TRANSFORMATION
Critical reflection is a key element in the process of perspective transformation
(Mezirow, 1990).
• Individuals are able to critically look at every angle of the situation or
experience
• Including other person’s point of view in order to avoid a one-sided
transformation process.

BION’S WORK
• Bion (1961) credited with insightful work on group dynamics through his
Tavistock Clinic
• Spoke to the work group and the basic assumption group.
• Work group demonstrates the conscious level of the group process.

BION’S WORK
• Basic Work Assumption is the unconscious group process where individuals
adopt measures aimed at protecting themselves from the discomfort of
working in groups.
• Examples include challenging the authority of the leader; hidden agendas.

BION’S THREE BASIC ASSUMPTIONS
• Dependency Assumption
 Characterized by the groups need to feel safe
 Leaders response is to attend to all decisions.

• Fight/Flight – Group desires appropriate leadership at varying times
 Guidance for group action when threats surface

• Act of reproducing – influenced by Sigmund Freud’s work, Bion addresses the
need of the group to form new realities .
 Instances of groups being formed to address untoward events (pre/post)

BRIDGING THE DIVIDE
OPERATING IN AN ENVIRONMENT OF
CONTRADICTIONS
• Living with contradictory realities
• Examples: conflict/resolution; light/dark; good evil

PARADOXICAL PROBLEM-SOLVING AS A TOOL
• Reframe how we react to present events (new groups) instead of trying to
change the actual dynamics of the group
• Adjust our perception and response to the group dynamics
• Alter the way we perceive our reactions and our thought processes to the
group (Cloke & Goldsmith, 2011).

PARADOXICAL PROBLEM-SOLVING AS A TOOL
• Recognizing the multiple, typically conflicting truths that shape and inform our
problems.
• Challenge us to deploy higher-level skills and intelligence, to discern multiple
truths and discover fresh ideas in the complex, contradictory nature of our
problem.
• Turn problems into evolutionary imperatives and opportunities.
Cloke and Goldsmith (2011)

5 STEPS (PARADOXICAL PROBLEM SOLVING)
1. Admit that a problem exists
2. Examine and clarify the elements and nature of problem
3. Investigate, analyze and prioritize the problem
4. Look at possible solutions
5. Jointly act, evaluate results, acknowledge efforts and celebrate success

COMPLEMENTARY THEORETICAL FRAMES
• Complex Structures
• Perspectives change over time
• Influenced by events
• Events that impact at the individual level can impact at the group level.
• Expectation in an organization is for the individual to be subsumed by the org.
will.

COMPLEMENTARY THEORETICAL FRAMES
• Managing the individual’s expectations requires an understanding of how
events produce changes for good or bad.
• Perspective transformation is necessary if groups are to adapt to change.

ACCESSING AREAS FOR IMPROVEMENT IN GROUPS
• Identify the underlying work assumptions that will prevent the group from
meeting targets.
• Create a culture of recognizing success, where the individual is encouraged by
the group’s achievement.
• Provide opportunities for various groups to work together. This builds
awareness and tolerance among members.

ACCESSING AREAS FOR IMPROVEMENT IN GROUPS
• Cultivate leaders who are able to champion decisions in the face of change.
• Open opportunities for dialogue. Difficult conversations included.
• List is not exhaustive

REFERENCES
• Bion, W.R. (1961). Experiences in groups. New York, NY: Basic Books
• Clark, M.C. (1993). Transformational learning. New Directions fro Adult and
Continuing Education 57, 47-56
• Freud, S. (1926). Inhibitions, Symptoms and anxiety. New York: W.W. Norton
and Company.
• Mezirow, J. (1997). Transformative learning: Theory to Practice. New directions
for adult and continuing education.

Mezirow's Perspective Transformation

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