Meta learning in management: An analysis of long-term learning by an IT industry manager

Abstract

Proficiency in higher-order learning, i.e., meta learning, is required in situations where discontinuous environmental changes is the norm. This study explores factors affecting meta learning in managers from this perspective, using an insight problem-solving model in cognitive science. A seven-year field study of a general manager in an IT service company revealed that, as suggested by the model of insight problem-solving, two factors promote meta learning: increased fluctuation (increased variety of trials) and better vision (increased appropriateness of evaluation), each accompanied with emergent goal setting through improvisational interaction with others and artefacts. By grasping meta learning in this way, the possibility was identified of viewing higher-order expertise in the workplace, which has been viewed as sudden, discontinuous changes, as continuous ones.