Problems as building blocks for organizational learning: A roadmap for experiential inquiry

This article explores the practice of problem-based learning (PBL) in organizational contexts and its contribution to organizational learning. It proposes a learning that is context dependent based on the collective participation of individuals through structured and spontaneous processes. A theory-elaboration approach was adopted by means of an interpretivist methodological paradigm. Rich data were collected from 10 PBL experts and 50 PBL users through convergent interviewing and a qualitative survey respectively. Findings suggest that looking within for answers is a first step to generating more questions for subsequent collaborative inquiry. The process is one of problem-question-reflection-learning-action requiring individuals to handle amplifying and restraining feedback loops for double-loop learning. PBL induces reflective practice and seeks an integrated epistemology.