Beruflich Dokumente
Kultur Dokumente
contents: introduction | the learning society and the knowledge economy | the learning organization |
systems theory and the learning organization | dialogue and the learning organization | some problems
and issues | conclusion | further reading and references | links
associated pages: donald schön and the learning society | peter senge and the learning organization |
dialogue | social capital
Two important things result from this. First, while there has been a lot of talk
about learning organizations it is very difficult to identify real-life examples.
This might be because the vision is ‘too ideal’ or because it isn’t relevant to
the requirements and dynamics of organizations. Second, the focus on
creating a template and upon the need to present it in a form that is
commercially attractive to the consultants and writers has led to a
significant under-powering of the theoretical framework for the learning
organization. Here there is a distinct contrast with the study of
organizational learning.
We could argue that organizational learning is the ‘activity and the process
by which organizations eventually reach th[e] ideal of a learning
organization’ (Finger and Brand 1999: 136).
The loss of the stable state means that our society and all of its institutions
are in continuous processes of transformation. We cannot expect new stable
states that will endure for our own lifetimes.
We must learn to understand, guide, influence and manage these
transformations. We must make the capacity for undertaking them integral
to ourselves and to our institutions.
It was in this context that Peter Senge (1990) began to explore ‘The art and
practice of the learning organization’. Over 750,000 copies of The Fifth
Discipline (1990) were sold in the decade following its publication – and it is
probably this book that has been the most significant factor in popularising
the notion of the learning organization. However, as Sandra Kerka remarked
in 1995 ‘there is not… a consensus on the definition of a learning
organization’. Indeed, little has changed since. Garvin (2000: 9) recently
observed that a clear definition of the learning organization has proved to
be elusive.
Foster inquiry and dialogue, making it safe for people to share openly and
take risks.
Are continuously aware of and interact with their environment. (Kerka 1995)
As Kerka (1995) goes onto comment, the five disciplines that Peter Senge
goes on to identify (personal mastery, mental models, shared vision, team
learning and systems thinking) are the keys to achieving this sort of
organization. Here, rather than focus too strongly on the five disciplines
(these can be followed up in our review of Senge and the learning
organization) we want to comment briefly on his use of systemic thinking
and his interest in ‘dialogue’ (and the virtues it exhibits). These two
elements in many respects mark out his contribution.
The concern is not to 'win the argument', but to advance understanding and
human well being. Agreement cannot be imposed, but rests on common
conviction (Habermas 1984: 285-287). As a social relationship it entails
certain virtues and emotions.
Finally, Finger and Brand conclude, that there is a need to develop ‘a true
management system of an organization’s evolving learning capacity’ (op.
cit.). This, they suggest, can be achieved through defining indicators of
learning (individual and collective) and by connecting them to other
indicators.
Conclusion
There have been various attempts by writers to move ‘beyond’ the learning
organization. (The cynics among us might conclude that there is a great
deal of money in it for the writers who can popularise the next ‘big thing’ in
management and organizational development). Thus, we find guides and
texts on ‘the developing organization’ (Gilley and Maybunich 2000), ‘the
accelerating organization (Maira and Scott-Morgan 1996), and ‘the ever-
changing organization’ (Pieters and Young 1999). Peter Senge, with various
associates, has continued to produce workbooks and extensions of his
analysis to particular fields such as schooling (1994; 1999; 2000).
In this formulation we can see many of the themes that run through the
approach to the learning organization that writers like Watkins and Marsick
(1993) take. The significant thing about the use of the notion of social
capital is the extent to which it then becomes possible to tap into some
interesting research methodologies and some helpful theoretical
frameworks.
Quite where we go from here is a matter for some debate. It could be that
the notion of the ‘learning organization’ has had its ‘fifteen minutes of
fame’. However, there does seem to be life in the notion yet. It offers an
alternative to a more technicist framework, and holds within it a number of
important possibilities for organizations seeking to sustain themselves and
to grow.
Schön, D. A. (1973) Beyond the Stable State. Public and private learning in a
changing society, Harmondsworth: Penguin. 236 pages. A very influential
book (following Schön’s 1970 Reith Lectures) arguing that ‘change’ is a
fundamental feature of modern life and that it is necessary to develop social
systems that can learn and adapt. Schön develops many of the themes that
were to be such a significant part of his collaboration with Chris Argyris and
his exploration of reflective practice.
Senge, P. M. (1990) The Fifth Discipline. The art and practice of the learning
organization, London: Random House. 424 + viii pages. A seminal and
highly readable book in which Senge sets out the five ‘competent
technologies’ that build and sustain learning organizations. His emphasis on
systems thinking as the fifth, and cornerstone discipline allows him to
develop a more holistic appreciation of organization (and the lives of people
associated with them).
References
Cohen, D. and Prusak, L. (2001) In Good Company. How social capital makes
organizations work, Boston: Harvard Business School Press.
Gadamer, H-G. (1979) Truth and Method, London: Sheed and Ward.
Pedler, M., Burgoyne, J. and Boydell, T. (1991, 1996) The Learning Company.
A strategy for sustainable development, London: McGraw-Hill.
Senge, P. et. al. (1994) The Fifth Discipline Fieldbook: Strategies and Tools
for Building a Learning Organization
Senge, P., Kleiner, A., Roberts, C., Ross, R., Roth, G. and Smith, B. (1999) The
Dance of Change: The Challenges of Sustaining Momentum in Learning
Organizations, New York: Doubleday/Currency).
Senge, P., Cambron-McCabe, N. Lucas, T., Smith, B., Dutton, J. and Kleiner, A.
(2000) Schools That Learn. A Fifth Discipline Fieldbook for Educators,
Parents, and Everyone Who Cares About Education, New York:
Doubleday/Currency
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