Learning organizations: A primer for group facilitators

This alignment of mental models can be referred to as developing a shared vision. It is possible that mere discussion among individuals may lead them to a shared vision but, because problems are often too complex, usually this exercise requires the aid of some skills and tools developed by systems thinkers. Whether simple or elaborate frameworks are used (from word-- and-arrow diagrams to computer simulation), they are essential instruments to developing a shared vision.

When a group of individuals who share a system also share a vision about how the components of that system interact with one another, then team learning becomes possible. First, they learn from one another in the process of sharing their different perspectives. There are many organizational problems that can be solved simply by creating alignment. For example, cooperation is a lesson that is often learned by people who recognize that they belong to different interdependent parts of the same system Second, people learn together by submitting their shared vision to testing. When complex dynamics exist, a robust shared vision allows organizational members to examine assumptions, search for leverage points, and test different policy alternatives. This level of learning often requires simulation. However, if the problems faced by the organization are among commonly observed patterns that have been previously studied, archetypal solutions may be available to deal with them more quickly and easily.

Conclusion

Throughout this paper we have tried to highlight the importance of the participation of skilled facilitators in exercising each of the disciplines. The facilitators' role, however, will depend upon the needs presented. Group facilitators bring to the tasks inherent capabilities, but the facilitator interested in applying the specific skills and tools offered in the learning organization literature will need to do one of the following. They may want to master the specific tools and skills themselves, or possessing working knowledge, they may want to team up with experts in this field, as in the decision conferencing example provided by Rohrbaugh. In any case, there remains the challenge to the group facilitator of how to apply these concepts. Senge et al (1994) tried to answer the question, "What do we do on Monday morning?" first with The Fifth Discipline Fieldbook (p.5) and now with The Dance of Change (1999), which is subtitled The challenge of sustaining momentum in learning organizations. With the latter book efforts to provide practical guidance continue. Argyris, the "father of organizational learning," (Fulmer & Keys, p. 21) believes that researchers must be of help to practitioners, that all social science research must be actionable. In the second edition of his famous book, On Organizational Learning, (p. 415-431), Argyris presents his "maps for action."

The goal of the authors in this paper was not to identify all of the important sources for mastering skills and tools related to the learning organization framework. But, rather to highlight the importance of the learning organization framework that brings together disciplines often treated separately. The concept of the learning organization arises out of ideas long held by leaders in group facilitation, organization development, systems thinking, and system dynamics. In describing the learning organization and its principles, this paper posits that facilitators are ready to take on the challenge of transforming traditional organizations into learning organizations. This becomes especially clear in the writings of Webne-Behrman (1998), who suggests that the core values of facilitation stem from the belief that people are capable of solving problems they encounter as long as they are empowered. Learning organizations hold the same beliefs and provide employees with the tools to actually solve problems to the best of their abilities and for the best of the whole organization.