Abstract
Purpose The purpose of this paper is to challenge how we have traditionally thought about organisations and introduce two frameworks to enable us to understand how change in organisations might be facilitated better. Design/methodology/approach The paper discusses organisations as complex adaptive systems and uses complexity theory to inform two new frameworks for facilitating organisational learning and change. Findings In order for organisational learning to occur we need to change our mind-set of how we see organisations and to think of learning not just as individual but also as generative “communicative action” that emerge out of collaborative relationships. Research limitations/implications The frameworks proposed are grounded in organisational learning literature and the experience of the author. The proposed agenda for organisational learning has yet to be acted upon and evaluated. Practical implications The frameworks can be used to enhance understanding of learning and change in organisations. The agenda for enabling organisational transformation identifies key steps to put the ideas developed in the paper into practice. Social implications The approach advocated for use within organisations is one of empowerment and collaboration rather than top down direction. Originality/value The paper introduces new frameworks and a practical agenda to bring about organisational transformation through work-applied learning.
Highlights
The concept of “organisational learning” was developed originally by Argyris and Schon (1978) and provides exciting principles and possibilities
Patricia Shaw writes that Argyris himself “became rather pessimistic about our capacity to engage in the kind of collective learning processes he advocated” (Shaw, 2002, p. 132)
She argues that the failure was due to Argyris seeing learning “as ‘in’ individuals’ minds” rather than “emerging communicatively between us”. This is a theme that is at the core of this paper where it is argued that evidence of organisational learning requires us to view organisations in a different way and that we need to think
Summary
The concept of “organisational learning” was developed originally by Argyris and Schon (1978) and provides exciting principles and possibilities. In practice it has proved difficult to “operationalise” because in the end traditional views of what comprises an organisation limit our capacity to put idealised principles about “organisational learning” into practice (Critten, 2006). She argues that the failure was due to Argyris seeing learning “as ‘in’ individuals’ minds” rather than “emerging communicatively between us”. This is a theme that is at the core of this paper where it is argued that evidence of organisational learning requires us to view organisations in a different way and that we need to think. In order to do this I am bringing together two frameworks informed by complexity theory, which I believe can help us step outside traditional comfort zones
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