When an entity refuses to become a learning organization, such a unit runs the risk of becoming obsolete. Easterby-Smith et al. (1999, p. 8) assert that learning organizations “…concentrate on the development of normative models and methodologies for creating change in the direction of improved learning processes.” In an excellent analysis of organizations as learning systems, Nevis et al. (1995) identifies ten facilitating factors that expedite learning in an organization. All ten are vital, but the fifth one, a climate of openness, functions as the cornerstone.
Nevis et al (1995) suggest that a climate of openness allows (a) information to freely flow so people can make their own observations. (b) Offers various opportunities to meet and see higher levels of management in operation in order to promote learning. (c) Encourages an atmosphere to express their views through legitimate disagreement and (d) models a system to which errors are shared and not hidden (p. 77-85).
Moreover, Collins (2001) offers four additional ways to cultivate a climate where the truth is heard and organizations constantly learn. They include (1) lead with question, not answers, (2) engage in dialogue and debate, not coercion, (3) conduct an autopsies without blame and (4) build “red flag” mechanisms. Such an approach can enable an organization to confront the brutal facts and move from being good to great.
Seemingly, Richard Allen and others employed such a methodology in the face of oppression. Under his leadership, the colored people belonging to the Methodist Society in Philadelphia in November, 1787courageous yet wisely posed hard questions to each other that ultimately resulted in building the African Methodist Episcopal Church. In the spirit of Richard Allen, how can we embody the principles of a learning organization at a grassroots level in an endeavor to take our Zion to the next level?
It’s NOT about us,
Collins, J. (2001). Good to Great. New York: Harper Business.
Nevis et al (1995) suggest that a climate of openness allows (a) information to freely flow so people can make their own observations. (b) Offers various opportunities to meet and see higher levels of management in operation in order to promote learning. (c) Encourages an atmosphere to express their views through legitimate disagreement and (d) models a system to which errors are shared and not hidden (p. 77-85).
Moreover, Collins (2001) offers four additional ways to cultivate a climate where the truth is heard and organizations constantly learn. They include (1) lead with question, not answers, (2) engage in dialogue and debate, not coercion, (3) conduct an autopsies without blame and (4) build “red flag” mechanisms. Such an approach can enable an organization to confront the brutal facts and move from being good to great.
Seemingly, Richard Allen and others employed such a methodology in the face of oppression. Under his leadership, the colored people belonging to the Methodist Society in Philadelphia in November, 1787courageous yet wisely posed hard questions to each other that ultimately resulted in building the African Methodist Episcopal Church. In the spirit of Richard Allen, how can we embody the principles of a learning organization at a grassroots level in an endeavor to take our Zion to the next level?
It’s NOT about us,
Collins, J. (2001). Good to Great. New York: Harper Business.
Easterby-Smith,M., Araujo, L.,& Burgoyne J. (1999). Organizational Learning and the Learning Organization. Thousand Oaks, CA: Sage Publications.
Nevis, E. C., DiBella, A. J., & Gould, J. M. (1995). Understanding Organizations as Learning Systems. Sloan Management Review, 36(2), 73-85.
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