Replying to LO29004 --
Dear Organlearners,
Kenny Newendorp <knewendorp@yahoo.com> writes:
>I have been taking a course on Senge's concept of the
>Learning Organization and am trying to get an accurate
>picture of how to incorporate these ideas into a training
>and consulting practice when I graduate. I have been
>developing training programs based on a variety of
>concepts ranging from communication training to mental
>model modification.
Greetings dear Kenny,
I do not remember that you have participated before on our LO- dalogue.
So, if it is your first contribution, welcome! I liked it very much
because of its thoughtful nature.
One should be careful with newcomers, not letting them feel as if
pressed into a tight corner. However, with you i am making an
exception because i think you can handle it. You write
".... to incorporate these ideas into a training
and consulting practice when I graduate."
and then immediately follow it up with
"I have been developing training programs
based on a variety of concepts...."
This is most unusual (perhaps less than one on a thousand) for students.
They first want to get their degree before trying to walk on their own
legs. Trying to walk on their own legs towards the degree which they
want is something which most of them fear and think to be impossible.
I wonder how it is possible with you and would like you to enlighten me.
>I am slightly confused about the concept of the role of
>consultants/outside help in a learning organization. Senge
>seems to suggest that you should not invite a consultant
>into your organization for an extended period of time,
>or multiple times because the organization will become
>dependent on their efforts instead of figuring out how to
>accomplish the tasks with the talents available in the
>organization.
I think it has not so much to do with the duration of the consultancy as
with its nature. The consultancy should never become an "external support
system" because this is extremely detrimental to authentic learning.
Allow me to illustrate it wih an example from nature. Tourists to
wilderness regions often buy baby wild animals (birds, reptiles, mammils
-- even lions) from the locals. After some time, usually when these
animals have matured, it is not so easy and fun to have them any more.
Unfortunately, these animals did not learn among others of their kind how
to care for themselves. Putting them back in the wild will cause their
death. In their case the tourist has become their "external support
system".
I think that you yourself may be another example, but to the contrary. You
already do post-graduate developing work, yet you still have to graduate.
In other words, you do not use your degree as an "external support system"
like a thousand other students would do.
The art of the consultant/teacher/mentor is, as little IRREVERSIBLE as
possible, to initiate and promote SPONTANEOUS learning. The science of the
consultant/teacher/mentor is to know exactly what this "irreversible" and
"spontaneous" mean and in what manner it can be accomplished. The key to
it all is "catalysis".
Now let me surprise you and probably every other fellow learner who have
not thought carefully enough on what i wrote in the past on this topic.
Biological catalysts are technically named enzymes and hormones. Life
without them is absolutely impossible. Likewise, the
consultant/teacher/mentor who has perfected the art and science of mental
catalysis, will be in need all the way along the path of learning. I often
think of such a consultant/teacher/mentor who has perfected the art and
science of mental catalysis as the "friend of the authentic learner".
Authentic learners cannot do without such friends.
I had such a friend once, my late father's brother, my dear "Oom Flip"
(Uncle Phlip). After he passed away, i had to search for such friends in
them books to keep up catalysing my own authentic learning. Oom Flip, i
honour you as a "vriend van die egte leerder".
An "external support system" does exactly the opposite to any system than
its internal catalysts. It has large IRREVERSIBLE effects on the system
which undermine the SPONTANEOUS activities of that system.
So, Kenny, I have sketched two paths for you to investigate when you
write:
>In relation to mental model modification training, I
>would argue that the consultant is "re-wiring" the brain
>of the managers, helping them get through mental
>blocks that inhibit them from working to their potential.
>This type of outside help seems to fully benefit an
>organization, not detract from it.
Will the "re-wiring" be catalysis or will it be intervention? And why only
managers?
>In applying the concepts of a Learning Organization to
>consulting work, would a consultant be wise to introduce
>specific ideas to the clients, or would they be better off
>having the clients read the book and do a mini seminar
>on the ideas of the Learning Organization?
Bear in mind the catalysis rather than drastic intervention and both will
work. But bear also in mind that people are so used to drastic
intervention that they most probably will think that you are not doing
what you are paid for. Thus they will not retain you as "friend of the
authentic learner".
With care and best wishes
--At de Lange <amdelange@postino.up.ac.za> Snailmail: A M de Lange Gold Fields Computer Centre Faculty of Science - University of Pretoria Pretoria 0001 - Rep of South Africa
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