Simone Maier wrote:
> The topic which is most important to me right now is the question, how to
> evaluate learning processes. Not only in general but more specificly,
> regarding their contribution to driving the organization towards an
> environmentally more sound behaviour. The tough thing about it is the
> question, how to relate mental and organizational (structural and
> behavioural) processes to material and energetical performance (as a first
> element, later to be broadened to an overall "sustainability performance")
I'm wrestling with a similar question, Simone, though it comes from a
different perspective. Perhaps by sharing my thinking with you, it might
help yours.
I believe that adult behavior is changed most fundamentally through the
process of discovery. Experience is the great teacher--though many refuse
to learn from it, they understand and believe the lesson. I also believe
that incremental change, similar to the changes we see in natural life,
are preferrable to drastic or traumatic change. It's simply difficult,
time-consuming and expensive to pursue incremental change. Theoretically,
it should be possible to use small, incremental experiences that support a
strategic plan towards changing behavior. Of course, ethics mandate that
the strategy be open and subject to influence by the participants--that
serves to strengthen the process, anyway.
Rather than emphasize the relationship of process to performance, I hope
to facilitate people's discovery of human and organizational principles
that focus on pattern, process and structure. I think that a holistic
learning experience can stress intrinsic motivators for behavioral
change--and influence sustainable performance. The true test will be the
organizational committment (through it's "people in power") to provide the
community environment where people can test themselves and their
relationships to be creative, energetic and committed. Otherwise, these
processes become simply another method for manipulating people to perform
more efficiently--a model which I can't support.
So how might I evaluate the learning process in this design? By looking
for behavioral change. And by looking, interact with the change and
hopefully reinforce it. Those who are invested and involved in the change
are the best ones to evaluate it--and to modify it to encourage continuing
improvements in performance, behavior, quality, etc.
I know this might sound corny, but the parallel to raising children is
very strong to me. It doesn't take just a few months or weeks to
successfully parent a child. I'm still involved--though the involvement
continually declines--after more than two decades per child. I believe
that that is the nature and length of committment to growing
organizations--it simply doesn't stop, no matter how long one's been doing
it. And, like children, we cannot drive either towards a goal without
severe consequences. We are better off holding out the goal as one worth
realizing, and reinforcing what they learn from the experiences they have.
--Richard C. "Doc" Holloway Thresholds--Human Development and Networking for Learning Organizations Visit the bookstore at <http://www.thresholds.com/> <mailto:learnshops@thresholds.com>
"To create a little flower is the labour of ages." William Blake
Learning-org -- An Internet Dialog on Learning Organizations For info: <rkarash@karash.com> -or- <http://world.std.com/~lo/>