The environments that businesses operate within today are increasingly complex, dynamic and uncertain (Cooksey, 2003, p. 204). Learning to adapt to, and benefit from, changes and unpredictability in the environment is essential to an organisation’s success. However with this environment as the context for organisational learning, difficulties with traditional linear organisational learning becomes clear (Cooksey, 2003, p. 205). Systems thinking provides a way to understand the internal and external relationships within the organisation and the way that these can influence the organisation. In addition to building a more complete understanding of how organisation’s function, systems thinking brings together the elements that an organisation requires in order for it to be a learning organisation. These include personal mastery, team learning, building shared vision, effective leadership and learning processes and practices.
In order to make sense of the complex tasks and problems that occur within organisational environments, we break them down into smaller tasks and problems which, although it makes them more manageable, leaves us with a disjointed view and we lose sight and our connection with the ‘whole’ (Senge, 2006, p. 3). Cooksey (2003, p. 206) notes that in the short term this search for simple, generalised solutions to problems within the business environment may provide favourable results, in the longer term it will often fail. The reason it fails is that the solution often does not take into account the sensitivities and complexities which influence the business as a whole (Cooskey, 2003, p. 206). Senge (2006, p. 6-7) argues that businesses are in fact systems which are bound by interconnected actions which influence each other, with the effect often taking years to become visible. Cooksey (2003, p. 204-205) provides a useful way for the complexity of organisations to be envisaged. That is through the large-scale contextual influences on organisational activities, such as the environment, organisation, individuals and groups. These larger influences can be broken down into smaller networks of complexity (such as governments, society, structure, emotional needs, communication practices, colleagues, and so on) that interact with and influence other parts of the system.
Viewing businesses as systems recognises “the dynamic, complex and interdependent” nature of businesses (Anderson & Johnson, 1997, p. 19). Systems thinking emphasises the entire organisation rather than examining it in parts, and highlights the interconnections and their role within the organisation (Anderson & Johnson, 1997, p. 20). Therefore, instead of focusing on a specific problem (which, taking a systems view, is really the effect of a change elsewhere in the system) systems thinking examines how the problem is part of a larger system. This broader perspective is likely to find a more effective solution (Anderson & Johnson, 1997, p. 18). Thomas and Allen (2006, p. 131) also agree that systems thinking involves viewing organisations as systems made up of interactive parts, rather than seeing isolated actions and their causes. However they also note that systems thinking requires an appreciation that structural influences, such as how people make decision and policies, have a subtle influence on behaviour where people are involved (Thomas & Allen, 2006, p. 131).
Senge (2006, p. 11-12) claims that this systems thinking is the key to brining together the other elements of a learning organisation. A learning organisation is more than an organisation that is comprised of people who learn. It is an organisation that continually learns and transforms itself, with that learning happening continuously as a strategic process integrated with, and running alongside, the actual work of the organisation (Marsick & Watkins, 1996, p. 4). This happens where individual employees face a problem and they inquire into it on the organisations behalf. The difference between the expected and actual results then leads them to modify their understandings and make changes to bring outcomes in line with expectations. To become organisational learning, the learning that results from this must become embedded in the organisation through its members, environment and artifacts (Robinson, 2001, para. 15). There are a number of key components required by an organisation in order for it to be a learning organisation. They include personal mastery, team learning, building a shared vision, effective leadership and learning processes and practices.
According to Senge (2006, p. 7), personal mastery relates to employees clarifying and expanding their personal vision on a continuous basis, focusing energies, building patience and being able to objectively see reality. It is about personal learning and developing a person’s own abilities (Flood, 1999, p. 20). This is important to organisations striving to become learning organisations, as its capacity for learning cannot be more than the capacity of its employees (Senge, 2006, p. 7). In addition, it promotes the motivation for employees to continually learn and without this motivation they can become entrenched in a reactive mindset (Senge, 2006, p. 12). People with personal mastery tend to be committed, show initiative, carry a sense of responsibility in their work and learn faster (Flood, 1999, p. 20). In the work context people with personal mastery may seek out development opportunities through job rotations or work assignments or by undertaking additional learning such as a graduate qualification. They may be particularly proactive at obtaining feedback on their strengths and weaknesses from their manager, and keen to address potential weaknesses. Systems thinking can be beneficial in relation to personal mastery as it can assist with individuals realising their connectedness to the events of the organisation and to realise an increasing number of the interdependencies between actions and reality (Flood, 1999, p. 26).
Team learning builds not only the skills, but the structures that encourage working together and the mechanisms for capturing learning (Marsick & Watkins, 1996, p. 9).
Team learning involves developing the skills of teams to look for the larger picture beyond their own perspectives (Senge, 2006, p. 12) and strives to achieve alignment in the thoughts and energies of individual team members. Developing this shared direction and focusing individual energies results in the team being able to achieve more than the sum of individual team members working alone (Flood, 1999, p. 24-25). Similarly, Senge (2006, p. 9) argues that when team are learning, individual members develop quicker than they could have done so by working individually. This is an important concept of the learning organisation as teams, rather than individuals, are the primary learning unit in organisations (Senge, 2006, p. 10). Although individuals first learn as individuals, they are joined together throughout organisational change to form teams, networks and larger units (Marsick & Watkins, 1996, p. 4). Often organisations will bring together a ‘project team’ to address a specific problem or issue. The individual members bring together different experiences, organisational knowledge and backgrounds to assist with the project at hand. Systems thinking can assist in team learning by recognising positive and negative synergies within team discussion and dialogue which can impact on the teams ability to become more (or less than) the sum of individual members (Flood, 1999, p. 27).
Building a shared vision relates to creating one vision out of the personal visions of individuals, and results in shared values, purpose and common understanding (Flood, 1999, p. 23). A shared vision encourages real commitment and a commitment that is to the long term (Senge, 2006, p. 9, 12). A shared vision for an organisation is important as individuals excel and learn because they want to, rather than because they are told to (Senge, 2006, p. 9). In addition, Marsick and Watkins (1996, p. 6) note that organisations have an appreciation of and are seeking to harness the power of vision-driven change. This involves an organisation creating processes to share its vision and obtain feedback in relation to the difference between existing practices and the new vision. Not only do employees have the opportunity to contribute to and shape the new vision, they are able to influence change to ensure the organisation is working towards its vision. Systems think helps people to understand not only how the organisation was created, but what it seeks to achieve. Similarly to the effect of systems thinking on personal mastery, it can assist individuals see how they contribute to the current state of the organisation, and how they may go about changing it.
The importance of leadership in a learning organisation is not a new idea. In a learning organisations leaders provide the environment for learning, they act as role models, they empower others to act on what has been learnt and they build and communicate key meanings for the organisation (Cooksey, 2003, p. 207). They play a clear role in developing people through the way that they mentor, coach, inspire, clarify organisational principles and so on (Cooksey, 2003, p. 207). In addition, when leaders display a readiness to consider other viewpoints, employees feel confident to put forward new ideas and options (Garvin, Edmondson & Gino, 2008, p. 113). This open dialogue and teamwork is essential for organisations to grow and learn and as such, an organisation’s leaders have a considerable impact on how people learn through the environment they nurture.
Leadership can influence the adoption of systems thinking within an organisation, through supporting or inhibiting systems ideas. However, adopting systems thinking can benefit leaders as it encourages employees to view the organisation as a system. These individuals may then see the organisation’s issues or challenges differently and the relationships within the organisation in a different way, potentially leading to new ways to address these challenges.
Strong learning processes and practices within an organisation are essential to it becoming a learning organisation. Garvin et al. (2008, p. 111) claim that learning organisations evolve from “a series of concrete steps and widely distributed activities”. This includes processes that relate to generating, gathering, understanding and distributing information as well as experimenting to develop services and products, keeping track of trends, analysis to identify and solve problems, and training to new and existing employees. To create the greatest influence, this knowledge must be shared in a systematic and specific manner, and it may be shared across individuals, groups, teams or the whole organisation (Garvin et al., 2008, p. 111-112). Developing concrete learning infrastructure, structures and culture is important, as without changes to these the organisation is not able to change (Marsick & Watkins, 1996, p. 10). These processes and practices are necessary to support learning that occurs in bigger groups and in the whole organisation. Within an organisation, these learning processes and practices include not only the formal policies, procedures and tools but also how information, experiences and knowledge is shared. This can occur through technology (such as wikis, blogs), establishing and engaging with subject matter experts and review groups.
Taking a systems thinking approach allows for the key elements of a learning organisation to be combined. These include personal mastery, team learning, building shared vision, effective leadership and learning processes and practices. Without this approach it is difficult to see how each of the individual elements relates to and influences the others. Organisations can benefit from a systems thinking approach as it allows us to see this connection and see that when they are working together they can deliver benefits greater than each element can individually (Senge, 2006, p. 12).
Reference list
Anderson, V., & Johnson, L. (1997). Systems thinking basics: from concepts to casual loops. Cambridge, Mass: Pegasus Communications.
Cooksey, R. W. (2003). “Learnership” in complex organisational textures. Leadership & Organizational Development Journal, 24(4), 204-214.
Flood, R. L. (1999). Rethinking the fifth discipline: learning within the unknowable. London: Routledge.
Garvin, D.A., Edmondson, A. C., & Gino, F. (2008). Is yours a learning organization? Harvard business review, 86(3), 109-118.
Marsick, V. J., & Watkins, K. E. (1996). A framework for the learning organisation. In Marsick, V. J., & Watkins, K. E (Eds.), Creating the learning organisation. Volume 1 (pp. 3-12). Alexandria: ASTD.
Robinson, V. M. J. (2001). Descriptive and normative research on organizational learning: locating the contribution of Argyris and Schon. The International Journal of Education Management, 15(2).
Senge, P. M. (2006). The fifth discipline: the art and practice of the learning organisation. Sydney: Random House.
Thomas, K., & Allen, S. (2006). The learning organisation: a meta-analysis of themes in literature. The Learning Organisation, 13(2), 123-139.