I have proposed that a successful postmodern organization must have a clear statement of intentions and I am now suggesting that it also have a commitment to organizational learning. Specifically, at the heart of any organization (in its statement of values) should be a two-fold commitment. There should first be a commitment to inquiry and reflective action, based on a continuing search for new meaning and experiences within the organizational context. There should be a subsequent commitment to teaching about and conveying to all elements of the organization what was learned from this inquiry and reflective action. According to Peter Senge:[xxxviii]
“. . . skills of reflection concern slowing down our own thinking processes so that we can become more aware of how we form our mental models and the ways they influence our actions. Inquiry skills concern how we operate in face-to-face interactions with others, especially in dealing with complex and conflictual issues.”
Reflection, Inquiry and Second Order Learning
The skills of reflection and inquiry are particularly important in a world that is filled with unpredictability and change. We are likely to make many mistakes while negotiating the turbulent waters of postmodernism. It is critical, therefore, that we are particularly skillful in learning from our mistakes. This type of learning is very difficult and demanding, not only because we tend to become quite defensive when we make mistakes, but also because we are typically involved in “real-time” problem solving after making a mistake and rarely feel in the mood for either reflection or inquiry. Chris Argyris has suggested that we often learn while being defensive;[xxxix] however, the problem of “real-time” learning is perplexing and often requires the presence of temporary systems—and, in particular, organizational sanctuaries.
A third problem associated with learning from our mistakes concerns the short-term perspective we have regarding these “mistakes.” In our postmodern world, we can’t fully appreciate the long-term outcomes associated with our actions, hence must rely on shorter-term, trial-and-error processes. Peter Senge suggests that:[xl]
“. . . we learn best from experience but we never directly experience the consequences of many of our most important decisions. The most critical decisions made in organizations have systemwide consequences that stretch over years or decades. Decisions in R & D have first-order consequences in marketing and manufacturing. Investing in new manufacturing facilities and processes influences quality and delivery reliability for a decade or more. Promoting the right people into leadership positions shapes strategy and organizational climate for years. These are exactly the types of decisions where there is the least opportunity for trial and error learning.”
Learning in the postmodern world must prepare employees for double-loop or post-formal modes of analysis and problem solving—the term “second-order” is often used to encompass all of these concepts. Second-order conceptual tools are needed for an employee to successful understand and manage second order change processes. Second order learning relates to the process of stepping outside of our social construction of reality. As Michael Polanyi observed, we can only step into another socially constructed reality when analyzing our own reality. We can, in fact, never completely leave our current socially constructed reality. We can gain an increased appreciation, however, for the strengths and limitations of our own perspective and can, as Argyris and Senge suggest, use the tools of reflection and inquiry to refine and even significantly readjust our socially constructed reality.
