There are several paradoxes that reside in the domain of second order learning. Learning in the postmodern world requires not only a commitment to learning within the statement of values in the organization, but also a commitment to and preparation for living in a second order world that necessitates a tolerance for (even an appreciation of) ambiguity, complexity and, in particular, paradox. These, in turn, are the ingredients of what is now being called “post-formal” thinking. According to the Swiss biologist, Jean Piaget, as children mature, they tend to move out of a stage of concrete operations during which they need tangible objects that they can easily manipulate in order to think clearly and systematically. They move to a stage of formal operations during which they acquire the ability to think in relational and hypothetical terms. It appears that the capacity to confront the paradox and complexity of postmodern times may require an even more sophisticated mode of thinking (postformal operations) which requires the acquisition of skills for self-reflection and self-correction of one’s own constructs and modes of reasoning. To teach people how to think in post-formal terms is not easy—but it is essential.
Heraclitus suggested many centuries ago that when stepping into a river for the second time we are simultaneously stepping into the same river as we did the first time and stepping into a different river. Similarly, when we step out of our own socially constructed reality, we are stepping into an analytic reality that is both the same as and different from the reality that we are analyzing. We need to recognize the restrictions and limitations associated with any reflection or inquiry we conduct. We need remnants, enemies, external consultants, and internal fools and prophets to help keep us honest and must proceed to make commitments within the context of a relativistic frame. These are all components of a new postmodern model of organizations to which I turn in the final section of this book.
When we look at the actual practices of many postmodern organizations, we find that great value is being placed on their employees. Considerable time and money are being devoted to technological updating and the provision of human relations training, rather than to the replacement of seemingly outmoded employees and the recruitment of new employees:
“As [my organization] prides itself in its scientific and technical innovation, so too it comes to foster sociological innovation. Courses for employees include not only the technical skills needed to perform their jobs, but also communication skills, managing professional growth, and other subjects that develop the whole person.
. . . When the climate is one of innovation, experts in non-technical areas are nurtured for their innovations too. On the one hand they are recognized for their unique talents, on the other their human worth and value as developing members of a developing team.
People are moved into new jobs both because of unique skills and their organizational “fit.” Many long term employees are promoted from within, but [this organization] also hires a mix of “highly qualified” from without—Stanford engineers with Harvard MBAs, and legal types with a name for mergers and acquisitions.”
