nthesis of Organizations as Brains
A concept that ties all of the readings and class discussion together is learning. Each of the authors addresses how organizations adapt to current realities aka “learn.” This provides great insight into how we think about organizational learning or learning organizations and how these concepts can be implemented into the organizations that we work with. Additionally the authors provide critiques and limitations of organization as a learning entity.
When we think about the brain one of the first thoughts that comes to mind is the brain’s close association with thinking and the learning process. Our brains enable us to take a variety of external stimuli, process them and make meaning from them. We adapt as a system and make changes based on the information processed by the brain. We see the same principle in both Morgan’s (2006) and Katz & Kahn’s (1996) discussion of organizations. Both authors discuss the strong connection between this environmental information and how organizations are altered as a result. Morgan (2006) specifically discusses the use of single- and double-loop learning to detect information from the environment, evaluate that information, and then make corrective action as necessary. Katz & Kahn (1996) expand upon this concept in their discussion of “information input, negative feedback, and the coding process” as a key component of organizational systems. Additionally, they expand upon the desire for “steady state or homeostasis” and how organizations just like systems will adapt to external/environmental influences. These aspects of open systems are very similar to the single-loop decision making process described by Morgan.
Kezar (2005) also discusses the process through which organizations learn via a discussion of organizational learning and learning organizations. Kezar’s analysis of these two concepts relates very strongly to the learning processes described by Morgan and Katz and Kahn. Furthermore, Kezar discusses organizational activities and features which promote the learning process for organizations. There is an emphasis placed upon systematic problem solving, experimentation with new approaches, making meaning of past experiences and quickly and efficiently transferring knowledge and best practices within an organization. To be able to accomplish those learning tasks Kezar encourages organizations to be decentralized with a high degree of trust with strong relationships and solid communication between colleagues. These qualities help establish an environment that encourages the sharing of information and promotes appropriate risk-taking as a way of solving problems. Overall, he shares that it is important to create a learning culture with a shared vision for success.
Finally, Senge (1990) contributes to our understanding of how organizations learn by examining the role of the leader. One of the key roles for leaders is to build a collective vision and continue to sculpt that vision over time. A key element in setting the vision is ensuring that creative tension exists thus that there is an appropriate gap between the vision and the current reality that inspires the organization. Leaders must also challenge the existing mental models and through doing so create change and learning. Finally leaders must focus primarily at the systems level and focus less on the day-to-day. By doing so, they are able to take stock of the underlying trends and become a force for bigger change and a greater level of learning.
While the authors have established compelling arguments for learning organizations there are several areas for concern. Information sharing across organizations is vital to the learning process, yet there are many barriers to information sharing. While technology is greatly assisting in the communication of vital information within organizations, bureaucracy still remains in the way of the idealistic flow of information. Additionally, while there is a need for organizations to view the learning process as holistic and system-wide, it is difficult for indi