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Liberating Murphy's Law: learning from change

机译：解放墨菲定律：从变化中学习

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Purpose - This paper seeks to examine learning groups as complex systems and to address threernissues about learning in organizations: learning from change; factors affecting learning; and learning leading to growth and renewal.rnDesign/methodology/approach - A case study was conducted at a Singapore Engineering firm tornexplore its two-year change intervention experiences. Data were gathered at two stages: laddering,rnnon-directive interviewing with 45 employees; and focus group discussions with 20 leaders.rnFindings - Learning from a state of not-knowing gives rise to a new problem-solving dimension,rnenabling individuals to thrive and survive in complexity. Understanding constraints that seemingly rntruncate change is ironically a generative device that frees people from being trapped by Murphy's Law.rnResearch limitations/implications - Change provides the stimulus for learning in complex contexts rnand paradigms where reciprocal relationships are sought to stabilize feedback loops and revitalize rndecision making. Mediating the variety of learning dynamics is an integration of two metacommunicative rnactivities: dialogue and reflection.rnPractical implications - Leaders are the connecting tissues to facilitating a learning that is highly rninterpretive and socially constructed. Process leadership is characterized by leaders assuming rnappropriate stewardship and walking the talk. A shared vision is necessary for contextualizing change rnand stabilizing learning conditions.rnOriginality/value - Combining Murphy's Law with the complexity of organizational dynamics gives rise rnto a new understanding of learning in unpredictable contexts. It is a learning that creates a projection of rnlanguage which transcends time and space, a learning that presents itself as an intertwined activity rncelebrated by complex systems and processes.
机译：目的-本文旨在将学习小组作为一个复杂的系统进行研究，并解决有关组织中学习的三大问题：从变革中学习；从变革中学习；从变革中学习影响学习的因素；设计/方法论/方法-在一家新加坡工程公司进行了案例研究，以探讨其两年的变革干预经验。数据收集分为两个阶段：阶梯化，对45名员工进行非指导性访谈；并与20位领导者进行了小组讨论。rn发现-从不了解状态中学习可以解决问题的新方法，使个人能够thr壮成长并在复杂中生存。具有讽刺意味的是，理解约束似乎使变化完全消失，这是一种使人们摆脱墨菲定律的生机。研究局限/含义-变化为在复杂环境下学习提供了刺激，而在范式中寻求互惠关系来稳定反馈回路并振兴决策。 。调节学习动力的多样性是两个元交流活动的整合：对话和反思。实践意义-领导者是促进具有高度解释性和社会建构性的学习的连接组织。流程领导的特点是领导者承担适当的管理工作并进行讨论。共同的愿景对于适应变化的环境和稳定学习条件是必要的。原始性/价值-将墨菲定律与组织动力学的复杂性相结合，可以使人们对在不可预测的环境中学习产生新的认识。这是一门创造超越时间和空间的语言投射的学习，一种将自身表现为由复杂系统和过程所驱动的相互交织的活动的学习。

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