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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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摘要

This paper seeks to examine learning groups as complex systems and to address three issues about learning in organizations: learning from change; factors affecting learning; and learning leading to growth and renewal. A case study was conducted at a Singapore Engineering firm to explore its two-year change intervention experiences. Data were gathered at two stages: laddering, non-directive interviewing with 45 employees; and focus group discussions with 20 leaders. Learning from a state of not-knowing gives rise to a new problem-solving dimension, enabling individuals to thrive and survive in complexity. Understanding constraints that seemingly truncate change is ironically a generative device that frees people from being trapped by Murphy's Law. Change provides the stimulus for learning in complex contexts and paradigms where reciprocal relationships are sought to stabilize feedback loops and revitalize decision making. Mediating the variety of learning dynamics is an integration of two metacommunicative activities: dialogue and reflection. Practical implications - Leaders are the connecting tissues to facilitating a learning that is highly interpretive and socially constructed. Process leadership is characterized by leaders assuming appropriate stewardship and walking the talk. A shared vision is necessary for contextualizing change and stabilizing learning conditions. Combining Murphy's Law with the complexity of organizational dynamics gives rise to a new understanding of learning in unpredictable contexts. It is a learning that creates a projection of language which transcends time and space, a learning that presents itself as an intertwined activity celebrated by complex systems and processes.
机译：本文旨在将学习群体作为一个复杂的系统进行研究，并解决组织中有关学习的三个问题：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；和学习导致成长和更新。在一家新加坡工程公司进行了案例研究，以探讨其两年的变更干预经验。数据收集分为两个阶段：阶梯式，与45名员工进行的非定向访谈；并与20位领导人进行焦点小组讨论。从一无所知的状态中学习可以解决问题，从而使个人得以蓬勃发展并在复杂的环境中生存。具有讽刺意味的是，了解似乎能截断变化的约束条件是一种生成工具，可以使人们摆脱墨菲定律的束缚。变革为在复杂的情境和范式中学习提供了刺激，在这种情境中，人们寻求相互关系来稳定反馈回路并重振决策。调解学习动力的多样性是两个元交流活动的整合：对话和反思。实际意义-领导者是促进高度解释性和社会建构性学习的连接组织。流程领导的特征是领导者承担适当的管理并进行演讲。共同的愿景对于适应变化并稳定学习条件是必要的。将墨菲定律与组织动态的复杂性相结合，可以在不可预测的情况下对学习产生新的理解。这是一种创造超越时间和空间的语言投射的学习，一种将自己呈现为由复杂系统和过程庆祝的相互交织的活动的学习。

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  • 来源
    《Industrial and Commercial Training》 |2009年第2期|p.1-9|共9页
  • 作者

    Roland K Yeo;

  • 作者单位

    Roland K. Yeo, Roland K. Yeo is an Assistant Professor of Management based at the College of Industrial Management, King Fahd University of Petroleum & Minerals, Dhahran, Saudi Arabia.;

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