The dance of change: The challenges to sustaining momentum in learning organizations

World cafes and dialog seminars as processes for reflective learning in organisations

“…This represents a relatively low level of participation amongst the 1500 employees of the municipality and the over 700 employees of the bank. Nevertheless, the pilot studies provide a basis for discussion about increased reflective learning (Jarvis, et al, 2003) individually, by departments and for the entire organisation (Senge, 1999). When the dialog cafe is put in place and overseen by a consultative and open-minded management it appears to promote critical reflection and productive discussion.…”

“…In particular at sales and kick-off meetings, success stories are used as a source of general inspiration, in which new voices are also allowed to be heard (Hochschild, 2003). Establishing regular informal, work-related learning situations of this sort is not straightforward because it involves prioritising, planning and organising the use of time (Senge, 1999). When employees in their daily work get more time to think about fundamental issues, the reflection involves a conscious assessment of the connection between actions and their consequences (Argyris & Schön, 1996).…”

“…If learning is perceived primarily as the passive receipt and repetition of information, the learner assumes the role of the spectator (Ellström, 1996;Skjervheim, 1996). However, the widespread problem of lack of time and the demand for fast and unreflective decisions is a universal concern in the modern workplace that inhibits reflective dialog (Senge, 1999).…”

“…Reflective learning involves thinking critically about one's situation, assessing why a specific course of action is preferable and "is identified with a potential for change, as it questions key variables instead of just accepting and repeating a given body of knowledge" (Jarvis, Halford, & Griffin, 2003, p. 70). Employees critically assess opinions, theories and practice from various positions and diverse perspectives (P5) in order to assure quality (Dewey, 2004 Consultative and open-minded management is important for initiating collaborative reflection (Boud, Cressey, & Docherty, 2006;Cressey, 2006) and critical questioning of working practices at three levels: the individual employee, the department and the whole organisation (Senge, 1999). Such critical reflection depends on a capacity for organisational learning which involves changing routines or practices, independent of individual actors (Scott, 1992 (Ghaye, 2010;Mobius, and, & Szeidl, 2007 …”

“…The morning coffee break or informal afternoon coffee meeting in organisations can become an empowering experience and a source of reflective learning. If based on integrity and mutual respect, collective reflective learning during the working day can contribute to organisational development (Senge, 1999). When creative ideas generated informally in dialogs are allowed to grow and permeate through the system and when tales of success can be shared, this encourages a feeling of well-being and motivation throughout the whole organisation (Hochschild, 2003) allowing work-related problems to be addressed and solved creatively (Ellström, 1996) through critical reflection (Dewey, 1991).…”