To read this content please select one of the options below:

A systemic approach to processes of power in learning organizations: Part II – triple loop learning and a facilitative intervention in the “500 schools project”

Robert L. Flood (Department of Industrial Economics and Technology Management, Norwegian University of Science and Technology, Trondheim, Norway)
Norma R.A. Romm (Department of Adult Education and Youth Development, University of South Africa, Pretoria, South Africa)

The Learning Organization

ISSN: 0969-6474

Article publication date: 2 October 2018

Issue publication date: 30 October 2018

495

Abstract

Purpose

The purpose of this paper is to give practical insights into the systemic approach to organizational learning “triple loop learning” (TLL; introduced in Part I) by reflecting on a facilitated research-and-intervention undertaken in South Africa as part of the “500 Schools Project”.

Design/methodology/approach

The authors reflect on one of the many researcher-assisted interventions in the “500 Schools Project” by retrospectively reflecting on the case through the principles of TLL.

Findings

The authors show that researcher-assisted intervention can be genuinely transformative given two conditions: The principles of TLL are embraced, and researchers are committed to such principles and passionate about social transformation. In particular, the case study illustrates how we might address processes of power in processes of design and in processes of debate. The focus on power arguably helped to shift “power over” (power as domination) to “power to” enact empowering designs, “power to” co-develop responsible decision-making and “power to” transform relations with each other and with life on Earth.

Originality/value

The authors introduce an original approach to TLL that directly addresses issues relating to processes of power. The value of the TLL is that it encourages researchers, learning facilitators and practitioners of the learning organization to engage with processes of power without neglecting other important organizational and environmental issues.

Keywords

Acknowledgements

The authors are grateful to Veronica McKay for her input, considering with us the transformative purpose of the 500 Schools Project as a whole. They are also grateful to Alison Fixsen for providing critical feedback on a draft manuscript.

Citation

Flood, R.L. and Romm, N.R.A. (2018), "A systemic approach to processes of power in learning organizations: Part II – triple loop learning and a facilitative intervention in the “500 schools project”", The Learning Organization, Vol. 25 No. 5, pp. 344-352. https://doi.org/10.1108/TLO-11-2017-0106

Publisher

:

Emerald Publishing Limited

Copyright © 2018, Emerald Publishing Limited

Related articles