We propose that there are four levels of leaning.

Each level recognises that improvement is a cyclical process where we do a task, consider the results, think of better ways and then try again. This is the classical scientific method and is more commonly known as the PDSA cycle. (see ISO 9000)

But there are limits. From a particular approach or mindset we secure initial gains and then improvement tends to level off. For further improvement we must look elsewhere, secure a step change in our thinking. We need to move up a level. The most famous quotation in this context comes from Albert Einstein

"No problem can be solved from the same consciousness that created it. We must see the world anew."

The four levels of learning/improvement proposed are:

1. The Learning of the Individual within a Process - increasing skill and competence of the individual
2. Process Improvement - addressing the method or procedure
3. System Design - consideration of the holistic system or environment of the work.
4. Concepts, Culture, Values and Aim - The basic theoretical assumptions that underpin the organisation.

These four levels are interdependent. The high level considerations of culture determine the systems which determine the processes which influence the scope for individual learning. And, of course, each element influences the others - learning is holistic.

To explain the above four headings let us use the example of "flat-pack" furniture that we assemble at home.

1. Individual Learning - The first time we assemble the furniture is takes us time but with each unit we soon become familiar with the process and acquire the necessary skill. And once we have acquired that skill our scope for learning levels off.
2. Process Improvement - With each pack is a set of instructions or method. Further improvement would come from the redesign of this method or process. Something the manufacturers have in fact been doing over the years.
3. System or Environment - The system that underpins the sale of "flat-pack" furniture is the connecting pins and fixtures that will pull the parts of the unit together. We would also recognise the system where furniture bought in this fashion can be provided a lot cheaper, plus the market environment where the general public is mobile and can travel to "out of town" retailers and pick up the "flat-pack" furniture.
4. Concept - There was a paradigm shift away from the traditional concepts of the manufacture and distribution of standard pieces of furniture.

The fundamental message from the above example is that individual skill plays a very small part in the transformation and continued improvement in this market. The vast majority of the change came from the concept, from the system or environment that was ready for the paradigm shift and from the process design. These are organisational learning issues as separate from individual learning.

The paradox is that while people are involved in and have a leadership role in the above change process, the vast majority of us are in a reactive mode.

Let us now view the organisation in the context of the above four levels of change. But this time let us start with Concepts or Theory. It is from these foundations that the whole evolves.

And please bear with us as we start to open up new concepts and new terms.

4. Culture, Theories, Aim, Values, Concepts: - Here we are recognising that we live in a complex world that is very different from the simplistic cause and effect paradigm of the past. There is:

• X and Y theory - the classic comparison by McGregor between organisations that see the need to control and direct their workforce as against those who wish to enable the responsibility and creativity of staff
• Variation, complexity, and chaos theory.
• Systems Thinking - where it is recognised that the design of the system governs the nature of the outcome. Considering individuals are accountable is seen to be inappropriate.
• Intrinsic Motivation - Recognising and developing the intrinsic motivation of the individual to have pride in their work. Conversely the damage done by reliance on extrinsic motivators.
• etc

This is a complex area that requires considerable thought and research. It is however the very foundation of our organisational thinking.

3. Systems: The systems and environment evolve out of the above culture and theories of society and organisations. For example within organisations:

• From traditional X theory thinking - "direct and control" we see hierarchical systems of supervision and control. From Y theory thinking the organisation would have flatter structures with a far greater emphasis on across function communication
• If there is no understanding of variation and complexity then organisations will present data in tabulated form without the means of differentiating between expected and unexpected variation
• If there is little appreciation of Systems Thinking the ISO 9000 quality standard will be used as compliance tool.
• If the company believe in competition rather than co-operation then their relationship with their suppliers will be at arms length through the tendering process.

Systems can be dynamic - growing or decaying. There is also the consideration of delay. A decision today might only be felt 2/3 years down the line. Peter Senge'e system archetypes can be used to gain an understanding of dynamic systems.

2. Procedures: We are coming down to the detailed methods by which each element of the work is done. In this area we are using written procedures and deployment flowmaps. It is in this area that standards such as ISO 9000 2000 come into their own.

1. Learning of Individual within the Process: The development of individuals. Continually enhancing their education, competence and skills. The lifelong learning of the individual. The application of the learning is constrained by the work situation.

If organisations wish to achieve a quantum leap forward in their performance then it is in the areas of culture, systems, and procedures that will secure the greatest return. These areas would be deemed to lie within the remit of organisational learning .

The scope for progress from individual learning is limited - by the constraints of the holistic environment.