Hi Lisa,
I am preoccupied with your statement, “I think self-searching and transformation are foundational to our collective “recovery” and shift to a real ethic of Partnership.” I scour Morgan’s Metaphors of Organization to locate structures that support self-searching and transformation. The fruitage of my “inspired groping” is as follows.
Patterson observes that the thrall or slave was:
– “a dominated thing,
– an animated instrument,
-a body with natural movements, but without its own reason, -an existence entirely absorbed in another” [the Master].
Morgan’s Metaphors of Organization are replete with domination and thralldom:
Employee is absorbed in the aims of the Employer
Employee is a “dominated thing”
Employee is an “instrument”
Employee is without “reason”
Morgan’s Metaphors of Organization
*Machine [Managers (only) should think, managed should “do” as they’re told]
*Organism [Managers can manipulate the body]
*Brain [Managers should manipulate the mind]
*Culture [Managers can manipulate the mind to create social reality]
*Political System [Managers should control every interaction]
*Psychic Prison [Managers who understand the mind can manipulate the mind]
*Flux and Transformation [Managers can increase control by mastering new concepts]
*Instrument of Domination [Managers should dominate and exploit]
Until now, Lisa, I have proceeded on the premise that the Brain Metaphor held the most potential for self-searching and transformation. Dr. Tara Fenwick’s critical optic disturbs my position. Even within the Learning Organization I find ample evidence of thralldom (disposition to dominate; propensity to submit).
Though ostensibly egalitarian, the Learning Organization tends to be essentially authoritarian, according to Dr Fenwick. Within the Learning Organization the employee’s existence is entirely absorbed in the organization.
Fenwick observes that:
• Valuable knowledge is defined according to competencies that benefit the organization
• The dominant role of managers: the individual workers’ perspectives and agendas and visions appear not pertinent except insofar as these serve the organization
• A subordinate role is accorded to employees as undifferentiated learners-in-deficit
• “learning” is technical, instrumental
• employees’ minds are expected to remain colonized and loyal to the imperial presence of their employing organization. Critical scrutiny is deflected away from the power structures and the learning organization ideology itself, and focused on the individual.
• The voice of the learning organization sculptors is not self-critical. The agenda and vision of the leader or educational agent is bracketed out, obscuring the partiality and positionality of the voices calling for continuous learning and learning organizations.
“The organizational perspective is status-quo oriented and self-serving: it can’t conceive its own death or life after its death. Workers’ learning is to be innovative and critically reflective so long as the outcomes ensure the survival, indeed the prosperity, productivity and competitive advantage of, the employing organization.
Learning that threatens the existence of the organization, such as liberated workers finding ecological and communicatively nurturing ways to achieve their purposes that begin with dismantling the organization, are not possible from the organization’s perspective.”
“Meanwhile the focus is on changing the individuals to become the kinds of workers corporations demand. From the organization’s perspective the “continuously learning” individual is in perpetual deficit, harnessed to…the “powerful engines” of the economy and struggling to “keep up.” An ideology of “constant improvement” tends to create a competitive track where the racing dogs never reach the mechanical rabbit.”
(I thought you might enjoy the racing dogs metaphor!). My question, Lisa, is What kind of organizational structure-if any-would be conducive to self-searching and transformation?
Carman
Reference
Limits of the Learning Organization: A Critical Look
Tara J. Fenwick, Asst. Professor
Department of Educational Policy Studies
University of Alberta, Edmonton, Alberta, CANADA T6G 2G5
tara.fenwick@ualberta.ca
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