Replying to LO23822 --
Greetings,
I'm responding to Robert Bacal's comments:
>Quick comment. Sometimes I wonder whether something like situational
>leadership applies here, and trying to be realistic. I wonder if a more
>directive, guiding function may be necessary for some stages of developing
>an early learning org, despite the fact it is contradictory or
>paradoxical.
Since in practical application, Situational Leadership presents an
inconsistent approach to leadership--from the perspective of both the
leader and the follower--I'm wondering how one would apply the concept to
cultivation of a learning organization. Does the one who wants to create
the learning org apply structure and apply variances in opportunity for
learning based on the learning readiness variations of potential learners?
Or does one want to use a normative approach (as opposed to a contingency
model) that suggests that the learner is the best resource for ownership
of his/her own learning? I prefer the latter.
As one who has seen the problems associated with theory interpretation
both by the "followers" and the "leaders" in this model, the inconsistency
of approach, use of power and lack of dialogue that usually accompanies
the application of structure and guidance to those deemed at lower
readiness levels have the potential for creating a non-learning
environment.
I believe you are right in your assessment that the model can be both
contradictory and paradoxical!
Warm regards,
Sandy
--"Sandy Wells" <sjwells@earthlink.net>
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