Winfried Dressler wrote:
> "Doc" Holloway wrote:
>
> > "I use to train a lot of college graduates with no experience. They were
> energetic, idealistic and ready to conquer the world. They just didn't
> know how to interact appropriately (most of the time) and didn't know "the
> ropes." Much of that experience is still needed, despite the changing
> times. "
>
> Very interesting, Doc. With respect to appropriate interaction, I still
> often feel like a young college graduate. Can you please share some
> outline of the curriculum of your training or good sources to learn about
> "the ropes"?
Thanks, Winnfried.
In the hierarchical, encultured organization where I spent much of my
adult life (the US military), appropriate interaction is built into
tradition, law, protocol and expectations (mental models) reflecting the
overall culture. Much of the foundation for these are hundreds of years
old--and while they have undergone change are still, essentially and
fundamentally unchanged.
So here's my rope learning curriculum (being transcribed for the first
time anywhere). The order is not particularly important--they all need to
occur, more or less, simultaneously:
First rule of interaction--know the basic and technical aspects of the
tasks and functions over which you are responsible. Many of these are
organizationally-specific. Before the newby starts changing them (a
pretty common first impulse in my experience), get her or him to
understand organizational reality--and have a vision grounded therein.
Second rule of interaction--remember that you are a leader and role model.
Every behavior is significant, especially during the first few months, and
most critically--the behavior which is inappropriate or substandard. So
what's inappropriate? Lying, cheating, absenteeism, tardiness, laziness,
inability to perform to standards, passiveness, lack of decorum, lack of
discipline, deportment or behavior that is otherwise inacceptable.
Third rule--know the people and politics. What are the characters of
those you're serving under? How about your subordinates--who are they?
This becomes especially important in an organization where critical
decisions rely on answers to these questions. There's a continuous
testing of individual and team ability and capability--but there's also an
imperative in knowing the personal circumstances, motivations, desires and
vision of those with whom you serve.
Well, Winnfried--it's not as elegant a response as you deserve--but as
best as I can deliver within the context that it was learned.
However, I'll offer the following outline which parallels my experience--
Organizational functions include (referring back to Capra and Wheatley's
work being discussed in a different thread): pattern, structure and
process. These "key criteria of living systems" exist in organizations
also. Learning the ropes involves contextual learning of these three
components. Some of the work I'm doing now involves integrating skills
from the 5 disciplines with these systems components. Team learning must
involve integrating new members into the team. Inculcating team culture
(communicating values, beliefs, mental models, etc) plays a major role in
that successful integration--of the team with the new individual and of
the new individual with the team.
regards,
Doc
-- Richard C. "Doc" Holloway Thresholds--Human Development and Networking for Learning Organizations Visit my website at <http://www.thresholds.com/> Please note my new e-mail address--<mailto:learnshops@thresholds.com>" In the beginning the Universe was created. This has made a lot of people very angry and been widely regarded as a bad move."
Learning-org -- An Internet Dialog on Learning Organizations For info: <rkarash@karash.com> -or- <http://world.std.com/~lo/>