Banos Ecuador Travel Guide by Eran Sofer

After spending two weeks in Banos I think I am able to recommend some activities to do and places to see. Here is a short list that I think will be helpful to the newcomer.

Accommodation
In the town we stayed in a place called Plantas Y Blanco. The owner of the hostel Carlos is a reflection of the staff and the excellent service that u will b able to find there. In addition to clean rooms, hot showers, quick laundry service and free internet access, u can get a great breakfast on a terrace that has views of the whole town and is located only 7 minutes walk from the hot springs.
As a compensation for not being able to fit Tahiti into out trip because of flight companies regulations, we went to a spa resort called http://www.lunaruntun.com/ for four days. There we had amazing views of Banos and the whole valley from above while sitting in hot mineral baths.

Food
Café Hood - excellent food, you have to try the Arabic lamb, Leah says it was amazing. I loved the Plato Hindu.
Casa Hood - very nice atmosphere, excellent apple pie and a lot of oil in the rest.

Rafting – that is one of the highlights of my trip so far. We had an excellent experience with www.rainforestur.com.ec, the guide Tito was very professional and was able to lead the raft like a king. Everything was organised smoothly including an excellent lunch.

Cycling – we hired bicycles for a day for 5 dollars. We had a great day trip along the route from Banos to Puyo. The ride starts at Banos along the main road and then splits off to a small side road along water falls inside a valley with some very nice views (one warning to travellers there is one tunnel that u need to go through in one part of the route which is shared with general traffic, unfortunately this tunnel is not lit up, so it is recommended to bring a torch with u). At one point u can go on a cable car that crosses the valley. The actual experience is pretty scary and very pretty. The car is an open basket which is run by engine at one end. Before departing u can actually see the open engine in front of u while the static driver is manuvering the basket from one side to another! We finished our trip at a place called Rio Verde. We had a small walk down hill where we have found unbelievable scenery. A big waterfall drops some 30 meters between two green foresty hills, on both sides of the hill next to the waterfall are two restaurants. On arrival we did not know a thing about any of them, but the first one tried to charge us for looking at the water fall. Which sounded really stupid, because we could see that if we continue to walk for another 20 meters we would have an excellent view from the bridge. So we did that and from there we saw the other restaurant that had an amazing setting. Offering great food, wonderful waterfall view and the best part it is owned by an Israeli family! It is called El Otro Lado (The Other Side). Currently the family is not there, but they bought the land from a local about 12 years ago and they lived there for 8 years and now they are living in Israel. Except the restaurant they offer accommodation in the same area (For more info on the bicycle route look in http://www.thebestofecuador.com/smiguel.htm and http://www.vivatravelguides.com/south-america/ecuador/andean-highlands/central-highlands/banos/around-banos-rio-verde/ )

Jungle trip
We had a very bad experience with an agency called Rainbow in Banos. This agency is recommended by http://www.lonelyplanet.com/ because the owner, a native guy called Shakay, is suppose to take u to his tribe´s reserve close to Macas while giving half of the money u pay for the trip to the community, and u have a good chance to live with them and get to know their culture better.
Unfortunately we were very disappointed with Rainbow, Shakay and http://www.lonelyplanet.com/´s guidance. We agreed on a trip for 4 days trip with an English speaking guide and among other things a taxi from Banos to Puyo at 1am. The taxi was never booked by Shakay because ¨the costs were too high¨. Shakay claimed that the ride would cost $50 us (later we checked the price with different taxi drivers and they all said its only $25 US). So instead of a taxi we had to wait in the freezing cold for a public bus. After waiting for one and half hours we said to Shakay that if the bus does not arrive in half an hour we are going back to our Hostal. At three Shakay disappeared to avoid the dead line and left us by ourselves with the entire luggage. After another 15 minutes the bus arrived and Shakay came back to load the luggage. On arrival to Puyo, after an hour and half on the bus, we were told by Shakay that the English speaking guide´s wife was bitten by a snake and could not come. Instead there was another guide that speaks only Spanish. Then and there we felt we could not trust him any more. The story with the taxi, the disappearance while waiting for the bus and the snake story were a bit too much. We demanded to return to Bnaos and a full refund. We did return but getting back the money was a very long experience which took us five days. We had help from www.rainforestur.com.ec , the owner Santiago gave us excellent advice and Carlos from Plantas Y Blanco went with us to launch a complain in the Tourist Police (which is an amazing thing that they have in all Ecuador, if u have any problem with any tourist agency the tourist police are the people to talk with).

Banos; Spanish, Garlic, Fortune tellers and Hot springs

We have been in Banos for more then a week now. Actually last night (24.07) we celebrated our one week anniversary in Banos, as u do when u r travelling. I had a few thoughts that I wanted to share with u while trying to reflect as hard as I could. But I´ve got only a few left as happens when trying hard (forcing) something, it usually wont work. I always use the soap metaphor to describe this situation: while holding a wet soap in u´r hand, if u try to hold it tight the soap will slip, but if u just let it rest on it, it will not move anywhere. I believe it´s the same for most things in life; if you try to meditate to relax very hard, it will never work, probably the opposite, u will feel more frustrated. U can try it with any experience that u have in life (warning: not for kids under the age of 3).

So yes I had a few thoughts and experiences that I wanted to share with you. One of them is that you can´t reflect when u want to. The others were about our activities and the book that I¨m currently reading.

We went twice since being here to the hot springs that were very crowded. My usual drill was to switch from very hot to very cold water, which was a lot of fun. But I think that gave me a small cold which I have managed to cure with the help of the owner of the restaurant called ¨La Bella Italia¨. As soon as we sat down in the restaurant, she felt that I have a cold and offered to prepare me a tea with ginger and garlic. Very soon after drinking it I felt much better (I went there another three times only for the tea).

On Saturday (21.07) we did a five hour trek around Banos. The trek was pretty hard because the way up was very steep but we managed to break it really well in a beautiful resort that was on our way. In their restaurant they served a really nice chocolate crepe that we could not resist. Hopefully in the near future we will go there for a relaxation day.

On Monday (23.07) we hired a quad for four hours. The experience was not as good as I expected. After riding for a few minutes on the asphalt I felt like it´s not the experience that I was looking for. The main mistake that we made was to hire one quad for both of us. That made manoeuvring the quad very hard, especially moving the wheel. Riding on the asphalt felt like you are riding on a blender. Leah with great instincts managed to get us off the main road onto a beautiful dirt road that led us to a valley with stunning views and excellent look outs.

On the morning of the same day we started learning Spanish in a school called Banos Spanish Centre. I have a private teacher called Rina and the cost for one hour is $5 which I think is a good deal. The first thing that came into my mind while studying was ¨why?¨ or ¨porque?¨ Why am I doing this to myself? The first thing I do after studying intensively for the last 2.5 years, which included one year of English study, on my holiday is to go and learn a new language. I guess the explanation for that is that in this stage of my trip I am learning. I am having the experience in the way that is most familiar to me. Looking at other travellers I can´t see many that sit all day and read books and study Spanish. Most of them are in the deep jungle chasing anacondas and other crazy things. I guess my time to do those activities will come.

Talking about books I have to tell u about the book that I´m reading now. It´s called “A fortune teller told me” and it was written by Tiziano Terzani. The author was told by a fortune teller that he would die during 1993 if he flew on a plane. He decided not to fly and describes his travels around the world as a journalist for one year overland and sea. While travelling he meets the local fortune teller of every place he visits and asks them to read his fortune.

So far, from this book I´ve got two main messages. First, never go to a fortune teller. Second, eat a lot of garlic. According to Terzani in many cases that the fortune tellers were wrong, their advice was devastating to the recipient, causing them a lot of grief, and personal damage. I personally believe that going to a fortune teller is a mistake. While knowing the future (if it´s true) you miss the point of living. Life is all about the present. If you live according to the fortune teller´s advice you are constantly chasing your tail. I think that the challenges that come in life ARE life. And about the garlic, as my dad says, eat a lot of garlic and you will prosper. This is the same idea all the fortune tellers told Terzani. So because my dad is smart and his advice correlates with the fortune tellers´, I will try and eat as much garlic as I can.

Why Banos?

We made it to our trip, yes!
Finally we arrived in a touristy town and yes I am not afraid to say it but I love these kind of towns. U have it all in one place: good restaurants, treks, hot springs, mountain bikes, motorcycles, traktorinim and more.
Leave me out of the idea of going to places that are off the beaten track - that might come later. Now I need convenience, I want to meet other travellers, sleep in, and want things to be easy. Later, maybe, hopefully, we will challenge ourselves with remote villages (as long as we can come back at night for a good sleep, I’m only joking) meet locals and all the rest.
It might sound a bit selfish, but I think that first we need to relax and adjust then explore.
Anyhow, we arrived yesterday (17.07.07 Tuesday) to a place called Banos (pronounced Banyos), south of Quito. It’s a beautiful town surrounded by green volcanic mountains (some are still active)… very nice. We are staying at Planta y Blanco, a very nice hostel, that seems to have all the necessary services for travellers in one place: free internet, tv, steam baths, nice cafeteria on a roof terrace and heaps of travellers, ¨be-kistoor¨ (= to make the story short in hebrew) the place to be.
Today we went for a short walk around the town and while exploring the neighbourhood we went to a Spanish school (we might start study Spanish on Monday) and to the nearby river (from which we had beautiful view of the town and the whole area). I had my fist massage today ! in the afternoon which was good, hopefully tomorrow we will go to the hot springs. Adios amigos, Eran Sofer

It is Otavalo

Quito was too old.
We stayed in the old part of Quito (hotel san Francisco de Quito) wednesday,11.07, till Friday, 13.07.07. Basically the city has two main attractions, the first is the churches the second is armed guards. The city is the capital of Ecuador and it is full with armed guards who are everywhere, seriously, every shop and I mean every shop has a guard and depending on what’s in the shop that’s how heavy the guard is equipped. On top of the guards there is something like 6 different government forces, army, police etc. in one way u feel safe on the other way u think why do they need to have so many guards, is it so bad, is it worse than Jerusalem, cant b. the explanation that we got from our host in Otavalo is that the government wants to keep the criminals off the streets by giving them jobs as security people.
The other link to Jerusalem and to my neighborhood in Tel Aviv (synagogues on every corner) is the high concentration of churches, I mean very high! Every second building is a church, at some point u start thinking that it all really happened, I mean after seeing so many pictures of Jesus being crucified and then being taken off the cross…u think wow… that must b true (that’s reminds of this hilarious shuttle bus driver that came to pick us from the hotel in Auckland, every second sentence he said "True?" he just killed me) u just surrounded by that reality and u start believing in it.
On Friday morning I was pretty much exhausted and the jet leg plus the high altitude, 1850 m, made me sick.
After almost three days in Quito we took a taxi on Friday noon to Otavalo, where we are now. We did the trip together with Leah’s parents and got ourselves excellent accommodation at Ali Shunga. We got a very nice flat for all of us which we shared until today in the after noon.
Otavalo is about two hours from Quito and its know for its extensive Saturday market. As good shoppers we woke up early, 06.15 am, and started our tour at the animal market, then moved to the craft part, fruit and vegetable and finished in the craft. I telling u its hard to shop for ten hours in a row, u get tired from bargaining the whole day. I enjoy bargaining but this one was not easy. I think the most interesting part was the animal market where farmers bring their animals to trade for other animals and money. The market itself is in a mud field with different sections, pigs, cows, sheep etc. The most problematic animals were the pigs, they did not want to move, I mean they were not happy being sold. So some of them did all they could to stay put, including trying to escape, screaming and leaning forward while bending their feet.
Any way now one can understand why Jews don’t eat ham, the trade is too hard.
On Sunday, 16.07.07, we went on a lovely trek, called Cuicocha laguna. We were only suppose to do some of it because of my and Felicity’s altitude issues but eventually we did all of it in a record time of five hours. The recommended time was five including another hour walk along the road which we managed to skip by our great taxi driver Wilson and Sidney’s talent in catching a lift all the way to the meeting point with the taxi. The trek itself goes around the laguna which is centered by two small islands in the middle. It was definately worth the effort, beautiful scenery.
Any way, have to go to bed, update soon Eran Sofer

The old city Quito

Jul 12, 2007

so yes we made it to quito, after a very long week we finally arrived
i must say that i feel exhausted but i am sure that after a few hours of sleep my body will go back to normal.

we had three weeks to pack our flat move out and pack our luggage to the trip. unfortunately we only started packing a day before the "movers" (alon hatotach and gary) were suppose to come. we were very busy socialising and saying goodbye to our friends in melbourne and we did not specially want to pack ourselves and move out. so we left most of the packing till the last minute.

this terrible behaviour did not leave us much room for mistakes, which led us to a situation where we were packing and unpacking for few days after midnight and in the last few days we were awake until 3.30 every night and the night before the flight we did not have any sleep.

i alreay told u about the airport experince, boarding the plane at 2.30 pm instead of 11.00 am, waiting for a route approval on the plane for two hours only to fly through sydney and arrive in auckland at 11 pm.
and yes we did manage to get on the connecting flight between Auckland and Santiago, which we almost missed.

we are now in quito and i am writing to u from the tourist office which provides a free internet service.. only for that it was worth coming.

eran sofer

In New Zealand

hallo all,
we are currently in auckland in new zealand
waiting to c whether we will get seats on the flight to santiago
unfortunately our flight from melbourne was delayed from 11 am to 04 pm bwcause of the weather in melbourne, and then we were on the flight we were told that we are going to fly first to sydney because the crew had to be replaced.
so eventually instead of arriving to NZ at 02 pm and catching the next plane at 05.30 pm we got to auckland at 11 pm !
but qantas were really nice and they organised a 4 star hotel for us, so we had a good sleep from 03 am til 11.30 am went for a swim and sauna and now waiting to get a sit on the plane
speak soon, eran

Applying the metaphor of the Brain to organisations to identify appropriate strategies to enhance organisational learning

Applying the metaphor of the Brain to organisations to identify appropriate strategies to enhance organisational learning

Author Eran Sofer

April 2007

INTRODUCTION

Our lives are organised around organisations. According to Robert Presthus we are in an age of “organisational society”, where people’s lives are generally spent in one place performing the same set of activities as part of an organisation (Morgan 2006). Because of the dominant position organisations hold, we should strive to better understand how organisations function, focussing on how they can improve their learning to enhance their capabilities.

It is useful to analyse organisations through the “lens of differing metaphors”, which helps us “see and understand organisations in new ways”. (Thomas and Allen 2006). Applying different metaphors leads to different modes of understanding organisations, which in turn suggests different strategies and frames of action for enhancing organisations (Morgan, 2006). Collectively, applying metaphors provides a “richer basis for action” than simply relying on a single organisational perspective (Thomas and Allen 2006).

This paper applies the metaphor of the human brain to the organisation to explore organisational functionality and organisational learning. Using this metaphor, the double-loop learning method is examined, and it is argued that applying this method improves organisations’ ability to learn and function effectively. Research studies are also examined to review this hypothesis.

BACKGROUND

An organisation is a social arrangement between individuals and/or groups who pursue shared goals or have common bonds. The organisation structures relationships between its members, sets or controls their activities and performance. It exists as a separate entity, differentiated from the external environment (Wikipedia).

Stedman's Medical Dictionary defines the brain as the body’s central organ in the nervous system. It regulates and controls the body’s activities, by receiving and interpreting sensory impulses, and subsequently transmitting information and directions to the muscles and body in order to actuate an appropriate response to the sensory input received. The brain also accommodates human consciousness, thought, memory, and emotion.

There are many similarities between the functions of an organisation and of the brain, which make the application of the brain metaphor appropriate (Morgan 2006). An organisation’s functionality rests on its ability to process information and actuate responses. Like the brain, an organisation makes decisions using the information it gathers from its environment, and subsequently communicates the decision back to the arms of the organisation to enact it. Both the organisation and the brain need effective information-processing and decision-making systems.

ORGANISATIONAL LEARNING

When making and actuating decisions using the process outlined above, the brain uses memory and knowledge of past experiences. For example, as children we may have touched a hot saucepan and been painfully burnt. This memory of pain is entrenched as knowledge that we should avoid touching hot things. Accordingly, when asked to pick up a hot saucepan, we use our knowledge from our past experience, and decide to touch it with oven mitts.

Applying the brain metaphor, organisations will also function much better if they can learn from experience and retain and be able to apply this knowledge when making future decisions. Organisational Learning is the deliberate use of a learning process to constantly transform and improve the organisation (Dixon, 1999) in relation to its knowledge (Argyris and Schon, 1978, Senge, 1995). Firms develop into learning organisations when they are able to generate, incorporate, and apply knowledge (Thomas K. and Allen S. ,2006). This helps organisations develop their capacity to produce new products and services (Nevis et al., 1995), which is crucial to companies seeking to develop a competitive advantage (Bierly et al., 2000).

Organisations, like the brain, need systems that facilitate learning, in order to improve their performance. In today’s fast-paced environment, organisations need to be able to adapt and improve their abilities continually. But how is this best achieved? This paper focuses on double-loop learning (DLL), as a key learning method to achieve organisational learning.

DLL BACKGROUND: THEORY OF ACTION

In 1974 Schon and Argyris developed their “Theory of Action” regarding the difference between our actions and how we perceive them (Smith, 2001). Their premise is that humans are designing beings that they make, store and reacquire designs that enable them to perform in accordance with their governing values, and achieve their intentions (Argyris, 1995).

The Theory of Action identifies two opposing theories that guide our behaviour. Our “espoused theory”, is the set of beliefs and attitudes that we believe to be our core values, and that we espouse as guiding our behaviour. “Theories-in-use” are the beliefs and attitudes that individuals actually employ to design and implement their behaviour.

Argryis and Schon found that there is usually a significant deviation between individuals’ espoused theories and their theories-in-use. They sought to develop a technique for individuals to align their espoused theory with their theory-in-use. In effect, this means helping individuals to become aware of the actual principles (theories-in-use) that guide their behaviour. This is difficult, as they found that theories-in-use contain significant defence mechanisms to prevent the holder from recognising that their theories-in-use are different to their espoused theories. Once individuals become aware of their theories-in-use, they can begin the process of changing their theories-in-use to become aligned with their espoused theory. This level of awareness is necessary for effective double loop learning, as explained below.

SINGLE-LOOP LEARNING (SLL) – Incremental

Argyris and Schon described single-loop learning as seeking to correct problems through the lens of existing plans, values or beliefs, by improving the procedures an individual uses to achieve those goals and values. If our actions produce an unsatisfactory outcome, we change our actions to amend the outcome, as illustrated in the diagram below (Bast, 1999). Because the framework of goals and values itself is not examined or modified, individuals cannot recognise that the problems may actually be caused by flaws within their internal set of values or beliefs. Accordingly, although the problems can be corrected, the change is incremental, similar to changing a thermostat to control the room temperature (Argyris 1990). It is unlikely that meaningful learning can occur using this system. Similarly, an organisation may be able to fix errors after they happen using SLL. However, if it is unable to examine the underlying norms that led to the errors occurring, it is likely that problems will continue to appear as a consequence of the organisation’s systemic flaws.

DOUBLE-LOOP LEARNING (DLL) - Reframing

Double-loop learning integrates Argris and Schon’s theory of actions. Like examining the actual theory-in-use, the DLL process involves questioning the governing variables and the underlining assumptions that led to the faulty action occurring, and modifying them if necessary (Swieringa and Wierdsma, 1992), as set out in the illustration below (Bast, 1999). Individuals who are aware of their theories-in-use are much better equipped to carry out DLL (Smith, 2001).

The aim of DLL is to redesign our core patterns of thought and behaviour. This is achieved if, after performing the SLL process and correcting our error, we go one step further and ask what the recurring motives that caused our initial behaviour are. This goes hand-in-hand with identifying our theories-in-use, especially the defensive mechanisms that work as part of our theories-in-use to prevent us from becoming aware of them (Argyris, 1995). In redesigning the way we think and behave we can become less protective, more open, and gradually more aware. This is the point where individual change occurs. (Argyris 1990).

Argyris also applies the DLL process to organisations. For organisations to perform better, errors that occur should not simply be corrected, as occurs in SLL. Rather, the underlying structures in the organisation that led to the error occurring should be analysed. In this way, using the same process as described above, organisations can improve their goals, plans, values or beliefs, to improve their overall functionality. (Argyris 1990).

Triple-loop learning (TLL) - Transformational

In 1993 William Isaacs suggested that to facilitate effective organisational change, it is necessary to go beyond DLL, and introduced triple-loop learning (TLL), illustrated in the diagram below (Bast 1999). TLL is akin to “meta-learning”, investigating the context and nature of the learning process itself, and by extension, putting ourselves under the microscope. TLL involves considering why we think and act in the manner we do, and exploring underlying hidden patterns of thinking and acting that inform our frames of reference. Just as DLL goes one step further than SLL by asking us to examine the internal processes that led to the erroneous behaviour occurring, TLL goes one step further again, asking us to consider why those particular internal processes even exist, and whether there are other factors operating on a subconscious level to affect our behaviour. In an organisational context, TLL also involves examining core principles on which the organisation is set, and testing its mission, vision, market position and culture (Swieringa and Wierdsma, 1992).

Utilising TLL techniques increases our awareness, helping us gain more control over the factors that affect our behaviour, which ultimately helps us to achieve our goals. By observing our language, premises, opinions, responses, and mental models that influence the way we interact, we enhance our ability to create genuinely new modes of behaviour, habits of learning, and improve our understanding of how to interact with our environment. This helps us and our organisations achieve our goals more effectively, as we become able to identify and remove barriers to our goals. Isaacs defines the purpose of TLL as “to create a setting where conscious collective mindfulness can be maintained” (1993, p.31). By using TLL techniques, individuals can learn to think and act together ways that will benefit the organisation.

DO DOUBLE & TRIPLE LOOP LEARNING WORK IN PRACTICE?

Applying the brain metaphor to organisations in order to enhance organisational learning led to the arguments set out above that double and triple loop learning techniques should be used by organisations. But do these techniques work in practice? If so, what benefits to they provide to an organisation?

Blackman and Henderson (2001) argued that organisational knowledge systems are closed, and organisational learning can only occur incrementally, not through DLL. They referred to the observations made by Levitt and March (1988), who claimed that once organisations are set in a particular routine, it is very difficult to implement change. The routines tend to perpetuate themselves, making it difficult for employees to extend beyond the ideas and processes already in place. Blackman and Henderson also refer to Walsh and Ungson (1991), who argue that it is very difficult to erase organisational memory because it is a result of a repeated action (whether appropriate/effective or not), and once the outcome has been associated with the action, it is defined and fixed as a process within the organisation. Blackman and Henderson note the self-referential nature of learning processes as a barrier to learning: the organisation will decide what it considers it needs to know, predetermining the knowledge that employees will then seek, meaning that all knowledge entering the organisation is filtered.

Blackman and Henderson argue that because the routines, filters and self-referential systems are so deeply embedded in the organisation, DLL cannot function effectively. They believe that because employees have become so entrenched within the routines and self-referential systems of learning ingrained in the organisation, employees are unable to reach the second loop of the DLL process to meaningfully analyse the framework and systems that led to an error occurring. They compare an organisation’s knowledge system with a washing machine: In order for clothes to be really clean (which represents attaining new knowledge), all previous dirt (which represents experiences) must be removed. This means that, before a cleansing rinse commences, the dirty water has to be totally drained away. If even a small amount of the previous dirty water remains (representing the ingrained, limiting systems of learning), it will spread through and taint the entire rinse (making it impossible for fresh learning to occur).

As Blackman and Henderson do not support their arguments with their own empirical research, the validity of their findings may be limited. Further, their premise that learning systems within organisations are closed suggests that individuals are also closed. This contradicts our general understanding of individuals as able to learn. Although it is clear that DLL is difficult to achieve within an organisation, arguably, if the necessary frameworks and support are instituted, it can be achieved

Turner et al (2006) use a dance analogy to analyse narrative data and “theories-in-use” in their research. The “steps” represent the restrictions confining the employees to carry out their roles, or their “choreography”, akin to SLL. “Dance” is the fluidity and flexibility that allows employees to fully express themselves and learn freely, similar to DLL. Their research hypothesis was based on Argyris’ (1999) argument that an individual’s learning is hardly ever encouraged by organisation members, and when individuals are motivated, their learning remains within the boundaries of the choreography, or the individual’s set role. Turner et al also cite Field (1997), who argues that this occurs because if employees become empowered learners then managers will experience insecurity and a sense that the organisation is unstable and uncertain.

The research was conducted in a British public sector organisation with 2,800 employees, with a sample of 12 trainees. An initial internal attitude survey showed employees were willing to be involved in a change process in order to enhance their service and working performances. As a result, training and development were given a priority in budgeting in order to develop employees’ learning capabilities. Despite their demonstrated willingness to embrace change, the research results showed that participants were not able to move from SLL to DLL. All participants indicated that they were not able either to ask questions or to challenge existing assumptions in their workplace. If they did attempt to do so, they felt their position in their workplace was weakened. Juniors questioning traditional procedures were frightened and marked by managers as trouble makers. This enabled management to keep control over the way things were performed and minimise the opportunities for change. The research supported Garavan’s (1997) point, cited by Turner et al; when individuals are restricted within their roles, they only carry out SLL, and uncomfortable with challenging management, they were unable to engage in the deeper questioning process required for DLL.

To some extent, this study supports Blackman and Henderson’s conclusions that organisations are closed learning systems. However, the study also indicates that management needs to support and engage in DLL for it to be effective. Finally, as there were only 12 participants in the study, the validity of these findings may be limited.

In his research, Ronald K. Yeo (2006) found organisations members were able to engage in DLL, to achieve a positive outcome. He researched reflective-action learning, a process whereby individuals internalise experiences of errors in order to formulate new strategies to counteract these errors in the future, which he argues incorporates DLL learning. Yeo looked specifically at the question of whether utilising reflective-action learning techniques impacts on work and organisational performance. The study examined a Singaporean higher learning institute that was being gradually transformed into a learning organisation through the use of reflective-action learning groups (RALGs). RALGs were intended to provide a specific forum for staff (the members of the organisation) to analyse teaching and learning effectiveness in order to improve their skills in these areas. Yeo relied on the premise that people act to facilitate learning, or to produce an outcome (Argyris, 1993). There were 50 participants in the study, which was based on ethnographic observations conducted over three years, and interviews.

Through interviewing the organisational members Yeo found a close relationship between DLL and members’ learning and teaching abilities. He also found that members who shifted from SLL to DLL were able to take on more responsibility, and better respond to things around them. They were able to test potential ideas, and create possible scenarios to deal with possible or likely outcomes. Members became more confident in their interpersonal skills and more creative in problem-solving.

Unlike the previous researchers analysed, Yeo’s research suggests that DLL can be achieved within an organisation. Possibly as Yeo’s study was carried out with members of a learning organisation, the members may have been more open to DLL processes, as they are engaged in learning and teaching processes on a daily basis.

Yih-Tong and Scott (2005) investigated what kinds of barriers exist to prevent knowledge transmission across all learning ranks of an organisation. They used the Delphi method, (whereby surveys are sent to a pre-elected participants, and the replies summarised, without any face to face discussion) as an empirical tool. Fourteen subjects who had all been involved in DLL at some stage of their career were chosen from seven organisations. They all had different roles, and different levels of seniority. Participants were requested to reflect on learning barriers and their impact on transferring knowledge during their DLL experiences within individual, team and organisation contexts. It was found that the most significant barrier to knowledge transfer is individuals’ behaviour and perception about future consequences. Individuals seek to maintain the comfort zone they have created. Sharing knowledge is seen as changing the environment they operate in, which could reduce their economic well-being, social status and psychological comfort zone. To prevent this shake-up from happening, they act to prevent information transferring from individuals to the team, from the team to other members of the organisation, and from management to the team. Individuals’ fear of losing ownership over knowledge was the most significant barrier. This research emphasises the need for employees to be prepared to share knowledge in order to achieve DLL.

CONCLUSION

Perhaps the hardest thing for human beings is to change our behaviour. As Blackman and Henderson (2001) claim it is almost impossible to remove our natural defense mechanisms and embrace new practices and systems of learning, whether individually or in an organisational context. This does not mean change is impossible. Research has identified major factors blocking change, which include managers being afraid of challenges to their authority (Turner et al (2006)) and employees being afraid of losing their position as a result of sharing information and Yin-Tong and Scott (2005). These blockages do not imply that organisations must necessarily be closed learning systems. These barriers could be addressed through training programs, and by engaging managers in the change process. Yeo (2006) was able to show that when organisation members are trained in a culture of teaching, DLL can occur very successfully.

It is recommended that DLL is researched further to enhance our understanding of its processes and its possible flaws. In particular, the factors that have been demonstrated to block DLL should be examined.

Reference list

Argyris C. (1990), "Overcoming Organizational Defences: Facilitating Organizational Learning", Prentice Hall, 1990.

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