The Learnership Practitioner
Learnership is based on five foundational reasoning competencies. These competencies represent different aspects of how individuals have come to understand and focus on themselves, their social organization, their physical environment, and the situational factors that influence their lives and that of others. Most often, people are not purposely cognizant of the thinking, learning, and resulting behavior that has become both programmatic and predictable about themselves. However, once aware of the choices that are available, and the relative priority and utility of the competencies that have proven to be associated with better thinking and decision making, most people attempt to acquire and apply these skills:
-- System Thinking (ST) A system perspective on social matters that illustrates the interdependency and mutual support among the personal, organizational, and community subsystems within which we learn, develop, and strive for success. The system thinking competency helps us develop a broader, more integrated outlook, and to expand the contextual environment of our thoughts and decisions. The use of system thinking inspires us to be integrative thinkers and discover opportunities to synthesize our learning for better understanding. Systems Thinking (ST) and Pattern Recognition (PR) combine to assure more effective Situational Learning (SL).
-- Pattern Recognition (PR) By definition, a pattern can be an archetype, a model, an ideal worthy of imitation, a representative sample of some thing, or a composite of traits or features characteristic of individuals. All biological life forms maintain and exhibit patterns of activity; and, the social development of humankind is inextricably anchored to our thought processes as revealed in our behavior. The cultural expectations, documented methodologies, and established practices that form our human experience and interpersonal and organizational relationships are the artifacts of inherited tendencies and learned values, beliefs, and experiences previously programmed into our computer-like minds. The pattern recognition competency focuses on our ability to recognize those preprogrammed aspects of ourselves and others, and on the need for us to better manage our reasoning based on the why and how we think, learn, know, lead, and pursue certain objectives in all our societal endeavors. Pattern Recognition (PR) combines with Systems Thinking (ST) to ensure more effective Situational Learning (SL).
-- Situational Learning (SL) A major life activity is dealing with the wide variety of situations we encounter on a daily basis. Some situations are routine and need little attention while at the other end of the continuum they may be significantly life and/or career threatening. What is important to understand is that every situation we encounter requires some amount of information gathering and analysis followed by decision making and action. And, every situation is a potential learning opportunity. The situational learning competency is a significant element in human capital development and in becoming a learnership practitioner which makes it a foundational anchor in the practice of learnership. Situational Learning (SL) benefits from the support provided by Systems Thinking (ST) and Pattern Recognition (PR) – and, it is an essential foundation for the practice of Knowledge Management (KM).
-- Knowledge Management (KM) Human development can only proceed as far as our combined knowledge will allow. Whether we view ourselves as individuals, organizations or communities, we are both empowered and constrained by our current knowledge, and our willingness and ability to acquire additional knowledge. Contemporary studies and writings indicate that knowledge may be systematically created, managed and used to enhance human development and to produce the products and services we need and desire. The knowledge management competency is the core element in becoming a learnership practitioner. It is the knowledge repository for situational learning artifacts, and in turn, it is the storehouse for the tacit and explicit knowledge used by adaptive leaders in advancing personal and social initiatives. Knowledge Management (KM) is enabled by Situational Learning (SL) which itself is supported by Systems Thinking (ST) and Pattern Recognition (PR).
-- Adaptive Leadership (AL) No amount of knowledge has practical value until it is applied to human needs or concerns. Someone needs to articulate what is known, show relevancy to the situation or challenge at hand, and propose a course of action that can create a meaningful result. It is the work of leaders to craft visions and futures that inspire others to accept change and become participants in the journey forward. The adaptive leadership competency is another foundational anchor in the learnership discipline because it moves knowledge into action. Theory is turned into practice, and practice leads to meaningful accomplishment for individuals and social organizations. Adaptive Leading (AL) applies Knowledge Management (KM) which has been enabled by Situational Learning (SL) which is supported by Systems Thinking (ST) and Pattern Recognition (PR).
Learnership builds upon the social systems framework within which all human growth and development depends. Since the dawning of the human species people have had to communicate, coordinate, and collaborate with one another in order to secure their own survival and that of their families. Human history indicates that more interdependent arrangements and increasingly complex relationships were created as the evolutionary process of human development proceeded through the centuries.
Learning and knowledge leading to human development has been organized in many ways over the ages. During the 20th century a useful typology emerged that categorized knowledge into six general types or spheres. These knowledge spheres are defined in Learnership in a manner that respects the uniqueness of each sphere while emphasizing the integrative context we all must embrace as we go about our business of life.
-- Technological Knowledge Sphere – The technological knowledge sphere concerns the application of scientific methods and tools to societal activities. Emphasis here is on the study, development, and application of scientific methods and materials to achieve societal objectives. Major focus is on biotechnology, information technology, and materials technology.
-- Geographical Knowledge Sphere – The geographical knowledge sphere concerns the preservation of geographical, physical and continental regions of the entire earth. Emphasis is on international issues and relationships concerning nation-states’ territorial boundaries and conflicts, population and immigration challenges, and property ownership and resource rights.
-- Political Knowledge Sphere – The political knowledge sphere deals with the study, structure, or affairs of government, politics, or the state. Focus is on citizenship, governance, foreign policy, political and cultural choices, and national defense.
-- Economic Knowledge Sphere – The economic knowledge sphere concerns the production, development and management of income and wealth. Focus is on the production and distribution of goods and services. Primary emphasis is on business management, financial management, and social systems economic development.
-- Social Knowledge Sphere – The social knowledge sphere addresses the associations and living arrangements among individuals and groups in society. Focus is on the social activity dynamics among individuals, organizations and institutions. Major emphasis is on education, learning, culture, human relations, and interpersonal communication and media.
-- Ecological Knowledge Sphere – The ecological knowledge sphere concerns the relationships between organisms, their environments and the goal of sustainable habitats. Emphasis is on the life processes and characteristic phenomena of living organisms. Focus is on bio-system management, energy production, population and demographics, and the availability of food and health services.
Social Systems Development
Learnership is a lifelong learning and development process through which people are able to pursue progress and achieve success in terms of their relevant personal, organizational, community, and societal domains of social activity and interpersonal relations. A social system framework is the most convenient and best understood approach for establishing interpersonal concepts and suggesting cause and effect relationships.
-- Personal Systems Development (PSD) PSD, also depicted as Personal Knowledge Management P(KM), is social synthesis at the micro-cognitive level, and is the starting point for managing the quality of our individual lives. Priority at this level is focused on continuous improvement of our health, character and ability. The universal goal selected for individuals is self-fulfillment, and the key role to be played is that of fellowship. Learning, knowing, and leading inform and activate PSD.
-- Organizational Systems Development (OSD) OSD, also depicted as Organizational Knowledge Management O(KM), is social synthesis at the macro-cognitive level, and uses recognized benchmarks for achieving highly efficient and effective organizational performance. The organizational elements selected for intense management focus are the organization’s direction, operations and performance. The universal goal selected for organizations is high performance, and the key role to be played is leadership. Learning, knowing, and leading inform and activate OSD.
-- Community Systems Development (CSD) CSD, also depicted as Community Knowledge Management C(KM), is social synthesis at the mega-cognitive level, and is conceived as the pathway for experiencing a rewarding community life. The community elements under development at this level are the institutions of government, education and business. The universal goal selected for communities is the common good, and the key role to be played is citizenship. Learning, knowing, and leading inform and activate CSD.
-- Societal Systems Development (SSD) SSD, also depicted as Societal Knowledge Management S(KM), is social synthesis at the meta-cognitive level, and consists of fully integrated reasoning and development across all four levels of social synthesis. SSD strives to capture the spirit of John Sullivan’s To Come to Life More Fully (1990), and suggests milestones for our timeless journey towards holistic personhood. The universal goal selected for the societal level is human enlightenment, and the key role to be played is statesmanship. Learning, knowing, and leading inform and activate SSD.
Learnership as a philosophy for successful living and working proposes a meta-system thinking pattern in which individuals pursue self-fulfillment, organizations seek high performance, communities focus on the common good, and societies aspire toward human enlightenment – a holistic, integrated, comprehensive, goal-seeking worldview. And to set the context for those achievements, six sets of ideals have been selected from the thoughts and writings of earlier sages and philosophers – the habits of mind that encourage our learning, leading, and being: striving to experience (1) justice and equality, (2) truth and honesty; (3) responsibility and trust; (4) freedom and democracy; (5) beauty and goodness; and (6) love and happiness. The summary level definitions used in this book for these goals and ideals are:
Universal Goals (Human Aspiration)
-- Self-Fulfillment – Achieving one’s foremost purpose; obtaining major needs, wants and desires; maximizing advancement potential in the cognitive, affective and psychomotor aspects of ourselves; attaining positive recognition.
-- High Performance – Achieving the organization’s greatest efficiency and effectiveness; business and/or mission accomplishment; satisfying constituents, customers, workers and owners.
-- Common Good – Achieving community institutional synthesis and consensus; satisfying community members’ service expectations; providing opportunities for meaningful citizenship.
-- Human Enlightenment – Adding to the human capacity for fact-based learning and emotional maturity; improving worldwide thinking, learning, knowing and action; raising the standards of human conduct.
Universal Ideals (Human Aspiration)
-- Truth & Honesty – Conforming to facts; displaying integrity and sincerity.
-- Beauty & Goodness – A quality that delights the senses; being positive and desirable in nature.
-- Freedom & Democracy – Not bound or constrained; government by the people, and majority rule.
-- Justice & Equality – Due reward and punishment; fair treatment and value.
-- Love & Happiness – Deep affection and concern; receiving enjoyment and pleasure.
-- Responsibility & Trust – Having personal accountability; reliance on the integrity and ability of a person or thing.