System learning may seem too vague to some, especially if they are used to institutional learning. System learning considers all components of an organization as one instead of looking at each on an individual basis. Because departments are interrelated and each depends on the other for the success of an entire business, system learning should be encouraged. Managers must move away from the old and rigid ways of institutional thinking and think along the lines of proactivity. It is no longer acceptable to follow the status quo and hope for the best. Systems learning requires taking initiative and personal responsibility. By taking initiative and responsibility, we have the power to make a change (Covey, 2004). This is the path that managers and potential managers want to take. Moving from institutional learning to systems learning can bring fresh ideas to the table which is beneficial to all parties involved.
In order for a manager to transform an organization from institutional learning to systems learning, the manager must first be open fully to the concept of systems learning....
It should be understood and expected that the manager will be met with a certain degree of resistance because the sheer nature of people is to cling to what they are used to and what they know best. To make the transition from one method of learning to another, the manager must be patient and realize that change is a slow process and one that does not happen overnight. Leading by example is a good way to make the transition a smooth one. By showing employees examples of the advantages of systems learning over institutional learning should help to win the organization over as a whole and reinforce the fact that even though the organization may be made up of several different groups, they all must work together cohesively to ensure success.
References
Covey, S.R. (2004). Be Proactive. The 7 habits of highly effective people: Restoring the character ethic ([Rev. ed., pp. 65-94). New York: Free Press.
Hammond, N. (2009). Institutional research and the student learning experience. Some reflections on the work of the Higher Education Academy. Perspectives, 13(3), 80-83.
