I wish to move beyond Argyris and Schön at this point by taking a more appreciative perspective—which is required for the Lens of Essence to be fully engaged. In a learning organization, we can learn not just from our mistakes but also from our successes. It is not enough to celebrate when we happen to get it right in spite of uncertainty. In addition to celebration, we must reflect on what has occurred that produced successful outcomes. In other words, we should “catch them [us] when they [we] are doing it right!” We need to spend time reflecting on what occurred and what we did that influenced the desirable outcomes. Kahneman’s slow thinking as well as Double loop learning are required whether we are being thoughtful about failures or successes. Those with expertise in appreciative inquiry can be very helpful in this regard (Srivastava, Cooperrider and Associates, 1990; Bergquist, 2003; Cooperrider and Whitney, 2005).
Collective Intelligence: There are important collective dynamics associated with the shared framing and reinforcement of distorted insights and false learning that pervade many organizations – especially those faced with the anxiety-provoking challenges of VUCA-Plus ambiguity. Single loop learning or resistance to all learning is prevalent when we are anxious, overwhelmed or simply exhausted. By contrast, there are collective dynamics that operate when an organizational culture of learning has been established. These dynamics are to be found in a learning organization even when VUCA-Plus anxiety is prevalent.
All of this can be brought together in an analysis of what has come to be identified as Collective Intelligence (CI). I propose that high levels of CI begin with the collection of valid information from multiple sources using multiple methods. It then requires the collaborative dialogue found in collective learning. Finally, high levels of CI require that the setting in which the intelligence is engaged fully embraces the processes of ongoing learning (Argyris and Schön, 1978) In recent years, the concept of collective intelligence has gained considerable traction. While much of the attention is directed toward the way collective intelligence is enhanced through the use of Artificial Intelligence (AI) and specific digital applications, there is some attention being devoted to the psychological aspects of collective intelligence (Arima, 2021). There are even several research projects demonstrating that performance by a well-functioning team on a specific problem-solving task is often superior to the average performance of team members or even the most “intelligent” member of the team.
We know that for collective intelligence to be successfully engaged—and for it to exist in a learning organization, the team members must be able to communicate effectively with one another. Information silos clearly hinder collective intelligence, while emotional intelligence enhances CI and team performance. Hughes and Terrell (2007). They identify the need for a team to have a sense of purpose, acceptance of one another, perception that the team is a distinct entity, shared commitment, shared pride, clarity about roles and responsibilities and resilience. Collective skills that are related to these ingredients include forming team identity, finding appropriate motivation, emotional awareness, interpersonal communication, tolerance of differing views, resolution of conflicts, and creation of a positive mood. Elsewhere, one of us has offered an appreciative perspective regarding these collective skills, suggesting that an Empowerment Pyramid must be created and maintained. Empowerment requires that a team move from effective communication to skillful conflict management, and then on to creative problem solving and appropriate decision making (Bergquist, 2003).
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