Learning Together

This situation is probably quite common in Christian circles. There are many, many conferences, courses, books and videos around, and as leaders, we should encourage people to broaden their knowledge, skills and spirituality. However, the problem comes when those who have experienced some new concept or approach are keen to introduce this within the church. This is almost inevitable in a situation where the learning programme within the church is based around the individual. Having a environment which encourages shared learning is one hallmark of organisations which have strong leadership from within.

Two requirements of an organisation which promotes shared learning are shared vision, and a willingness to take risks. A likely consequence of shared vision is a shared appreciation of the gap between the current and the desired state. This gap can be analysed to understand what learning is required. Because this learning has a clear purpose, that of achieving a common goal, the broader organisation are much more willing to participate in the learning process. Imagine the different reception Joe will receive if he is sent on the evangelism course by a church who has identified together a need for greater emphasis on evangelism. Risk-taking and learning go hand in hand. Given that we learn far more from our mistakes than from our successes, a church unwilling to explore new things will learn far less than those who are willing to try new things and see if they work.

Many successful commercial organisations like Marks & Spencer, Walmart, Procter & Gamble, First Direct all place a high degree of importance on training and continuous improvement. This applies throughout the organisations, and senior managers are likely to be personally involved in giving and receiving training.

It is well known that practice as well as theory is required for new learning to be completely absorbed. This is as important for organisational learning as for individual learning. Peter Senge(5) offers the concept of Microworlds, creating opportunities for shared practical experience. Creating a microworld could involve team building exercises, role-plays, practical sessions with group feedback, simulation games or mini-projects. The focus is on the learning, and every opportunity is taken to ensure that the learning is maximised and shared. Consider as an example, a session where individuals are given the opportunity to practice their preaching skills. The rest of the group then give feedback. It is important that the feedback to the preacher should be from the group, and in front of the group, rather than from a trainer or expert. Doing it this way not only builds the skills of the individual, but builds the relationships and trust within the group. Properly given, feedback can be extremely encouraging.

Our individual learning is influenced by the stimuli we receive from various sources, at various times, and as we fulfil various roles. As churches our learning is influenced by the learning of all our individual church members. In turn, their learning is from all their different roles and experiences. As well as providing an environment which values learning and actively encourages it, we also need to establish an environment which encourages people to bring in learning from all aspects of their lives.

(5) The Fifth Discipline-the Art & Practice of the Learning Organisation Peter Senge Century, 1990