Systems Learning
As we enter the Anthropocene, the human family stands at an unparalleled threshold of possibility and peril.
Our technological capacity to shape the world has led to multiple unintended and potentially existential social and ecological consequences. Building the foundation for a flourishing future is the great work of our times. It is a task that is both systemic (building sustainable patterns of culture) and developmental (building mature patterns of human consciousness). It also necessitates loss as existing systems and patterns unravel with very real consequences – particularly for the most vulnerable.
As such, systems change work requires engaging complexity. It includes not only midwifing – attending to the birth and emergence of new patterns, but hospicing – helping outworn patterns die with dignity and caring for those most impacted by the transition.
Complexity describes the operating principles of a world made up of infinitely diverse and inter-connected living systems.
While living systems have always been complex, our social systems are experiencing an exponential increase in complexity arising from the dramatic surge in global connectivity. Paradoxically, this surge is also leading to an erosion of complexity as cultural, linguistic and biological diversity decrease.
The adaptive challenges presented by growing complexity are invariably amplified when we attempt to address them using overly simplistic or purely technical approaches. We are left dealing with not only the original problem but the unanticipated consequences of our efforts to solve it. Evolving complexity requires new leadership. We describe this as systems leadership.
Systems leadership is not a fad nor better or more advanced than any other kind of leadership.
It simply describes the patterns of behaviour and social influence required to successfully navigate hyper-complexity and disruptive change or to definitively shift the web of relationships within a given system in ways that lead to greater mutual flourishing. Such patterns are often non-linear, non-forceful and may appear to flout to conventional leadership norms.
We understand systems leadership to be simultaneously an idea, an ethic and a practice.
As an idea, it describes a capacity alive within every system to shape its own reality. It is a way of knowing that looks for the latent intelligence, wisdom and self-organization alive in the system.
As an ethic, systems leadership centers relationship, responsibility, reciprocity and collective flourishing. It is a way of being that embodies inter-connection and right relationship.
As a practice, it offers strategies for understanding and navigating complex domains. It is a way of doing aligned with nature that hold the promise of wiser and more skillful intervention.
Why Focus on Learning?
As we understand it, learning drives all social innovation and systems change.
It is the desired outcome, the primary tool and the personal praxis shared by all transformative social innovators and systems leaders.
Learning is the central dynamic of change processes.
Organizations, social movements and communities alike find themselves struggling to adapt in the face of exponential change, systems collapse and accelerating complexity. It is learning that enables us to respond in the face of rapidly changing circumstances. Without learning, there is no change or evolution.
Learning is the primary intervention tool used by systems leaders.
They facilitate collective learning processes of sense-making, analysis, systems mapping, deliberation, wisdom harvesting, participatory research and evaluation that are intended to generate transformative outcomes. Effective leaders are those who can foster the conditions for learning, innovation and insight both within and across the organizations and communities they serve.
Effective systems leadership requires lifelong learning.
The efficacy of systems leadership competencies - the tools and processes used by social innovators - are directly tied to their interior condition - a constellation of intangible capacities that we identify as sensibilities and metaskills. Competencies can be learned through a range of relatively conventional learning strategies. Capacity development requires a developmental journey that unfolds through successive stages of interior complexity.