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By Gareth Lock
Header image courtesy of Julian Mühlenhaus. Other photos courtesy of G. Lock unless noted.
Fourteen wildland firefighters died on July 14, 1994, when their attempts to limit the spread of a fire in the Storm King mountain area failed. Due to a series of factors, which were obvious in hindsight, the firefighters were trapped as the fire spread up the hill. They had no means of escape, and the limited time meant they couldn’t build fire shelters. This tragedy triggered the interagency TriData Firefighter Safety Awareness Study that recommended a permanent “lessons learned” program be established for wildland firefighters. In 2002, the Wildland Fire Lessons Learned Center was created. Today, the Lessons Learned Center operates as a national, interagency, federally-funded organization with interagency staffing. Their primary goal is to improve safe work performance and organizational learning for all wildland firefighters.
They are a true learning organization. They have created behavioral changes regarding:
- capturing data from events.
- sharing events across all wildland firefighters.
- changing behaviours as a consequence of the identified and shared stories and analyses.
So, what has this got to do with diving and diver training organizations? The goal of these diving organizations is to educate instructor trainers, instructors, and divers to a standard which they have defined in their own documentation. In the modern safety world, this documentation makes up part of the concept of “Work as Imagined” – what should be done to remain compliant and, as a consequence, keep divers and instructors safe—both operationally safe, and also safe from litigation.
However, these standards provide some “freedom for maneuver” because the real world is rarely aligned with what is written in a book, and even if the books could be written with all those variations, they would be so large that no one would read them! Consequently, there is a gap between what should happen and what does happen. What actually happens is called “Work as Done.”
The gaps between “Work as Imagined” and “Work as Done” are risks that individuals and organizations should manage, especially if the risks can lead to adverse events. Unfortunately, this gap was not recognized in time for the Storm King mountain event, which is why the Wildland Fire Lessons Learned Center was formed, and why for the last 10 years it has been operating as a learning organization closing the gap between “Work as Imagined” and “Work as Done.”
What is a Learning Organization?
The following definitions provide different insights into what a learning organization is.
- Learning organizations [are] organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. (Senge 1990: 3)
- The Learning Company is a vision of what might be possible. It is not brought about simply by training individuals; it can only happen as a result of learning at the whole organization level…an organization that facilitates the learning of all its members and continuously transforms itself. (Pedler et. al. 1991: 1)
- Learning organizations are characterized by total employee involvement in a process of collaboratively conducted, collectively accountable change directed towards shared values or principles. (Watkins and Marsick 1992: 118)
In a learning organization, learning happens across the whole organization, and while some might be led and directed top-down, others will be informed bottom-up. What is common to both is the need to share the information to create learning opportunities, and then change behaviors afterwards.
The Fifth Discipline
In The Fifth Discipline, Peter Senge distills the concept of learning organization down to five principles. Note that while this InDepth article is written from the perspective of an “organization,” this term could also apply at a team level too.
- Shared vision – a shared vision is an important characteristic of a learning organization, as it provides a common goal to the members of the organization. As a result, they feel motivated to learn to achieve a common goal. The vision for the organization must be built by the interaction with the members, not by the organization itself. Through this authentic interaction, members feel motivated to learn to achieve that common goal.
- System thinking – this means the organization doesn’t look at issues at the individual level, it looks at them at them with a view that recognizes the interdependence of the components. So, when changes are made to one part of the system e.g., changes to training courses or equipment configurations, the wider perspective is taken to see what other things are impacted. Or, when one instructor has identified an issue, it is addressed system-wide and not just seen as “their problem.” The identification of trends is unlikely to happen quickly. This means that by the time the individuals’ problems are widespread, they are much more difficult to correct. Learning organizations are proactive, not reactive.
- Team learning – organizations can only become successful learning organizations if the leadership focuses on the learning of the whole team rather than the learning of an individual. Team learning happens through the accumulation of individual learning, and learning organizations encourage openness and boundary-crossing of established groups or teams. In the context of diving, this could be through co-teaching or taking part in larger projects with members from different teams coming together and sharing ideas and then taking them back to their own original teams and others who were not present. Instructor trainers and examiners play a crucial role in organizational learning because they have access to many different individuals across the organization.
- Personal mastery –this is where the individual puts 100% of their effort into the task, bridging the gaps between what they know and what needs to be done. In the context of teaching, this could be improving their own personal knowledge to pass onto students about a parallel and linked activity like communication, leadership, decision making, or situation awareness. While an organization can provide training opportunities, the individual must want to learn and improve themselves for the change to happen.
- Mental models – in the context of a learning organization, this is about ensuring the models (expectations) of the individual are aligned with what the organization’s values and goals are. This happens through personal engagement and visible leadership.
What is needed to create and support a Learning Organization?
If the goal is to capture, analyze, and share information so that behaviors can be changed, what is needed to support this?
There are a number of building blocks required for an organization to evolve into a Learning Organization:
A Supported Learning Environment:
An environment that supports learning has four distinguishing characteristics:
- Psychological safety. To learn, members of the organization cannot fear making a mistake, be that speaking up, asking a naïve question, making a contribution, or presenting a minority view. Instead, they must be comfortable expressing their thoughts about the work at hand. This is not about being brave; it is about the environment being safe, and leaders create this environment through role-modelling. Bravery is needed to overcome fear; if there is no fear, there is no need for bravery. This video provides more insight into what psychological safety is. A series of four blogs on the The Human Diver website expands on this in more detail too.
- Appreciation of differences. Cognitive diversity, the ability to think differently and through different lenses, has been shown to be a key factor in successful organizations and teams. This diversity can increase energy and motivation, spark fresh thinking, and prevent drift. However, it can be hard for some to separate standard operating processes and standardized equipment from a fixed view of the world.
- Openness to new ideas. Learning is not simply about correcting mistakes and solving problems. It is also about crafting new approaches to problems. The members within the organization should be encouraged to take risks and explore the untested and unknown. This is linked to learner and contributor safety in Dr. Timothy Clarke’s “Four Stages of Psychological Safety.”
- Time for reflection. There is an essential need to reflect on what happened and not immediately move onto the next task. Learning can be catalyzed through an effective debrief. In the DEBRIEF model I teach, “F” relates to follow-up/file so that the lessons identified can be learned. Supportive learning environments allow time for a pause between activities and encourage an analytic review of the organization’s processes.
Concrete learning processes and practices.
Learning across the organization doesn’t happen immediately, nor does it happen without effort being applied by the leadership and members. There is a need for structured processes and tools which allow and encourage the generation, collection, interpretation, and dissemination of information. This could be something as simple as a forum with two key themes: “I need help to solve a problem” and “a lesson I have just learned.”
To achieve maximum effect, the knowledge must be shared in systematic and clearly defined ways, and this is one of the challenges in the diving sector given the geographically dispersed nature of most organizations. Sharing can take place among individuals, groups, or the whole organization, and the knowledge shared should move sideways and vertically (both ways) across the organization.
The knowledge-sharing process can be internally focused, which looks at how an instructor failed to deliver a class effectively, or handled a difficult student, or why drift is happening with students post-class. Alternatively, knowledge sharing can be externally focused, where students or potential instructors are surveyed to understand their perceptions of the organization.
As well as having the culture needed for learning, there is a need for a tool or forum that allows this learning to be shared. Such tools ensure that essential information moves quickly and efficiently into the hands and heads of those who need it.
A few questions for you to consider. What learning systems or processes exist within your team or organization to manage the information flow from event to learning and altered behaviors? How do you know it is working? What would make it more effective?
Leadership that reinforces learning
Organizational learning is strongly influenced by the behaviour of the leaders within the organization. When leaders actively question and listen to members, which leads to dialogue and debate, those within the organization feel encouraged to contribute and learn. If leaders signal the importance of spending time on problem identification, knowledge transfer, and reflective debriefs, the prevalence of these activities will increase. At the same time, if leaders close conversations down with statements like, “We’ve always done it this way,” then input and contributions will cease, and learning will wither.
Leaders don’t need to have all the answers themselves. In fact, the strength of a leader in a learning organization is the ability to ask team members curious questions. When I teach my human factors classes, I am not too bothered about whether the students succeed in getting home to GemaBase, but I want to know and understand their thought processes involved. Positive outcomes are seductive, but it is the decision-making process that counts when it comes to learning. Curious questions include: “What criteria did you use?”, “Why did you think the way you did?”, “What alternatives did you consider?”, “What were your assumptions based on?” The questions are not designed to yield particular answers, but rather to generate open-minded discussions so that learning can flourish.
This might have appeared to be an intensive blog, which doesn’t give much practical advice on how to create a learning organization. However, the first steps to creating a learning organization are in your head as a leader or member of that organization. The tools and interactions needed to capture, process, and share the information come second.
For those who want to embark on a journey of learning, once you’ve got the attitude, work out how you start the conversations with those who have the knowledge. Then encourage them to share their stories, their learning, and their changed behaviors. There are plenty of remote conversation tools like Zoom, Google Hangouts, or WhatsApp to facilitate this. However, if you don’t have a psychologically safe environment, then your conversations are going to be limited.
If you’d like to know more about how to create a psychologically safe environment, get in touch, as I have access to tools and processes which you can use to assess and develop it within your organization or team.
Since 2011, Gareth has been on a mission to take the human factors and crew resource management lessons learned from his 25 year military aviation career and apply it to diving. In 2016, he formed The Human Diver with the goal to bring human factors, non-technical skills, and a Just Culture to the diving industry via a number of different online and face-to-face programs. Since then, he has trained more than 350 divers from across the globe in face-to-face programs, and nearly 1500 people are subscribed to his online micro-class. In March 2019, he published “Under Pressure: Diving Deeper with Human Factors” which has sold more than 4000 copies and on May 20th, 2020, the documentary “If Only…” was released, which tells the story of a tragic diving accident through the lens of human factors and a Just Culture. As a presenter at dive shows and conferences round the globe, he has shared his knowledge about and his passion for diving. He has also been called upon as a subject matter expert to assist with a number of military diving incidents and accidents focusing on the role of human factors.
No Direction Home: A Slovenia Cave Diving Adventure
Suffering from Covid lockdown, young, poetic Italian explorer, instructor, and gear-maker, Andrea Murdock Alpini, decided to take social distancing to the max! He packed his specially designed cave-van and set out on a three-week solo road trip to dive the water-filled caves lying beneath the Slovenian soil. His report and must-see video log, dubbed, “No Direction Home”—an homage to Martin Scorsese’s Bob Dylan docu—will likely satisfy those deeper urges for adventure. Did I mention the killer soundtrack? Kids don’t try this at home!
Text: Andrea Murdock Alpini
Photo & Video: Andrea Murdock Alpini
Ecco la storia originale così com’è stata scritta in italiano
Author’s note: I do not encourage other divers to conduct solo diving. The trip and the dives described in this article were conducted after significant training and experience.
Ed.Note: Global Underwater Explorers does not sanction solo diving.
That was the feeling I had last June 2020 when I left my home to begin a journey alone. Caves, abandoned mines, alpine lakes, and a few wrecks—that was my plan for a great adventure.
The first COVID-19 lockdown had been in place for a couple of weeks, and I was afraid of going out and meeting people. Social distancing left an open wound. I loaded my wreck-van with plenty of stuff to survive alone for a long month traveling amongst rivers, lakes, mountains, and forests, and I was ready to practice scuba diving.
At that time, tourist travel was impossible in Italy or abroad—anywhere in Europe—because the coronavirus had locked the borders. I asked an editor in chief from a magazine—one whom I am used to sending articles to—to prepare a couple of official invitation letters for customs. For my trip, I converted my wreck van into a cave van. It was fully equipped with a 300-bar air compressor, helium, oxygen, deco cylinders, twinsets of different sizes, gas booster, fins, mountain boots, tent, camp burner, and brand-new dry suits, as well as thermal underwear to be tested for my company PHY Diving Equipment.
I remember the day well. I was thrilled as I crossed the border between Italy and Slovenia. I had been restricted to nothing but a 200 m/650 ft walk from my house because of the pandemic restrictions, but with an eight-hour drive, I was free to enjoy walking into wild nature all alone.
The mental switch was awesome, and unexpected. I did make just one phone call from abroad. I talked to an incredible Russian who was the first guy I met in a small rural village in Slovenia. He had emigrated some years ago, and now he welcomed travelers by sharing his farmstead.
However, once I arrived on site, I was not very welcomed by the weather; instead, I was met by heavy rain. After the storm passed, I went out walking and filming with my phone. I had decided to record all of the trip. As luck would have it, the rain returned again, and it never left me for the entire duration of my trip (almost a month).
My tour was articulated throughout Slovenia, Garda Lake (Italy), Austria, and South Tirol’s Alps, Tuscany’s caves, and finally I reached the central part of Italy—Appenini mountains and their peaks. I planned to reach two mines, but heavy rains stopped my dream. Excluding Slovenia, where I slept in a traditional bed, I passed all my time living in my tent. Cold weather and storms were my constant companions.
I managed to see a ray of light for just a few hours, I never had any chance to dry my equipment, and I warmed up inside my van. Every night I slept only a few hours because of loud wind noise or strong rain storms. Day-by-day I grew tireder and more feeble. One day, three weeks after I left home, I was in South Tirol descending a mountain when I decided to conclude my trip, and I returned home safe.
The goal of my trip was to tell scuba adventures from the surface point of view where the water is only a part of the context and not the objective. I made a mini-series film composed of three chapters. Each one brings you inside the scene. What follows here is the first episode of the trip.
Social Distancing Beneath The Slovenian Soil
The first day of cave diving in Slovenia was very tricky and full of adventures. I had no idea how the second day would go.
I left my accommodations around 6 a.m., after a good breakfast of cereal, dark chocolate with black coffee, dried fruit, and tasty Italian Parmesan cheese. I could not see anything from my window because what had fallen was not simply rain; it appeared to be an awesome flood. My plan for that day had been delayed.
I think that most parts of dry caves are condemned for hundreds of kilometers. So, I decided to check the weather forecast and water level conditions in caves close to the Croatian border. It would mean driving about four hours to see for myself whether scuba diving was allowed. I didn’t have to remind myself, I was alone here.
Wheels were on the road and local conditions seemed quite good. I had checked the weather on my laptop and understood the risk. If I was lucky, I could dive; if not, I would have to drive back. I drove through Slovenia forest meeting no one. With less than an hour left to my destination, I came across an abandoned farm village, completely empty.
The dive inside Bilpa Jama was breathtaking. Now I was seated beside the cave shore preparing soup to warm myself. After a stunning solo dive, I was cold and wanted only to taste the peace of this magnificent place. While I was dipping the spoon in my soup cup, I heard a faraway voice, a police woman calling me and asking me to stop eating and come quickly to her.
After I did as I was asked, she started examining my passport, documents, and permissions. A few minutes later, a huge National Army truck reached us. The soldier had an abnormal body shape, a man the size of a walking mountain in an Army uniform. Can you imagine how I was feeling in those moments?!
Well, in the end, everything went really well, and I now have a story to tell my grandchildren.
Once the passport control was over, and they had checked that I did not cross the border from Croatia to Slovenia illegally (customs was only a few hundred meters from us), I had the chance to get back to my soup, which by then had turned cold. I warmed it up again, and I spent half an hour seated on a slippery stone covered with moss and lichens watching the beauty of the forest surrounding me.
On the way back to my accomodations in my cave van, I played a new playlist.
Four hours later, I approached my country lodge. I was really exhausted, but I had to refill tanks and plan the next scuba diving days. Once I finished, I watched the forecast again. Unfortunately, it was growing worse, so I decided not to dive and instead get a surface break. Tomorrow I would drive, search, and catch info and GPS coordinates of caves. My tomorrow plans had turned into a sketching and surveying day.
The Road To Suha Dolca
I drove and walked for hours and hours, up and down the forest or on lonely roads in search of caves where I could return in winter or perhaps next year. During the last survey of the day, I watched a talented young guy playing a traditional concertina and thought, what a lovely atmosphere and a fitting way to close my hard-working day!
I decided to give a last gaze to Suha Dolca cave, my favorite one, on the way home. This was the third consecutive day I had arrived back at this spot. Observing it day-by-day, I tried to find the best moment to dive this cave.
Until now, it was inaccessible due to the strong flow. I wanted to dive here before leaving Slovenia. Tired and driving slowly, I parked my van away from my accommodation. Since I had no lunch, I started feeling very hungry. A simple dinner was quickly served: dried fruits and a cup of hot noodle soup.
My ‘NO DIRECTION HOME’ trip was now at its peak. I had become a wanderer. I was alone in a wild country with, yes, an internet connection for historical research and checking the weather. That was the only technology I used. Aside from that, I lived simply. I walked, dived, wrote, and filmed my experience all with my mobile phone.
Rain was tougher than expected. I had hoped to stop for one day, not the two that it took. Following the surveys, the next day I started fixing my video equipment and saving photos and videos I had made on my hard drive.
I had too many ideas, no one clear till the end, and too many cave sketches and GPS points to reorganize; I needed a day to regroup. I just went out for a few hours to check Suha Dolca’s Cave conditions. On this day it seemed that the flow was getting more stable, and general water conditions were growing better. I had to be patient and wait one or two days more for the right conditions. I tried and failed to find a solution on my own, but the water always showed me the way. She told me to wait and to go back to where I came from. Step-by-step I walked the path again.
The third video chapter of Slovenia Solo Cave Diving is the one I prefer, because I remember the indecision I felt, to stay or to leave. Solo trips are strictly linked to life’s decision.
The last day I was in Slovenia I left the accommodations and asked a new farmer, close to a different cave, if I could sleep inside his barn and dive the river hole on the following day. I was at the same place where I had dived the first day. He told me I could not stay in the barn due to the high risk of bears who live in the surrounding area. I jumped in my van again and I drove to the lake beside Suha Dolca’s Cave.
I descended the path several times and brought all my scuba gear piece-by-piece. I decided to give myself a chance to dive my dream cave in the late afternoon. I had no other choice. Once I was inside the cave it was unbelievable, and I had a very nice dive even though I was really tired, and again I broke my light arms and camera housing. I resurfaced after the dive into a reed’s lake, which made me feel like a beaver.
I had conflicting feelings as I left Slovenia that same night after making a tricky and stunning dive. Bears, awesome forests, and rural areas were now all behind me. The cave-van played a new disc, I needed to shake off these feelings and look forward to my new goals: Garda Lake’s wrecks, South Tyrol’s stunning lakes, and finally Austria. In the country of green and wide grazing land I wish to dive surrounded by the amazing scenario of beautiful Alps mountains.
At 9:30 PM I crossed the border again, and Italy was straight ahead.
Andrea Murdock Alpini is a TDI and CMAS technical trimix and advanced wreck-overhead instructor based in Italy. He is fascinated by deep wrecks, historical research, decompression studies, caves, filming, and writing. He holds a Master’s degree in Architecture and an MBA in Economics for The Arts. Andrea is also the founder of Phy Diving Equipment. His life revolves around teaching open circuit scuba diving, conducting expeditions, developing gear, and writing essays about his philosophy of wreck and cave diving. Recently he published his first book entitled, Deep Blue: storie di relitti e luoghi insoliti.
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