You asked:
"1) Does individual intelligence play a role in overall intelligence of the
organization? Can a Learning Organization emerge and thrive if those who
comprise it do not have a relatively high IQ (by that I mean an IQ equal
to or greater than 120, two standard deviations above the average)?"
Howard Gardiner's work defines multiple types of intelligence, some of which
(e.g., interpersonal, intrapersonal) do not lend themselves to standardized
testing and therefore are probably not included in typical IQ scores. My
intuitive hunch is that the intelligence of a well functioning LO must have
some direct correlation to the intelligence of its members, I would be
cautious about limiting that "intelligence" to IQ scores and intellectual
abilities. I have worked with some highly emotionally sensitive and
intuitive people whose IQ scores may have been average but whose ability to
articulate a vision, work with a team, share what they were learning, and
think in terms of a larger system were pretty good.
You also asked:
"2) Does personality type play a role? Do NTJ's naturally pick up on system
dynamics faster, and integrate the new way of thinking better, than do
other personality types? (I know there was some discussion on this a while
back, and I believe it was Robert who basically dismissed the Meyers-Brigg
as nothing more than a sophisticated way of labeling people. . .I still
wonder.)"
Your question stimulated one I've had for years about the so called language
of systems thinking. I've noticed in teaching the subject that some people
find it hard to "see" systems in terms of loops. I've been wondering whether
that is related to their relative N/S level, or whether some other factor
(visual learning rather than kinesthetic or auditory learning?) is at work.
Cheers -
Prinny Anderson
Design for Learning
--Learning-org -- An Internet Dialog on Learning Organizations For info: <rkarash@karash.com> -or- <http://world.std.com/~lo/>