• 23 Apr 14
  

  Nollind Whachell
• 17 Apr 13
  

  Sam Johnston

  professional time PGP

  • concerned with a shift of mind from seeing parts to seeing wholes,  from seeing people as helpless reactors to seeing them as active participants in  shaping their reality, from reacting to the present to creating the future’
• 17 Mar 13
  

  Louise Lee
  • First, while the basic tools of systems theory are fairly straightforward they  can build into sophisticated models. Peter Senge argues that one of the key  problems with much that is written about, and done in the name of management, is  that rather simplistic frameworks are applied to what are complex systems. We  tend to focus on the parts rather than seeing the whole, and to fail to see  organization as a dynamic process. Thus, the argument runs, a better  appreciation of systems will lead to more appropriate action.
  • systems viewpoint is generally oriented toward the  long-term view.
  • er, people often have a problem  ‘seeing’ systems, and it takes work to acquire the basic building blocks of  systems theory, and to apply them to your organization. On the other hand,  failure to understand system dynamics can lead us into ‘cycles of blaming and  self-defense: the enemy is always out there, and problems are always caused by  someone else’ Bolam and Deal 1997: 27; see, also
  • Personal mastery. ‘Organizations learn only through individuals who  learn. Individual learning does not guarantee organizational learning. But  without it no organizational learning occurs’ (Seng
  • Mental models.
  • Peter Senge starts from the position that if  any one idea about leadership has inspired organizations for thousands of years,  ‘it’s the capacity to hold a share picture of the future we seek to create’
  • Building shared vision.
  • Team learning. Such learning is viewed  as ‘the process of aligning and developing the capacities of a team to create  the results its members truly desire’ (

  6 more annotations...

• 19 Feb 13
  

  Debbie Kelley

  senge learning leadership organization Systems culture research km

• 05 Feb 13
  

  Tonya Thomas

  • Systems thinking

     

    Personal mastery

     

    Mental models

     

    Building shared vision

     

    Team learning
• 04 Feb 13
  

  Thomas Mueller

  Leanring organization and personal mastery - Peter senge

  senge learning leadership organization

  • contents: introduction · peter senge · the learning organization ·  systems thinking – the cornerstone of the learning organization ·  the core disciplines · leading the learning  organization · issues and problems · conclusion ·  further reading and references · links

  • Systems thinking

     

    Personal mastery

     

    Mental models

     

    Building shared vision

     

    Team learning
• 26 Dec 12
  

  Bette Schneiderman

  Learning organizations guru basics

  Senge Systems

• 03 Dec 12
  

  Shane Hopkinson

  system:unfiled

• 15 Nov 12
  

  Rick Patterson

  learning organization leadership senge

• 06 Nov 12
  

  Paul Bouchard

  Petersenge learningorganization fifth discipline Aded201

• 16 Oct 12
  

  ivy young

  systems learning

  systems capstone

• 15 Oct 12
  

  Connie Gross

  leadership organization research Systems

• 13 Oct 12
  

  Marjorie Giordani

  Systems thinking, organizational learning

  organizational learning thinking senge leadership organization Systems culture

• 27 Sep 12
  

  Mark Manning
• 15 Sep 12
  

  mrlands

  learning leadership organization culture research

• 13 Aug 12
  

  Caitlin Bentley

  critique peter senge

• 11 Aug 12
  

  Elyse Eidman-Aadahl

  This overview of Peter Senge's work focuses on the concept of the learning organization and on systems thinking as expressed in his book The Fifth Discipline. Both are centerpieces of Senge's approach to design and management of organizations that allow for the kind of learning advocated by others in this list.

• 25 Jul 12
  

  Trudi Van Wyk

  Peter Senge’s vision of a learning organization as a group of people who are continually enhancing their capabilities to create what they want to create has been deeply influential. We discuss the five disciplines he sees as central to learning organizations and some issues and questions concerning the theory and practice of learning organizations.

  learning organisation

• 19 Jul 12
  

  John Pearce

  Peter Senge’s vision of a learning organization as a group of people who are continually enhancing their capabilities to create what they want to create has been deeply influential. We discuss the five disciplines he sees as central to learning organizations and some issues and questions concerning the theory and practice of learning organizations. 

  research senge learning styles learning theory

• 13 Jul 12
  

  noreene Thibault-Chen

  senge learning Systems

• 15 Jun 12
  

  Greame Taylor

  senge

• 07 Jun 12
  

  b malczyk
  • deeply ingrained assumptions,  generalizations, or even pictures and images that influence how we understand  the world and how we take action’
  • unearth our internal pictures of the world
  • learn new skills and develop new orientations,  and for their to be institutional changes that foster such change. ‘Entrenched  mental models… thwart changes that could come from systems thinking

  1 more annotation...

• 31 May 12
  

  Joseph Dimech
• 30 May 12
  

  Goring Haikona

  learning_organization

• 12 May 12
  

  Daniel H

  EDUC802

• 19 Apr 12
  

  Natascha Mieke

  senge km learning organization

• 12 Mar 12
  

  David Hood

  people are agents, able to act upon the structures and systems of which they are a part

  Peter Senge collaboration culture change systems thinking development leadership learning

• 26 Feb 12
  

  trod13

  Peter Drucker’s (1977: 36) elegant discussion of the dimensions of management. He argued that there are three tasks – ‘equally important but essentially different’ – that face the management of every organization. These are:
  
  To think through and define the specific purpose and mission of the institution, whether business enterprise, hospital, or university.
  
  To make work productive and the worker achieving.
  
  To manage social impacts and social responsibilities.

  learning-organization evaluation critique

  • Peter Drucker’s (1977:  36) elegant discussion of the dimensions of management. He argued that there are  three tasks – ‘equally important but essentially different’ – that face the  management of every organization. These are:

     

     

    To think through and define the specific purpose and  mission of the institution, whether business enterprise, hospital, or  university.

     

    To make work productive and the worker achieving.

     

    To manage social impacts and social responsibilities. (op.  cit.)
• 06 Feb 12
  

  Will Stewart

  "Peter Senge’s vision of a learning organization as a group of people who are continually enhancing their capabilities to create what they want to create has been deeply influential. We discuss the five disciplines he sees as central to learning organizations and some issues and questions concerning the theory and practice of learning organizations. "

  senge learning leadership organization Systems culture research

• 31 Jan 12
  

  Dana West

  Are there really learning organizations? Some background on Senge's work. Reference. I'm with George Carlin, believing is bad for you.

  MDDE 620 learning organization Senge

• 

  Lejla Giske

  Innovasjon Taus senge

  •   

     

     <!-- #BeginEditable "body" --> 

    peter senge and the learning organization 

     

    Peter Senge’s vision of a learning org
• 16 Jan 12
  

  Laura Carletti
• 14 Jan 12
  

  Jim McGee

  An overview of Peter Senge and his research on systems and learning organizations
  

  pinboard LLS-435 senge Systems leadership organization

• 07 Jan 12
  

  christopherritter

  • Peter Senge’s vision of a learning organization as a group of people who are  continually enhancing their capabilities to create what they want to create
  • five disciplines he sees as central to  learning organizations and some issues and questions concerning the theory and  practice
  • Systemic thinking is the conceptual cornerstone (‘The Fifth Discipline’)  of his approach. It is the discipline that integrates the others, fusing them  into a coherent body of theory and practice (ibid.: 12). Systems theory’s  ability to comprehend and address the whole, and to examine the  interrelationship between the parts provides, for Peter Senge, both the  incentive and the means to integrate the disciplines.

  1 more annotation...

• 23 Dec 11
  

  Deen Seth

  infed senge systemthinking learning organization

• 12 Dec 11
  

  Marc Lijour

  senge learning leadership organization culture research PQAS education

• 07 Dec 11
  

  CTS Learning

  Peter Senge from infed learning pedagogy collaborative learning learning organizations

• 11 Oct 11
  

  Mohd Khairi Ibrahim

  organization Systems

• 03 Oct 11
  

  BES CWP

  senge Systems

• 25 Sep 11
  

  Sandy Bielinski-Rice

  Referenced in "Referencing Goodwill turning no into yes" 

  senge learning leadership organization culture Systems km research

• 09 Sep 11
  

  ann li

  Fifth Discipline

  systems_thinking Peter_Senge

• 07 Sep 11
  

  James Logue
• 16 Aug 11
  

  Marsha Ratzel

  senge learning leadership Systems plpecourseto

• 

  Serena Cheong

  "According to Peter Senge (1990: 3) 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 i

  learning leadership organization management

• 03 Aug 11
  

  Kate Hegge

  creative tension fifth discipline senge leadership learning

• 22 Jul 11
  

  Lucie deLaBruere

  Essence

  senge leadership delicious

• 21 Jul 11
  

  bmulartrick

  JHU

  • decentralizing the role of leadership in organizations so as to enhance the  capacity of all people to work productively toward common goals.
  • dealistic pragmatist

  •  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.
  • Systems thinking

  • Personal mastery

     

    Mental models

     

    Building shared vision

     

    Team learning
  • eople are agents, able to act upon the  structures and systems of which they are a par
  • owever, when viewed  in systems terms short-term improvements often involve very significant  long-term costs. For example, cutting back on research and design can bring very  quick cost savings, but can severely damage the long-term viability of anorganization.
  • stems viewpoint is generally oriented toward the  long-term view.
  • Individual learning does not guarantee organizational learning. But  without it no organizational learning occurs’ (Senge 1990: 139)
  • ‘Organizations learn only through individuals who  learn.
  • hen there is a genuine vision (as opposed to the  all-to-familiar ‘vision statement’), people excel and learn, not because they  are told to, but because they want to
  • isions spread because of a reinforcing process. Increased clarity,  enthusiasm and commitment rub off on others in the organization. ‘As people  talk, the vision grows clearer. As it gets clearer, enthusiasm for its benefits  grow’ (i
  • People need to be able to  act together.

  • The discipline of team learning starts with ‘dialogue’,  the capacity of members of a team to suspend assumptions and enter into a  genuine ‘thinking together’. To the Greeks dia-logos meant a free-flowing  if meaning through a group, allowing the group to discover insights not  attainable individually…. [It] also involves learning how to recognize the  patterns of interaction in teams that undermine learning. (Senge 1990: 10)
  • In a learning organization, leaders are designers,  stewards and teachers. They are responsible for building organizations were people continually expand their capabilities to understand complexity,  clarif
  • vision, and improve shared mental models
  • he functions of  design are rarely visible, Peter Senge argues, yet no one has a more sweeping  influence than the designer (
  • ‘the leaders’ task  is designing the learning processes whereby people throughout the organization  can deal productively with the critical issues they face, and develop their  mastery in the learning disciplines’
  • ewardship involves a commitment to, and responsibility for the vision,  but it does not mean that the leader owns it. It is not their possession.  Leaders are stewards of the vision, their task is to manage it for the benefit  of others
  • Choosing service over  self-interest’
  • irst responsibility of a leader is to define reality.
  • ders have to create and manage creative tension – especially around the  gap between vision and reality.
  • companies need to invest not just in new machinery to make production  more efficient, but in the flow of know-how that will sustain their business.  Organizations need to be good at knowledge generation, appropriation and  exploitation.
  • ngaged with, talking about and  embedded in organizational structures and strategies
  • people to whom it is addressed do not have the  disposition or theoretical tools to follow it through

  23 more annotations...

• 07 Jul 11
  

  daddy sucrose

  PeterSenge LearningOrganization Systems

• 06 Jul 11
  

  Olivier KAPPES

  Intelligence collective et organisation apprenante

  Prospective Pédagogie

• 16 Jun 11
  

  Hendrikje Palm
• 19 Apr 11
  

  Kevin Forgard

  senge learning leadership organization

• 05 Apr 11
  

  Taimi Olsen

  Annotated link http://www.diigo.com/bookmark/http://www.infed.org/thinkers/senge.htm

• 

  Taimi Olsen
  • ple have the capacity to learn, the structures in which they  have to function are often not conducive to reflection and engagement.  Furthermore, people may lack the tools and guiding ideas to make sense of the  situations they face. Organizations that are continually expanding their  capacity to create their future require a fundamental shift of mind among their  members. 
  • A  great virtue of Peter Senge’s work is the way in which he puts systems theory to  work. The Fifth Discipline provides a good introduction to the basics and  uses of such theory – and the way in which it can be brought together with other  theoretical devices in order to make sense of organizational questions and  issues. Systemic thinking is the conceptual cornerstone (‘The Fifth Discipline’)  of his approach
  • Classically we look to actions  that produce improvements in a relatively short time span.
  • significant  long-term costs.
  • the nature of the feedback we receive
  • The systems viewpoint is generally oriented toward the  long-term view. That’s why delays and feedback loops are so important. In the  short term, you can often ignore them; they’re inconsequential. They only come  back to haunt you in the long term.
  • ‘systems maps’
  • However, people often have a problem  ‘seeing’ systems, and it takes work to acquire the basic building blocks of  systems theory, and to apply them to your organization. On the other hand,  failure to understand system dynamics can lead us into ‘cycles of blaming and  self-defense: the enemy is always out there, and problems are always caused by  someone else’ Bolam and Deal 1997: 27; see, also, Senge 1990: 231).
  • developing personal vision
  • Peter Senge starts here with Max de Pree’s (1990)  injunction that the first responsibility of a leader is to define reality.

  8 more annotations...

• 04 Apr 11
  

  gedwardshk

  learning leadership Systems

• 29 Mar 11
  

  Kerry Boyde
  • flexible, adaptive and productive will excel
  • Systems thinking – the cornerstone of the  learning organization
• 27 Mar 11
  
• 22 Mar 11
  

  Mo Dickson

  Links ECU CSG4112 Information Services Transformation

• 19 Mar 11
  

  Berti Brown

  for use in

  Phd

  • According to Peter Senge (1990: 3) 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.
• 17 Mar 11
  

  Christine Kreger

  An overview of Peter Senge's ideas about learing organizations.

  Senge learning organization systems disciplines article

• 27 Feb 11
  

  Jan Stoner
• 14 Feb 11
  

  Kathleen H
• 12 Feb 11
  

  Stephan Goetschius

  definitions of terms: shared vision…

  senge peter learning organization

  • People with a high level of personal mastery are acutely  aware of their ignorance, their incompetence, their growth areas. And they are  deeply self-confident. Paradoxical? Only for those who do not see the ‘journey  is the reward’. (Senge 1990: 142)
  • Building shared vision. Peter Senge starts from the position that if  any one idea about leadership has inspired organizations for thousands of years,  ‘it’s the capacity to hold a share picture of the future we seek to create’  (1990: 9).
• 10 Jan 11
  

  Sarah Hanawald

  Reading material for 1/12/2011 meeting

  gds

• 06 Jan 11
  

  Semira Soraya-Kandan

  #20111107

• 04 Jan 11
  

  Patti Porto

  "Peter Senge’s vision of a learning organization as a group of people who are continually enhancing their capabilities to create what they want to create has been deeply influential. We discuss the five disciplines he sees as central to learning organizat

  leadership oip

• 31 Dec 10
  

  saj333saj

  LDRS

• 29 Dec 10
  

  SLPennell

  senge leadership 21stcentury

• 17 Oct 10
  

  Dale Gleeson

  Organisational Leadership article

  leadership culture

• 

  R Grassberger

  peter senge and the learning organization

  OLIT_514 OL LO

• 05 Oct 10
  

  Craig Cunningham

  systems thinking senge

• 23 Sep 10
  

  Sahana Chattopadhyay

  Peter_Senge research theory knowledge_management

• 04 Sep 10
  

  Tony Baldasaro

  "Peter Senge’s vision of a learning organization as a group of people who are continually enhancing their capabilities to create what they want to create has been deeply influential. We discuss the five disciplines he sees as central to learning organizat

  senge leadership organization culture

• 02 Sep 10
  

  Dr. Camille Dempsey

  management leadership organizational_leadership

• 16 Aug 10
  

  Dorothy Goulet
• 14 Aug 10
  

  Michael Walker

  Article on the 5th Discipline

  learning senge organization culture jhuiste

  • in situations of rapid  change only those that are flexible, adaptive and productive will exce
  • generative learning”, learning that enhances our  capacity to create
• 21 Jul 10
  

  Maria Ribera

  Senge Fifth Discipline learning organization

  • His areas of special interest are said to focus on decentralizing the role of  leadership in organizations so as to enhance the capacity of all people to work  productively toward common goals.
  • …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.
  • All the disciplines are, in  this way, ‘concerned with a shift of mind from seeing parts to seeing wholes,  from seeing people as helpless reactors to seeing them as active participants in  shaping their reality, from reacting to the present to creating the future’ (Senge  1990: 69).
  • Classically we look to actions  that produce improvements in a relatively short time span.
  • However, people often have a problem  ‘seeing’ systems,
  • It is not about dominance, but rather  about calling. Vision is  vocation rather than simply just a good idea.
  • If organizations are to develop a capacity to work with mental models then it  will be necessary for people to learn new skills and develop new orientations,  and for their to be institutional changes that foster such change.
  • but because they want to.
  • When dialogue is joined with systems thinking, Senge argues,  there is the possibility of creating a language more suited for dealing with  complexity, and of focusing on deep-seated structural issues and forces rather  than being diverted by questions of personality and leadership style.
  • One of the important things to grasp here is  that stewardship involves a commitment to, and responsibility for the vision,  but it does not mean that the leader owns it.
  • Within a capitalist system his vision of companies and  organizations turning wholehearted to the cultivation of the learning of their  members can only come into fruition in a limited number of instances
  • but many teachers lack the  sophistication to carry them forward.
  • An alternative reading is that difference is good for democratic life (and  organizational life) provided that we cultivate a sense of reciprocity, and ways  of working that encourage deliberation.

  11 more annotations...

• 

  Jill Rubinstein

  The encyclopedia on informal education (infed) provides this page reviewing Peter Senge and his impact on organizational performance.

  leadership organization_evaluation management learning_organization DSEP7230_week7 jillrubinstein

• 20 Jul 10
  

  Brendan Murphy

  leadership education jhuiste leader servant management administration

• 19 Jul 10
  

  Lisa Scott

  jhuiste

  • 'idealistic pragmatist'.
  • rather simplistic frameworks are applied to what are complex systems.
  • ‘We learn best from our experience, but we never directly experience the  consequences of many of our most important decisions’,
  • cutting back on research and design can bring very  quick cost savings, but can severely damage the long-term viability of anorganization.
  • The systems viewpoint is generally oriented toward the  long-term view
  • Individual learning does not guarantee organizational learning. But  without it no organizational learning occurs
  • Visions spread because of a reinforcing process.
  • t its centre the traditional view of  leadership, ‘is based on assumptions of people’s powerlessness, their lack of  personal vision and inability to master the forces of change, deficits which can  be remedied only by a few great leaders
  • the first  task entails designing the governing ideas – the purpose, vision and core values  by which people should live.
  • ‘the overarching  explanation of why they do what they do, how their organization needs to evolve,  and how that evolution is part of something larger’
  • Leaders have to create and manage creative tension – especially around the  gap between vision and reality
  • Peter Senge writes for practicing and aspiring managers and leaders
  • . In other words, the approach entails significant  effort on the part of the practitioner.
  • One of the reasons that product approaches to  curriculum (as exemplified in the  concern for SATs tests, examination performance and  school attendance)  have assumed such a dominance is that alternative process approaches are much  more difficult to do well.
  • Thus, as  employees, we are not simply asked to do our jobs and to get paid. We are also  requested to join in something bigger. Many of us may just want to earn a  living!

  13 more annotations...

• 07 Jul 10
  

  Joaquim Jorge Pereira

  leadership organization culture

• 04 Jul 10
  

  tiffany malloy

  change learning

  • he  five that Peter Senge identifies are said to be converging to innovate learning  organizations. They are:

     

     

    Systems thinking

     

    Personal mastery

     

    Mental models

     

    Building shared vision

     

    Team learning
  • Peter Senge advocates the use of ‘systems maps’ – diagrams that show the key  elements of systems and how they connect.
  • The practice of shared vision involves the skills of  unearthing shared ‘pictures of the future’ that foster genuine commitment and  enrolment rather than compliance.
  • In a learning organization, leaders are designers,  stewards and teachers. They are responsible for building organizations were people continually expand their capabilities to understand complexity,  clarify vision, and improve shared mental models – that is they are responsible  for learning…. Learning organizations will remain a ‘good idea’… until people  take a stand for building such organizations. Taking this stand is the first  leadership act, the start of inspiring (literally ‘to breathe life into’) the vision of the learning organization.

  2 more annotations...

• 27 Jun 10
  

  Alice Jones

  Key points -We learn best from our experience, but we never directly experience the consequences of many of our most important decisions. The systems viewpoint is generally oriented toward the long-term view. That’s why delays and feedback loops are so important.

  senge leadership learning systems thinking

  • We learn best from our experience, but we never directly experience the  consequences of many of our most important decisions’,
  • The systems viewpoint is generally oriented toward the  long-term view. That’s why delays and feedback loops are so important
• 14 Jun 10
  

  austinjsanders
• 12 Jun 10
  

  imported learning senge leadership management organization business culture

• 11 Jun 10
  

  susan carter morgan

  While all people have the capacity to learn, the structures in which they have to function are often not conducive to reflection and engagement. Furthermore, people may lack the tools and guiding ideas to make sense of the situations they face. Organizations that are continually expanding their capacity to create their future require a fundamental shift of mind among their members.

  plpresearch

• 09 Jun 10
  

  Justin Darnell

  LOs are characterized by Systems thinking, Personal mastery, Mental models, Building shared vision, and Team learning. Description of each characteristic is included. Useful for adding to ideas of Boleman and Deal.

  jdarnell DESP7230 wk1 sharedvision teambuilding bigpicture

• 30 May 10
  

  Nichole A

  senge leadership organization

  • His current areas of special interest focus on  decentralizing the role of leadership in organizations so as to enhance the  capacity of all people to work productively toward common goals.
  • The basic rationale for such organizations is that in situations of rapid  change only those that are flexible, adaptive and productive will excel.
  • Systems theory’s  ability to comprehend and address the whole, and to examine the  interrelationship between the parts provides, for Peter Senge, both the  incentive and the means to integrate the disciplines.
  • when viewed  in systems terms short-term improvements often involve very significant  long-term costs.
  • The systems viewpoint is generally oriented toward the  long-term view
  • Personal  mastery is the discipline of continually clarifying and deepening our personal  vision, of focusing our energies, of developing patience, and of seeing reality  objectively
  • Mental models.  These are ‘deeply ingrained assumptions,  generalizations, or even pictures and images that influence how we understand  the world and how we take action’
  • The discipline of mental models starts with turning the  mirror inward;
  • people expose their own thinking effectively and make that  thinking open to the influence of others.
  • n other words it means fostering openness
  • hold a
  • share picture of the future
  • encourage  experimentation and innovation
  • sense of the long-term
  • When there is a genuine vision (as opposed to the  all-to-familiar ‘vision statement’), people excel and learn, not because they  are told to, but because they want to.
  • The practice of shared vision involves the skills of  unearthing shared ‘pictures of the future’
  • counter-productiveness of trying to dictate a vision,
  • linear
  • When teams learn together
  • members will grow more rapidly than  could have occurred otherwise.
  • the capacity of members
  • a team to suspend assumptions and enter into a  genuine ‘thinking together’
  • there is the possibility of creating a language more suited for dealing with  complexity, and of focusing on deep-seated structural issues and forces rather  than being diverted by questions of personality and leadership style.
  • ‘new’ view of leadership that centres on ‘subtler and  more important tasks’.

  22 more annotations...

• 21 May 10
  

  Gaby Richard-Harrington

  Sculpture

• 23 Apr 10
  

  Leo Bottary
• 02 Apr 10
  

  S Buhner

  senge organization leadership culture

• 23 Mar 10
  

  Allan Besselink

  "Peter Senge’s vision of a learning organization as a group of people who are continually enhancing their capabilities to create what they want to create has been deeply influential. We discuss the five disciplines he sees as central to learning organizat

  learning organization culture collaboration education

• 18 Mar 10
  

  Zan Chandler

  learning senge leadership organization management business sfi systems-thinking

• 11 Mar 10
  

  Christian Johansen

  Peter_Senge learningorganization

• 02 Mar 10
  

  Sandra Dudley
• 19 Feb 10
  

  Rochelle W

  "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."

  collaboration

  • 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.
  • The basic rationale for such organizations is that in situations of rapid  change only those that are flexible, adaptive and productive will excel.
  • While all people have the capacity to learn, the structures in which they  have to function are often not conducive to reflection and engagement
  • Organizations that are continually expanding their  capacity to create their future require a fundamental shift of mind among their  members. 
  • When you ask people about what it is like being part of a  great team, what is most striking is the meaningfulness of the experience.  People talk about being part of something larger than themselves, of being  connected, of being generative. It become quite clear that, for many, their  experiences as part of truly great teams stand out as singular periods of life  lived to the fullest. Some spend the rest of their lives looking for ways to  recapture that spirit. (Senge 1990: 13)
  • real learning gets to the heart of what it is to be human.
  • able to re-create ourselves.
  • Thus, for a ‘learning organization it is not enough to survive.
  • ”Survival learning” or what is more often termed “adaptive learning” is  important – indeed it is necessary. But for a learning organization, “adaptive  learning” must be joined by

  • The  five that Peter Senge identifies are said to be converging to innovate learning  organizations. They are:

     

     

    Systems thinking

     

    Personal mastery

     

    Mental models

     

    Building shared vision

     

    Team learning
  • All the disciplines are, in  this way, ‘concerned with a shift of mind from seeing parts to seeing wholes,  from seeing people as helpless reactors to seeing them as active participants in  shaping their reality, from reacting to the present to creating the future’ (Senge  1990: 69).
  • Peter Senge argues that one of the key  problems with much that is written about, and done in the name of management, is  that rather simplistic frameworks are applied to what are complex systems
  • ‘We learn best from our experience, but we never directly experience the  consequences of many of our most important decisions’, Peter Senge (1990: 23)  argues with regard to organizations. We tend to think that cause and effect will  be relatively near to one another. Thus when faced with a problem, it is the  ‘solutions’ that are close by that we focus upon.
  • produce improvements in a relatively short time span.
  • when viewed  in systems terms short-term improvements often involve very significant  long-term costs.
  • The systems viewpoint is generally oriented toward the  long-term view. That’s why delays and feedback loops are so important. In the  short term, you can often ignore them; they’re inconsequential. They only come  back to haunt you in the long term.
  • On the other hand,  failure to understand system dynamics can lead us into ‘cycles of blaming and  self-defense: the enemy is always out there, and problems are always caused by  someone else’ Bolam and Deal 1997: 27; see, also, Senge 1990: 231).

  • Vision is  vocation rather than simply just a good idea.

     

     
  • People with a high level of personal mastery live in a  continual learning mode. They never ‘arrive’. Sometimes, language, such as the  term ‘personal mastery’ creates a misleading sense of definiteness, of black and  white. But personal mastery is not something you possess. It is a process. It is  a lifelong discipline. People with a high level of personal mastery are acutely  aware of their ignorance, their incompetence, their growth areas. And they are  deeply self-confident. Paradoxical? Only for those who do not see the ‘journey  is the reward’. (Senge 1990: 142)
  • These are ‘deeply ingrained assumptions,  generalizations, or even pictures and images that influence how we understand  the world and how we take action’ (Senge 1990: 8)
  • When there is a genuine vision (as opposed to the  all-to-familiar ‘vision statement’), people excel and learn, not because they  are told to, but because they want to. But many leaders have personal visions  that never get translated into shared visions that galvanize an organization…  What has been lacking is a discipline for translating vision into shared vision  - not a ‘cookbook’ but a set of principles and guiding practices.

  • When teams learn together, Peter Senge suggests, not only can  there be good results for the organization, members will grow more rapidly than  could have occurred otherwise.

     

     

    The discipline of team learning starts with ‘dialogue’,  the capacity of members of a team to suspend assumptions and enter into a  genuine ‘thinking together’. To the Greeks dia-logos meant a free-flowing  if meaning through a group, allowing the group to discover insights not  attainable individually…. [It] also involves learning how to recognize the  patterns of interaction in teams that undermine learning. (Senge 1990: 10)
  • Peter Senge argues that learning organizations require a new view of  leadership. He sees the  traditional view of leaders (as special people who set the direction, make key decisions  and energize the troops as deriving from a deeply individualistic and  non-systemic worldview (1990: 340). At its centre the traditional view of  leadership, ‘is based on assumptions of people’s powerlessness, their lack of  personal vision and inability to master the forces of change, deficits which can  be remedied only by a few great leaders’ (op. cit.)
  • Taking this stand is the first  leadership act, the start of inspiring (literally ‘to breathe life into’) the vision of the learning organization. (Senge  1990: 340)
  • In essence, ‘the leaders’ task  is designing the learning processes whereby people throughout the organization  can deal productively with the critical issues they face, and develop their  mastery in the learning disciplines’ (ibid.: 345)
  • One of the important things to grasp here is  that stewardship involves a commitment to, and responsibility for the vision,  but it does not mean that the leader owns it. It is not their possession.  Leaders are stewards of the vision, their task is to manage it for the benefit  of others (hence the subtitle of Block’s book – ‘Choosing service over  self-interest’). Leaders learn to see their vision as part of something larger.
  • A key to success is being able to conceptualize  insights so that they become public knowledge, ‘open to challenge and further  improvement’ (ibid.: 356).
  • “Leader as teacher” is not about “teaching” people how to  achieve their vision. It is about fostering learning, for everyone. Such leaders  help people throughout the organization develop systemic understandings.  Accepting this responsibility is the antidote to one of the most common  downfalls of otherwise gifted teachers – losing their commitment to the truth. (Senge  1990: 356)
  • Leaders have to create and manage creative tension – especially around the  gap between vision and reality. Mastery of such tension allows for a fundamental  shift. It enables the leader to see the truth in changing situations.

  27 more annotations...

• 

  Hayden Valdes

  peter_senge people

• 08 Feb 10
  

  Priscilla Taylor-Williams

  From Internet Explorer systems

• 19 Jan 10
  

  Tomaz Lasic

  adaptive v generative knowledge

  chage leadership collaboration education

• 17 Jan 10
  

  elizabeth helfant

  learningOrganization delicious

• 21 Dec 09
  

  • continually expand their  capacity
  • continually expand their  capacity to create the results they truly desire
  • patterns of thinking are nurtured
  • people are continually learning
  • collective aspiration is set free
  • only those that are flexible, adaptive and productive will excel
  • discover how to tap  people’s commitment and capacity to learn at all levels’

    • This means establishing a culture of learning, sharing, questioning and exploration.
  • the structures in which they  have to function are often not conducive to reflection and engagement.
  • people may lack the tools and guiding ideas
  • fundamental shift of mind among their  members
  • being part of a  great team,
  • meaningfulness of the experience.
  • real learning gets to the heart of what it is to be human
  • “generative learning”, learning that enhances our  capacity to create’

    • Twitter helps me learn because I discover what other people are learning and sharing. Each day I receive many tweets from people I follow with are opportunities for me to learn.
  • mastery of certain basic disciplines or ‘component technologies’.
  • be converging to innovate learning  organizations. They are:
  • Fifth Discipline
  • It is the discipline that integrates the others, fusing them  into a coherent body of theory and practice
  • comprehend and address the whole, and to examine the  interrelationship between the parts
  • rather simplistic frameworks are applied to what are complex systems
  • parts rather than seeing the whole, and to fail to see  organization as a dynamic process. Thus, the argument runs, a better  appreciation of systems will lead to more appropriate action.
  • Classically we look to actions  that produce improvements in a relatively short time span.
  • However, when viewed  in systems terms short-term improvements often involve very significant  long-term costs.
  • In the short run there may be little  impact on people’s demands for our goods and services, but longer term the  decline in visibility may have severe penalties.
  • A further key aspect of systems is the extent to which they  inevitably involve delays – ‘interruptions in the flow of influence which make  the consequences of an action occur gradually
  • toward the  long-term view.
  • ‘systems maps’ – diagrams that show the key  elements of systems and how they connect.
  • A ‘discipline’ is  viewed by Peter Senge as a series of principles and practices that we study,  master and integrate into our lives.

  • Practices: what you do.

     

    Principles: guiding ideas and insights.

     

    Essences: the state of being those with high levels of  mastery in the discipline
  • Each is necessary to the others  if organizations are to ‘learn’.
  • Organizations learn only through individuals who  learn
  • Personal  mastery is the discipline of continually clarifying and deepening our personal  vision, of focusing our energies, of developing patience, and of seeing reality  objectively’
  • goes beyond
  • although it involves them.
  • Mastery is  seen as a special kind of proficiency. It is not about dominance, but rather  about calling.
  • live in a  continual learning mode.
  • But personal mastery is not something you possess. It is a process.
  • are acutely  aware of their ignorance, their incompetence, their growth areas. And they are  deeply self-confident.
  • mental models starts with turning the  mirror inward; learning to unearth our internal pictures of the world, to bring  them to the surface and hold them rigorously to scrutiny.
  • ‘learningful’ conversations that balance inquiry and  advocacy, where people expose their own thinking effectively and make that  thinking open to the influence of others.
  • Moving the organization in the right direction entails working to  transcend the sorts of internal politics and game playing that dominate  traditional organizations. In other words it means fostering openness
  • Learning organizations are  localized organizations
  • one idea about leadership
  • ‘it’s the capacity to hold a share picture of the future we seek to create’
  • a  sense of the long-term
  • not because they  are told to, but because they want to.
  • many leaders have personal visions  that never get translated into shared visions
  • lacking is a discipline for translating vision into shared vision
  • that foster genuine commitment and  enrolment rather than compliance
  • Visions spread because of a reinforcing process. Increased clarity,  enthusiasm and commitment rub off on others in the organization.
  • ‘the process of aligning and developing the capacities of a team to create  the results its members truly desire’
  • It builds on personal  mastery and shared vision
  • act together
  • learning starts with ‘dialogue’
  • how to recognize the  patterns of interaction in teams that undermine learning
  • ‘becomes open to the flow of a  larger intelligence’,
  • dialogue in his work that it could almost be put  alongside systems thinking as a central feature of his approach.
  • new view of  leadership
  • deriving from a deeply individualistic and  non-systemic worldview
  • In a learning organization, leaders are designers,  stewards and teachers.
  • responsible for building organizations
  • expand their capabilities
  • that is they are responsible  for learning
  • the three aspects of leadership that he  identifies
  • The organization’s policies, strategies  and ‘systems’ are key area of design, but leadership goes beyond this
  • the purpose, vision and core values  by which people should live.
  • shared vision
  • ‘the leaders’ task  is designing the learning processes
  • purpose stories
  • they were relating the story
  • give meaning to  all aspects of the leader’s work
  • stewardship involves a commitment to, and responsibility for the vision,  but it does not mean that the leader owns it
  • their task is to manage it for the benefit  of others
  • Leaders have to learn to listen to other people’s  vision and to change their own where necessary
  • develop a vision that is both  individual and shared.
  • much of the leverage leaders can actually exert lies in helping  people achieve more accurate, more insightful and more empowering views  of reality
  • influence people’s view of reality at four  levels: events, patterns of behaviour, systemic structures and the ‘purpose  story’
  • most managers and leaders tend to focus on the first two
  • Leaders in  learning organizations attend to all four, ‘but focus predominantly on purpose  and systemic structure
  • By attending to  purpose, leaders can cultivate an understanding of what the organization (and  its members) are seeking to become.
  • losing their commitment to the truth.
  • Leaders have to create and manage creative tension – especially around the  gap between vision and reality.
  • informed, committed action on the part of those it is aimed at
  • can only come into fruition in a limited number of instances
  • Here the case against Senge is that  within capitalist organizations, where the bottom line is profit, a fundamental  concern with the learning and development of employees and associates is simply  too idealistic.
  • The need to  focus on knowledge generation within an increasingly globalized economy
  • Productivity and competitiveness are, by and large, a  function of knowledge generation and information processing
  • A failure to attend to the learning of groups and individuals in the  organization spells disaster in this context.
  • Organizations need to be good at knowledge generation, appropriation and  exploitation.
  • Knowledge carried by an individual only realizes its commercial  potential when it is replicated by an organization and becomes organizational  knowledge.
  • do not have the  disposition or theoretical tools to follow it through.
  • a  discipline is a series of principles and practices that we study, master and  integrate into our lives
  • Classically, the approach involves a shift from  product to process (and back again)
  • spiritual growth
  • We are also  requested to join in something bigger. Many of us may just want to earn a  living!
  • two key problem areas.
  • Peter Drucker’s
  • He argued that there are  three tasks – ‘equally important but essentially different’ – that face the  management of every organization. These are:

  • To think through and define the specific purpose and  mission of the institution, whether business enterprise, hospital, or  university.

     

    To make work productive and the worker achieving.

     

    To manage social impacts and social responsibilities. (op.  cit.)
  • Free enterprise’ cannot be justified as being good  for business. It can only be justified as being good for society
  • An alternative reading is that difference is good for democratic life (and  organizational life) provided that we cultivate a sense of reciprocity, and ways  of working that encourage deliberation.
  • The emphases on building a shared vision, team  working, personal mastery and the development of more sophisticated mental  models and the way he runs the notion of dialogue through these does have the  potential of allowing workplaces to be more convivial and creative.

    • Convivial, defn: occupied with or fond of the pleasures of good company

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