Learning Ion Part2

3 FIVE DISCIPLINES We live in a time of such rapid change and growth of knowledge that only a person who continues to learn and enquire can hope to keep pace, let alone play the role of guide Nathan M. Pusey

Senge’s theory comprises of five disciplines namely systems thinking, personal mastery, mental models, shared vision and team learning. Though developed separately, each will, prove critical to the other’s success. Each provides a vital dimension in building organizations that can truly "learn," that can continually enhance their capacity to realize their highest aspirations

3.1 Systems Thinking A cloud masses, the sky darkens, leaves twist upward, and we know that it will rain. We also know that after the storm, the runoff will feed into groundwater miles away, and the sky will grow clear by tomorrow. All these events are distant in time and space, and yet they are all connected within the same pattern. Each has an influence on the rest, an influence that is

usually hidden from view. You can only understand the system of a rainstorm by contemplating the whole, not any individual part of the pattern. Business and other human endeavors are also systems. They, too, are bound by invisible fabrics of interrelated actions, which often take years to fully play out their effects on each other. Since we are part of that lacework ourselves, it's doubly hard to see the whole pattern of change. Instead, we L e a r ni n g O r g a ni s a ti o n

tend to focus on snapshots of isolated parts of the system, and wonder why our deepest problems never seem to get solved. Systems thinking is a conceptual framework, including knowledge and tools developed in the last fifty years. Its goal is to make complex patterns clearly visible, thus helping an individual to effectively change situations with minimal effort. In Senge’s terms, an individual must find the”leverage points of the system”. L e a r ni n g O r g a ni s a ti o n

3.2 Personal mastery Mastery might suggest gaining dominance over people or things. But mastery can also mean a special level of proficiency. People with a high level of personal mastery are able to consistently realize the results that matter most deeply to them. Personal mastery consists in continually deepening and clarifying an individual’s personal vision, focussing energy, and developing an objective view of reality. L e a r ni n g O r g a ni s a ti o n

This discipline provides the link between organizational and individual learning. Hence, it is essential for organizational learning development. Sustainable learning can only occur when its foundation lies in the individual’s commitment with self-development. The main practice of the personal mastery discipline consists in the development of a capability of maintaining not only a clear view of the current reality, but also a personal vision. This process produces an internal L e a r ni n g O r g a ni s a ti o n

force, named “creative tension”. Resolution of this tension involves actions aimed at making the image of reality get closer to the personal vision.

3.3 Mental models Mental models are hypotheses and generalizations that influence both the individual’s comprehension of and interaction with the world. Senge states L e a r ni n g O r g a ni s a ti o n

that, often, individuals are not aware of their mental models and the influence they have on their behavior. Frequently, organizational changes fail to be implemented as a consequence of conflicts they generate with powerful pre-existent mental models. This discipline involves exposing these models such that they can be criticized and reviewed, if required. In order to achieve this goal, L e a r ni n g O r g a ni s a ti o n

conversations (dialogs) that balance questioning and advocacy are used, so that the members of the organization can both expose their thoughts and become open to influences from others. Two skills are fundamental to this discipline: reflection and inquiry. The first involves decreasing the speed of the member’s thinking processes, so that he/she can recognize how his/her mental models are built. The second consists in conversations among individuals where personal visions are L e a r ni n g O r g a ni s a ti o n

openly shared, and at the same time, they learn each other’s assumptions on several subjects.

3.4 Shared vision The existence of goals, values and mission that are profoundly shared through all organization is essential in order to build a successful organization. Such a shared vision constitutes an image of the future that L e a r ni n g O r g a ni s a ti o n

the organization wants to build, and is fundamental so that the organization may unite its members around a shared identity and a sense of destiny. Once there is a true vision, organizational members want to learn and produce at their best performance. There is no need for a norm or rule that states that members have to behave with such goal in mind. This discipline aims at translating individual vision into a shared vision by means of the definition of principles and directive lines. The practice of this L e a r ni n g O r g a ni s a ti o n

discipline involves exposing images of the future which promote the alignment and commitment of the persons with this vision, instead of submission to a vision imposed by the organization.

3.5 Team learning According to this discipline it is possible to develop learning skills in a team. Once this goal is achieved, this team develops uncommon capabilities for L e a r ni n g O r g a ni s a ti o n

coordinated action, thus producing extraordinary results. This is a state that also permits faster development of the team members than it would be possible in other circumstances. This discipline involves the development of the dialog technique. This technique concerns the capability of the members to suppress their individual assumptions and enter an authentic state of shared thought. The concept of dialog in this theory involves the free flow of meaning among the L e a r ni n g O r g a ni s a ti o n

members of a team, so that the team can discover insights that could not be discovered individually. Moreover, the practice of dialog also involves learning patterns of interaction among members that hinder or reduce performance in team learning. Another interesting aspect of the dialog technique is that it also includes the development of skills to recognize interaction patterns in teams that hinder team learning, e.g., defensive patterns. L e a r ni n g O r g a ni s a ti o n

Senge also contrasts dialog and discussion: discussion involves competitive exchange of ideas and opinions in order to determine a”winner” idea.

3.6 The Fifth Discipline It is vital that the five disciplines develop as an ensemble. This is challenging because it is much harder to integrate new tools than simply apply them L e a r ni n g O r g a ni s a ti o n

separately. But the payoffs are immense. This is why systems thinking is the fifth discipline. It is the discipline that integrates the disciplines, fusing them into a coherent body of theory and practice. It keeps them from being separate gimmicks or the latest organization change fads. Without a systemic orientation, there is no motivation to look at how the disciplines interrelate. By enhancing each of the other disciplines, it continually reminds us that the whole can exceed the sum of its parts. L e a r ni n g O r g a ni s a ti o n

For example, vision without systems thinking ends up painting lovely pictures of the future with no deep understanding of the forces that must be mastered to move from here to there. But systems thinking also needs the disciplines of building shared vision, mental models, team learning, and personal mastery to realize its potential. Building shared vision fosters a commitment to the long term. Mental models focus on the openness needed to unearth shortcomings in our present ways L e a r ni n g O r g a ni s a ti o n

of seeing the world. Team learning develops the skills of groups of people to look for the larger picture that lies beyond individual perspectives. And personal mastery fosters the personal motivation to continually learn how our actions affect our world. Without personal mastery, people are so steeped in the reactive mindset ("someone/something else is creating my problems") that they are deeply threatened by the systems perspective.

L e a r ni n g O r g a ni s a ti o n

Lastly, systems thinking makes understandable the subtlest aspect of the learning organization—the new way individuals perceive themselves and their world. At the heart of a learning organization is a shift of mind—from seeing ourselves as separate from the world to connected to the world, from seeing problems as caused by someone or something "out there" to seeing how our own actions create the problems we experience. A learning organization is a place where people are continually discovering how they create their reality. And how they can change it. L e a r ni n g O r g a ni s a ti o n

3.7 The Laws of the Fifth Discipline 1. Today's problems come from yesterday's solutions- Solutions shift

problems from one part of a system to another. 2. The harder you push, the harder the system pushes back-

Compensating feedback': well intentioned interventions which eventually make matters worse. L e a r ni n g O r g a ni s a ti o n

3. Behaviour grows better before it grows worse- The short-term benefits

of compensating feedback are seen before the long-term disbenefits. 4. The easy way out usually leads back in- Familiar solutions which are

easy to implement usually do not solve the problem. 5. The cure can be worse than the disease- Familiar solutions can not

only be ineffective; sometimes they are addictive and dangerous. L e a r ni n g O r g a ni s a ti o n

6. Faster is slower - The optimal rate of growth is much slower than the

fastest growth possible. 7. Cause and effect are not closely related in time and space- The area

of a system which is generating the problems is usually distant to the area showing the symptoms.

L e a r ni n g O r g a ni s a ti o n

8. Small changes can produce big results- but the areas of highest

leverage are often the least obvious. Problems can be solved by making small changes to an apparently unrelated part of the system. 9. You can have your cake and eat it too - but not at once. Problems

viewed from a systems point of view, as opposed to a single snapshot, can turn out not to be problems at all. L e a r ni n g O r g a ni s a ti o n

10. Dividing an elephant in half does not produce two small elephants- A

systems' properties depend on the whole. 11. There is no blame- The individual and the cause of their problems are

part of a single system.

L e a r ni n g O r g a ni s a ti o n

L e a r ni n g O r g a ni s a ti o n

L e a r ni n g O r g a ni s a ti o n

L e a r ni n g O r g a ni s a ti o n

4 BUILDING A LEARNING ORGANISATION L e a r ni n g O r g a ni s a ti o n

If “Learning Organisations” are not possible, we must still act as if they were Roger Martin

L e a r ni n g O r g a ni s a ti o n

Many organizations have recognized the commercial significance of learning organisation. Building a learning organisation is not a task which can be accomplished by the manager alone, he can initiate the task but each and L e a r ni n g O r g a ni s a ti o n

every one in organisation need to work together to build a learning organisation.

4.1 Building Blocks 4.1.1 Awareness

L e a r ni n g O r g a ni s a ti o n

Organisations must be aware that learning is necessary before they can develop into a Learning Organisation. This may seem to be a strange statement but this learning must take place at all levels; not just the Management level. Once the company has excepted the need for change, it is then responsible for creating the appropriate environment for this change to occur in.

4.1.2 Environment L e a r ni n g O r g a ni s a ti o n

Centralised, mechanistic structures do not create a good environment. Individuals do not have a comprehensive picture of the whole organisation and its goals. This causes political and parochial systems to be set up which stifle the learning process. Therefore a more flexible, flatter structure which encourages innovations must be formed. The flatter structure also promotes passing of information between workers and so creating a more informed work force. L e a r ni n g O r g a ni s a ti o n

4.1.3 Empowerment The locus of control shifts from managers to workers. This is where the term Empowerment is introduced. The workers become responsible for their actions; but the managers do not lose their involvement. They still need to encourage, enthuse and co-ordinate the workers. Equal participation must be allowed at all levels so that members can learn from each other L e a r ni n g O r g a ni s a ti o n

simultaneously. This is unlike traditionally learning that involves a top-down structure (classroom-type example) which is time consuming.

4.1.4 Learning Companies can learn to achieve these aims in Learning Labs. These are small-scale models of real-life settings where management teams learn how to learn together through simulation games. They need to find out what L e a r ni n g O r g a ni s a ti o n

failure is like so that they can learn from their mistakes in the future. These managers are then responsible for setting up an open, flexible atmosphere in their organisations to encourage their workers to follow their learning example.

4.2 Leadership

L e a r ni n g O r g a ni s a ti o n

Leaders should foster the Systems Thinking concept and encourage learning to help both the individual and organisation in learning. In a learning organization, leaders should act as 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.

4.2.1 Leader as designer. L e a r ni n g O r g a ni s a ti o n

The organization’s policies, strategies and ‘systems’ are key area of design, but leadership goes beyond this. Integrating the five component technologies is fundamental. However, the first task entails designing the governing ideas – the purpose, vision and core values by which people should live. Building a shared vision is crucial early on as it ‘fosters a longterm orientation and an imperative for learning. Other disciplines also need to be attended to, but just how they are to be approached is dependent upon the situation faced. In essence, ‘the leaders’ task is designing the learning L e a r ni n g O r g a ni s a ti o n

processes whereby people throughout the organization can deal productively with the critical issues they face, and develop their mastery in the learning .

4.2.2 Leader as steward. The leader must develops a unique relationship to his or her own personal vision. He or she becomes a steward of the vision. One of the important things to grasp here is that stewardship involves a commitment to, and L e a r ni n g O r g a ni s a ti o n

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. Leaders learn to see their vision as part of something larger.

4.2.3 Leader as teacher.

L e a r ni n g O r g a ni s a ti o n

“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.

4.3 Implementation Strategies L e a r ni n g O r g a ni s a ti o n

Any organisation that wants to implement a learning organisation philosophy requires an overall strategy with clear, well defined goals. The three generic strategies are:

4.3.1 Accidental For many companies, adopting a learning organisation philosophy is the second step to achieving this Holy Grail. They may already be taking steps to L e a r ni n g O r g a ni s a ti o n

achieve their business goals that, in hindsight, fit the framework for implementing a Learning Organisation. This is the accidental approach in that it was not initiated through awareness of the Learning Organisation concept.

4.3.2 Subversive

L e a r ni n g O r g a ni s a ti o n

Once an organisation has discovered the Learning Organisation philosophy, they must make a decision as to how they want to proceed. There is a choice between a subversive and a declared strategy. The subversive strategy differs from an accidental one in the level of awareness; but it is not declared Thus, while not openly endorsing the Learning Organisation ideal, they are able to exploit the ideas and techniques.

4.3.3 Declared L e a r ni n g O r g a ni s a ti o n

The other option is the declared approach. This is self explanatory. The principles of Learning Organisations are adopted as part of the company ethos, become company "speak" and are manifest openly in all company initiatives.

4.4 Problems that may be encountered in a Learning Organisation L e a r ni n g O r g a ni s a ti o n

Even within a Learning Organisation, problems may be encountered that stall the process of learning or cause it to regress. Most of the problems arise from an Organisation not fully embracing all the facets outlined above that are necessary in a Learning Organisation. If these problems can be identified, work can begin on rectifying them.

4.4.1 Organisational barriers to learning L e a r ni n g O r g a ni s a ti o n

Some organisations can find it hard to embrace personal mastery because as a concept it is intangible and the benefits cannot be quantified. Additionally, personal mastery can be seen as a threat to the organisation. This threat can be real, as Senge points out, that “to empower people in an unaligned organisation can be counterproductive”. In other words, if individuals do not engage with a shared vision, personal mastery could be used to advance their own vision. In some organisations a lack of a pro-learning culture can be a barrier to learning. It is important that an environment is created where L e a r ni n g O r g a ni s a ti o n

individuals can share learning without it being devalued and ignored, so more people can benefit from their knowledge and the individual becomes empowered. A Learning Organisation needs to fully embrace the removal of traditional hierarchical structures. These are a barrier to the development of shared vision and to the sharing of knowledge.

L e a r ni n g O r g a ni s a ti o n

4.4.2 Individual barriers to learning Resistance to learning can occur within a Learning Organisation if there is not sufficient buy in at an individual level. This is often encountered by people who feel threatened by change or believe that they have the most to lose. The same people who feel threatened by change are likely to have L e a r ni n g O r g a ni s a ti o n

closed mind sets are not willing to embrace engagement with mental models. Unless implemented coherently across the whole organisation, learning can be viewed as elitist and restricted to more senior levels within the organisation. If this is the case, learning will not be viewed as a shared vision. If training and development is compulsory, it can be viewed as a form of control, rather than a form of personal development. Learning and the pursuit of personal mastery needs to be an individual choice, therefore enforced take up will not work. L e a r ni n g O r g a ni s a ti o n

L e a r ni n g O r g a ni s a ti o n

L e a r ni n g O r g a ni s a ti o n

L e a r ni n g O r g a ni s a ti o n