The Art of Managing the Team Learning and Peter Senge's Fifth Discipline


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A qualitative study on the five disciplines defined by Peter Senge and its implications on Learning Organization

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  • 1.Lady-spoke about harmony n peace ,living in balance with nature I want to live in a green planetBetter job-rid of boring jobMother in law-go bak to own house(negative vision)- not called as grown ups but given ups2.High market share-for high profit3.Genuine caring-werppl feel uncomfortable to talk about purpose,feel easy to talk about genuine caring.They talk abtwat they really want to do-energy n enthusiasm4.purpose-general heading v-specificdestination p-abstract v-concrete p-best that I can b v-breaking the 4 min mile5.Material facets-wer v want to live,how much money v want in bankPersonal facets-health,freedom,being true to ourselves
  • Name belief centersPowerlessness—inability to bring into being all the things we really care about Unworthiness– that we do not deserve to have what we truly desire.Structure conflicting forces: pulling us simultaneously towards and away from what we want.
  • 1.Inadequate strategy.ppl ask-y should I change my behaviour,yshud I change underlyin beliefs2.Broadening awareness,deepenin our understandin3.Power of truth-Seeing reality more n more as it is.
  • .-world class swimmers hav found that by imagining hands to b twice its size n legs to b webbed-they swim fasterDeveloping subconscious rapport about genuine caring about desired outcome-right goal to inspire
  • It is a representation of the surrounding world, the relationships between its various parts and a person's intuitive perception about his or her own acts and their consequences. Mental models can help shape behavior and set an approach to solving problems (akin to a personal algorithm) and doing tasks.
  • Discipline of managing mental models – surfacing, testing, and improving our internal pictures of how the world works holds the key to building learning organizations.Learning skills fall into two broad classes: skills of reflection and skills of inquiry. Most managers are trained to be advocates. In fact, in many companies, what it means to be a competent manager is to figure out what needs to be done, and enlist whatever support is needed to get it done.
  • It is not possible to wave a magic wand and create a high-performing, self-managed team overnight. A self-managed team needs to develop a culture of lifelong, individual and team learning.
  • It builds on the discipline of developing a shared vision.Builds on personal mastery, for talented teams are made up of talented individuals.
  • Dialogue and discussion are potentially complementary, but most teams lack the ability to distinguish between the two and tend to move consciously between them.In dialogue, a group explores complex difficult issues from many points of view. Individuals communicate their assumptions freely. The result is a free exploration that brings to the surface the full depth of people’s experience and thought, and yet can move beyond their individual views.
  • In dialogue, people become observers of their own thinking. Through dialogue, people can help each other to become aware of the incoherence in each other’s thoughts. In this way, the collective thought becomes more and more coherent.The difference between great teams and mediocre teams lies in how they face conflict and deal with the defensiveness that invariably surrounds conflict. Defensive routines form a sort of protective shell around our deepest assumptions. These routines defend us against pain, but alsokeep us from learning about the causes of the pain.A team committed to learning must be committed not only to telling the truth about what’s going on “out there,” in their business reality, but also about what’s going on “in here,” within the team itself.
  • The source of defensive routines, is not belief in our views or desire to preserve social relations, as we might tell ourselves, but fear of exposingthe thinking that lies behind our views. The more effective defensive routines are, the moreeffectively they cover up underlying problems, the less effectively these problems are faced, andthe worse the problems tend to become.It is not the absence of defensiveness that characterizes learning teams but the way defensiveness is faced. A team committed to learning must be committed not only to telling the truth about what’s going on “out there,” in their business reality, but also about what’s going on “in here,” within the team itself. To see reality more clearly, we must also see our strategies for obscuring reality.
  • Questioning: When faced with a problem, a new project or an opportunity, it is a good idea to focus on the nine key success factors which make the difference between a high-performing team and a low-performing team.Valuing Diversity: Diversity of thinking is one of the hallmarks of learning teams. Problems need to be viewed from different angles if the best solutions are to be generated. If everyone looks at problems in the same way then group think can occur. If diversity is allowed and encouraged, then better solutions will result.Communicating: Communication is the essential process that links a team together. Communicating within the team learning discipline is a dynamic process which constantly moves through all seven skills.Pacing is the technique of varying your communication style to match that of other people. Inquiry is listening carefully to what people are saying and asking questions to fill in the gaps. Learning Review: Learning is an iterative process that takes place through feedback.
  • Conceptual cornerstone that underlies all the learning disciplines
  • This systems view shows a perpetual cycle of aggression. US responds to perceived threat to Americans by increasing US military activities which increases perceived aggressiveness of the US. This leads to more terrorist recruits and so on. This leads to both sides focusing on the short term goals. But they end up creating danger for everyone.
  • There is a fundamental mismatch between the nature of reality in complex systems and our predominant ways of thinking about that reality. The first step in correcting that mismatch is to let go of the notion that cause and effect are close in time and space.
  • Detail complexity: Example: US has a primary intelligence agency CIA, and a NSA. In addition, they have FBI and homeland security. Each of these agencies gather their own intelligence and perceive various level of threats to the nation which force the Government to react militarily. Dynamic Complexity: Example: A king planning to attack warring states in order to conquer them will get flaked when he is actually attacked by the combined forces of the warring states. Understanding dynamic complexity is important while considering Systems thinking. In Systems thinking, we should shed individuality and involve as a group. Everyone shares responsibility.
  • Reinforcing Feedback: Example – Pygmalion effect – A student does not perform well in the first semester at a new school as she has not adapted to the new environment. The teacher on the contrary, thinks she in not motivated and so the next semester, the teacher pays less attention. Again the student performs poorly. Now she’s caught in her own spirals and pulled down because of being labeled as a non-performer. Small change, large consequence.Balanced Feedback: Example – Managers cutting down on labor to cut costs are end up with an overworked workforce and increased costs as they have to outsource their works to consultants.
  • The Art of Managing the Team Learning and Peter Senge's Fifth Discipline

    1. 1. Organization skilled at Creating, Acquiring, and Transferring KNOWLEDGE and Modifying its BEHAVIOUR to reflect new insights Without accompanying changes in the way that work gets done, only the potential for improvement exists Translate new knowledge into new ways of behaving Learning Organization
    2. 2. Adaptive Learning Generative learning Learning Organization Learning as a process..
    3. 3. In a Learning Organization •Flexibility - core value of organization •People - appreciated for skills, values and work •Staff Opinions - sought and treated with respect. •Exchanging information - sharing ideas and experiences is encouraged. •Learn new skills - apply to jobs to enhance services and improvement. •Opportunities exist - creative, learn from mistakes, take risks and reach new levels of expertise. •Learning Occur – at individual, group and organization
    4. 4. 1. Employees seem unmotivated or uninterested in their work 2. Workforce lack the skill and knowledge to adjust to new jobs 3. Workforce simply follow orders 4. Teams argue constantly and lack real productivity 5. Lack communication between each other A company that needs to learn…
    5. 5. Why they fail? In 1983, a Royal Dutch survey found that one third of the firms in the Fortune "500" in 1970 had vanished. Most organizations learn poorly and create fundamental learning disabilities The seven learning Disabilities I AM MY POSITION THE ILLUSION OF TAKING CHARGE THE PARABLE OF THE BOILED FROG THE DELUSION OF LEARNING FROM EXPERIENCE THE FIXATION OF EVENTS THE MYTH OF THE MANAGEMENT TEAM THE ENEMY IS OUT THERE
    6. 6. Trained to be loyal to our job and confuse them with our own identities. Tendency to see responsibilities as limited to the boundaries of position. Eg: American steel company-closing plants-train the displaced steelworkers-training never happened-acute identity crises-describe the tasks they perform every day, not the purpose of the greater enterprise. Eg: Detroit auto maker When people in organizations focus only on their position, they have little sense of responsibility for the results produced when all positions interact. I am my Position
    7. 7. The propensity to find someone or something outside ourselves to blame when things go wrong. Thou shall always find an external agent to blame. Marketing blames manufacturing blames engineering blames marketing This syndrome is a by-product of "I am my position”. THE ENEMY IS OUT THERE
    8. 8. Proactiveness is reactiveness in disguise. Aggressive fighting the ‘enemy out there’ means we are reacting- True proactiveness comes from seeing how we contribute to our own problem. THE ILLUSION OF TAKING CHARGE THE FIXATION ON EVENTS •Focusing on events distract from seeing the longer-term patterns of change •Distracts from understanding the cause of those patterns •Cave men needed to react to events quickly for contemplate • the cosmos is not required - ability to see the tiger over your left shoulder is only required. •Generative learning cannot be sustained in an organization if people's thinking is dominated by short-term events.
    9. 9. THE PARABLE OF THE BOILED FROG: We are adept at responding to sudden changes in our environment. We are terrible at assessing slow, gradual changes, even when they threaten our survival. The Delusion of Learning from Experience Practice makes permanent, rather than perfect
    10. 10. Team learning starts with ‘dialogue’= the capacity of members of a team to suspend assumptions and enter genuine ‘thinking together’ Allows the group to discover insights not attainable individually Is a shared vision only when it connects with the personal vision of people throughout the organization. Shows group how to recognize the patterns of interaction that undermine learning SHARED VISION
    11. 11. Vision creates the spark; the excitement that lifts an organization out of the mundane. Fosters risk taking and experimentation Encourages building personal vision-personal mastery-the bedrock. Compliance: An organization made up of genuinely compliant people will be very productive and cost effective contrary to grudging compliance Commitment: Brings along energy, passion, and excitement. Does not play by the “rules of the game” but is responsible for the game
    12. 12. •“What?” – the picture of the future we seek to create. Vision •“Why?” the organization’s answer to the question, “Why do we exist?” Mission •“How do we want to act? A company’s values describe how the company wants life to be on a day- to-day basis while pursuing the vision Core values Governing ideas answer three critical questions: “What?” “Why?” and “How?”
    13. 13. Political environment-importance who>what. Two different aspects of openness – participative and reflective Participative openness - the freedom to speak one’s mind-focuses purely on the “means” or process of interacting, not on the “results” of that interaction. Reflective openness - leads to people looking inward- involves not just examining our own ideas but examining each other’s thinking. An attitude which may accept that “I may be wrong and the other person may be right” Openness
    14. 14. -“Personal mastery” is the phrase we use for the discipline of personal growth and learning. People with high levels of personal mastery are continually expanding their ability to create the results in life that they truly seek.
    15. 15. Personal vision comes from within Focuses on the means rather than result. Real vision cannot be understood in isolation from the idea of purpose. But vision is different from purpose Vision is multifaced. Personal Vision
    16. 16. Personal Mastery •Creative Tension is measured by the difference between our goals and our current reality. •Relieve the tension by reducing your goals to match your current reality, or change your perception of your current reality to be closer to your goal When setting goals for your team, follow this game plan: •Set goals without worrying how you will get there. •Make an honest assessment of the current reality. •Relieve some tension by modifying the goals without changing the honest assessment of the current reality.
    17. 17. Structural Conflict “Most of us hold one or more opposing beliefs that limits our ability to create what we really want” Overcoming Structural Conflicts Letting our vision erode Conflict manipulation/Negative Vision Will power
    18. 18. Commitment to Truth • People always want formula, a technique, something tangible that can apply to solve problem of Structural conflict • But Commitment to Truth is far more powerful than any technique • Here truth is relentless willingness to root out the ways we limit or deceive ourselves from seeing what is continually broadening our awareness
    19. 19. Using The Subconscious -you don’t Really Need to Figure it all out High personal Mastery High level of Rapport Normal Awareness Sub consciousness develops Meditation Practice In working more productively with the subconscious mind helpful • Implicit in the practice of personal mastery is another dimension of the mind.(subconscious) • Through subconscious that “all of us” deal with complexity. • We have all mastered a vast repetitive of skills through “training” the sub conscious. • Effective way to focus on subconscious is through imagery and visualization
    20. 20. It is an explanation of someone's thought process about how something works in the real world. MENTAL MODEL
    21. 21. Managing Mental Models Surfacing Testing Improving our internal pictures of how the World works - The learning Curve
    22. 22. Learning eventually results in changes in action, not just taking in new information and forming new “ideas.” That is why recognizing the gap between our adopted theories (what we say) and our “theories-in-use” (the theories that lay behind our actions) is vital. Most of our mental models are systematically flawed.
    23. 23. The Art of Managing Team Learning
    24. 24. Team learning is the process of working collectively to achieve common objectives in a group. In the Learning Organization context, team members tend to share knowledge and complement each other's skills. TEAM LEARNING Team Shared Vision Personal Mastery
    25. 25. Disciplines of Team Learning Dialogue and Discussion Conflicts and Defensive Routines Practice
    26. 26. DisciplineofTeamLearning Dialogue Discussion There is the free and creative exploration of complex and subtle issues, a deep “listening” to one another and suspension of one’s own views Different views are presented and defended. There is a search for the best view to support decisions that must be made at this time.
    27. 27. Thought denies that it is participative Thought stops tracking reality Thought establishes its own standard of reference for fixing problems, which it contributed to creating in the first place. Purpose of Dialogues – reveal incoherence in our thought
    28. 28. The difference between great teams and mediocre teams lies in how they face conflict and deal with the defensiveness that invariably surrounds conflict. Defensive routines form a sort of protective shell around our deepest assumptions. It is not the absence of defensiveness that characterizes learning teams but the way defensiveness is faced.
    29. 29. TeamLearning Questioning Valuing Diversity Communicating Learning Review
    30. 30. Fifth Discipline Seeing inter-relationships, patterns of change, wholes What is a system? SYSTEMS THINKING
    33. 33. Correcting the mismatch Neither incentives nor means to integrate learning disciplines Why SYSTEMS THINKING?
    34. 34. Detail Complexity arises when we use advanced procedures to analyze a set of procedures or data Too much of analysis leads to various complexities in arriving at an improper conclusion. Dynamic Complexity Cause and effect are subtle Obvious interventions produce non-obvious consequences
    35. 35. REINFORCING FEEDBACK Small change builds on itself It leads to large consequences – better or worse BALANCED FEEDBACK System that seeks stability Decision based on balancing end up as errors DELAYED FEEDBACK Creates instability in the system FEEDBACK
    36. 36. Solutions attending symptoms give short term benefits Root cause has to be found and eliminated for long term benefits Identifying small changes that lead to large benefits is a challenge “Too Much information is the cause for ‘information’ problem” PROPER ACTIONS
    37. 37. THANK YOU!