This newsletter provides updates on students' final management projects (FMP). Some students are using forecasting methods like Delphi to examine topics 10-20 years into the future, while others are analyzing best practices or benchmarking. The newsletter emphasizes following the classical research form and using real-time integration of findings. It highlights several students' projects, which cover diverse topics like innovation in various industries, the use of social media, mobile applications, and more. The projects employ a variety of research methods and some students are gaining internship experience to inform their theses.
Managing Change: Herding Cats is EasierCheryl Doig
This workshop explores some of the things that get in the way of change and suggests some ways of moving people forward in their thinking. Why is it good to have some people who disagree with you? What happens when you have a good idea and people don稚 want to follow? How can you get buy-in and reach the tipping point of change?
The document discusses expertise development and talent. It defines key terms like talent, expert, and expertise. It explores research showing that talent is not innate and can be developed through deliberate practice over time. Experts have superior performance in their domain due to specialized skills and knowledge developed through experience, feedback, and reflection. The nature of learning environments and work cultures is important for supporting expertise development.
The Role of Librarians in DAM and in Your Organization, Createasphere 2012Information Edge
From knowledge to information to metadata in your DAM, the role of the librarian is often neglected. Our two experts will give you examples of why librarians are important to your DAM and your organization. We will look at differing non-profit and for-profit perspectives on the role of the librarian.
The rapidly changing–and, at times, excessively complex–nature of development work demands diverse competences from aid agencies such as the Asian Development Bank. The learning challenges these present require the ability to work more reflectively in a turbulent practice environment.
Learning is the key to success—some would even say survival—in today's organizations. Knowledge should be continuously enriched through both internal and external learning. For this to happen, it is necessary to support and energize organization, people, knowledge, and technology.
Building Capacities For Learning Organizationsheilasingapore
The document discusses building learning organizations. It explains that learning organizations focus on developing new skills and changing attitudes through reflection, systems thinking, and shared vision. Building a learning organization requires focusing on overarching ideas, necessary tools and methods, and providing the infrastructure to apply new approaches. Leaders must clearly articulate the vision, while also providing resources for teams to develop new practices.
This newsletter provides updates on students' final management projects (FMP). Some students are using forecasting methods like Delphi to examine topics 10-20 years into the future, while others are analyzing best practices or benchmarking. The newsletter emphasizes following the classical research form and using real-time integration of findings. It highlights several students' projects, which cover diverse topics like innovation in various industries, the use of social media, mobile applications, and more. The projects employ a variety of research methods and some students are gaining internship experience to inform their theses.
Managing Change: Herding Cats is EasierCheryl Doig
This workshop explores some of the things that get in the way of change and suggests some ways of moving people forward in their thinking. Why is it good to have some people who disagree with you? What happens when you have a good idea and people don稚 want to follow? How can you get buy-in and reach the tipping point of change?
The document discusses expertise development and talent. It defines key terms like talent, expert, and expertise. It explores research showing that talent is not innate and can be developed through deliberate practice over time. Experts have superior performance in their domain due to specialized skills and knowledge developed through experience, feedback, and reflection. The nature of learning environments and work cultures is important for supporting expertise development.
The Role of Librarians in DAM and in Your Organization, Createasphere 2012Information Edge
From knowledge to information to metadata in your DAM, the role of the librarian is often neglected. Our two experts will give you examples of why librarians are important to your DAM and your organization. We will look at differing non-profit and for-profit perspectives on the role of the librarian.
The rapidly changing–and, at times, excessively complex–nature of development work demands diverse competences from aid agencies such as the Asian Development Bank. The learning challenges these present require the ability to work more reflectively in a turbulent practice environment.
Learning is the key to success—some would even say survival—in today's organizations. Knowledge should be continuously enriched through both internal and external learning. For this to happen, it is necessary to support and energize organization, people, knowledge, and technology.
Building Capacities For Learning Organizationsheilasingapore
The document discusses building learning organizations. It explains that learning organizations focus on developing new skills and changing attitudes through reflection, systems thinking, and shared vision. Building a learning organization requires focusing on overarching ideas, necessary tools and methods, and providing the infrastructure to apply new approaches. Leaders must clearly articulate the vision, while also providing resources for teams to develop new practices.
1) The document summarizes Otto Scharmer's book Theory U, which introduces the concept of "presencing" - a heightened state of attention that allows individuals and groups to operate from a future space of possibility.
2) Effective leadership depends on the inner place from which a leader operates, but this dimension is often a "blind spot." Theory U identifies four "fields of attention" that determine how groups respond to situations.
3) Moving from reactive responses based on past knowledge to generative responses that address root issues is the key leadership challenge, requiring a journey through the "U" process of five core movements: observe, retreat and reflect, prototype the future.
This document provides an overview of key concepts related to group dynamics and management. It begins by outlining chapter learning objectives focused on group development theory, roles and norms, task functions, and threats to group effectiveness. It then defines what constitutes a group from a sociological perspective and discusses Tuckman's five stages of group development. The document also examines roles, norms, task and maintenance functions, optimal group sizes, challenges of mixed-gender groups, and threats like groupthink and social loafing. Throughout are examples, discussion questions, and tests of knowledge to reinforce the concepts.
This document appears to be a report submitted by a group of students for their Social Psychology class. It includes sections on acknowledgements, introduction, method, discussion, and references. The method section describes how the group created a video applying several concepts learned in class, including confirmation bias, self-efficacy, the halo effect, and aggression. Each concept is analyzed in the discussion section through screenshots and explanations of how it was portrayed in a scene of the video. The group aimed to create a realistic story applying these concepts to a group project scenario.
The document is a report submitted by a group for their social psychology class. It includes an introduction outlining the assignment to create a video applying course concepts. It then details the group's methods, including choosing concepts of confirmation bias, counterfactual thinking, self-efficacy, halo effect, and aggression. Each concept is analyzed through screenshots and explanations of how it was portrayed in their 5 scene video about types of group members. The report concludes with references and appendix containing storyboard screenshots.
1) Two key learning processes are modeling, which occurs through imitation, and shaping, which occurs through rewarding small steps.
2) Cognitive learning assumes learning is complex and includes factors like motivation and intuition. It can be formal or informal.
3) Perception deals with how people interpret external stimuli; distortions can occur due to emotions, mental processes, and biases. People perceive stimuli based on their needs, attitudes, and motives.
This document provides strategies for leading effective academic meetings, including determining objectives, sending advance agendas, establishing ground rules, focusing discussions on vision and planning rather than drama, preparing presentations, managing negative emotions, allowing one speaker at a time, and guiding the group to decisions. The webinar aims to give practical tips for strengthening meetings by keeping them focused and productive. Attendees are asked to complete an evaluation survey after the webinar.
The document discusses perception and the factors that influence it. It defines perception as how individuals organize and interpret sensory impressions to make sense of their environment. It notes that factors in the perceiver like attitudes, motives, and experiences can influence perception, as can factors in the situation and in the target being perceived.
How the Tertiary Access focus group can influence the Education system in RSABridge Project SA
Dr Marietjie Vosloo is a Programme Director at the Sasol Inzalo Foundation. Marietjie made some brief comments on opportunities for the tertiary access focus group to influence the education system in the August 2013 meeting. In this meeting she shared a full description of some of the models available to the focus group. A batch of existing frameworks that the group could draw learning from is described here.
The document discusses perception and how it affects behavior. It makes three key points:
1. People's behavior is based on their perception of reality rather than objective reality. Their perceived world drives their actions.
2. Perception can vary between individuals, leading to different perspectives. The same situation may be perceived differently.
3. Various factors influence perception, including attributes of the perceiver, the target being perceived, and the situation. Perception is subjective and depends on these internal and external influences.
Observation Video Program 4
Observation Video Program
Student NameCourse/Number
` Due Date
Faculty Name
Statement and Focus of Observation
I approached this exercise as a student of psychology with the purpose of learning to focus my observational skills upon a specific and particular aspect of how people present themselves in this type of situation. Making the decision to seek professional help is not an easy choice for most, as the stigma attached to the perception of having a psychological issue of any sort permeates throughout the fibers of most modernized societies. Non-verbal communication is a specific subject that fascinates me as a future psychologist because latent communication reveals more of the unconscious meanings, feelings and desires individuals may not express verbally (Hertenstein, et al., 2006). The very first thought that crossed my mind when the couple came into view in the video piece (Laureate Education, Producer, 2012b) was the body language of both male and female participants. To my mind, being able to cue in and observe someone’s body language as they speak provides more useful communication than inflection, tone or use of words while talking. The couple appearing in the video well dressed, she has her nails and hair beautifully done, wearing heals to match her dark clothing, whilst he is wearing a dress shirt, tie and trousers, also appearing professional. She is more talkative, expressing her desire to keep her own name, whereas he voices his traditional opinion that a woman should take her husband’s name in marriage in order to ‘prove’ her full commitment to him.
By observing the couple’s haptics, oculescics, postures, gestures and facial expressions during the session with the therapist, my attention was drawn to how closed up and defensive the male appears. He barely looks at the female while she expresses her opinions about the rift over his rather traditionalist views of marriage freely, while he chooses to interject only when prompted by the therapist or his girlfriend. What strikes me most is how far apart they sit, not touching each other, very little eye contact; he clasps his hands in his lap, as she gesticulates more frequently to convey her emotions as both question their commitment to each other, albeit for different reasons. As he begins to question her commitment on a broader basis, his countenance conveys resentment as she becomes more defensive and argumentative by using diction to clarify and cement her position on why a woman’s commitment to a man should be balanced and equal in expectation. Additionally, she is more animated in her responses, defending her position more vigorously. Questions from the therapist directed at the man prompt the female to enunciate, evaluate and question her readiness to enter a marriage with this man because for fear of loosing her identity. Since they made the choice to seek professional help, follow-u.
Importance of Emotional Intelligence - ICMI @ Dreamforce 2010 Handout - Deb M...ICMI
The document summarizes a presentation on emotional intelligence given by Deborah R. Monroe. It discusses how emotional intelligence is important for building relationships in the workplace. Specifically, it notes that immediate supervisors are often a major source of stress for employees. It then provides an overview of what emotional intelligence encompasses, such as self-awareness, emotional management, and empathy. The document suggests that emotional intelligence can help improve relationships between supervisors and employees, which can lead to increased customer loyalty through better employee engagement. It encourages understanding how one's own emotions impact others.
Logical lens chart by jane middleton group october 16 2002Buffy Hamilton
The document outlines the principles and advantages of taking an inquiry stance in the classroom. It states that inquiry leads to greater understanding and conscious action. It allows for more student transaction and engagement while helping create a community. However, taking an inquiry stance can take more time and appear unruly. Teachers may be prevented from this stance due to past experiences, school culture, feeling out of control or difficulty with assessment. The document provides strategies for overcoming these obstacles, such as finding support, tying curriculum to research, creating reflective learning communities and devising assessments prior to activities.
Experiential workshop on informal learningJay Cross
This document advertises an experiential workshop on informal learning facilitated by Jay Cross. The 4-week workshop involves 5 interactive video conversations to help participants understand informal learning, experience collaborative work and social networks, and integrate learning into their workflow. The workshop aims to help participants improve performance by over $100,000 and implement informal learning projects. It is designed for decision-makers and innovators and will be personalized for each group of up to 9 participants.
This document provides an overview of emotional intelligence and its importance for networking and relationships. It begins with learning objectives that cover the scriptural foundation, definitions of EI, frameworks for EI, and the importance of relationships and networking. The document then defines EI and discusses frameworks for self-awareness, awareness of others, self-regulation, and intentional action. It emphasizes the importance of these skills for leadership and relationships. Finally, it discusses strategies for networking, improving interpersonal skills, and managing relationships through self-management and proper interaction with others.
Too cool for (law) school? Using technology to engage students in legal skillsEmily Allbon
The document discusses using technology to engage law students in developing legal skills. It describes the creation of an online resource called "Learnmore" that provides multimedia tools like videos and slideshows to help students learn in a more interesting way compared to traditional textbooks. A survey of students found that they appreciated Learnmore for providing different types of resources to suit various learning styles and for making legal skills learning more stimulating. There is discussion of potential ways to expand Learnmore, such as developing a mobile app or creating new multimedia content.
This document discusses how neuroscience research shows that the brain is a social organ and is highly sensitive to threats to our status, certainty, autonomy, relatedness, and fairness (SCARF model). When these needs are threatened, it triggers the brain's threat response centers in a similar way as experiencing physical pain or lack of food/water. However, positive social interactions and fulfilling these needs can trigger the brain's reward response and promote engagement. The document argues that understanding this research has important implications for leadership, such as being aware of how certain actions may threaten subordinates and influence their behavior, and focusing on cultivating an environment that meets peoples' social needs.
This document provides an analysis of Jeffrey Tabor based on his responses to an Extended DISC personal analysis questionnaire administered on August 5, 2011. The analysis describes Jeffrey's typical behaviors, communication style, decision-making tendencies, strengths, reactions to pressure, development areas, and leadership and team member tendencies. It identifies his primary relationship role as a "Stimulator," who is extremely open, positive, and seeks to influence others' emotions in a positive way.
More Related Content
Similar to Building Capacities For Learning Organization
1) The document summarizes Otto Scharmer's book Theory U, which introduces the concept of "presencing" - a heightened state of attention that allows individuals and groups to operate from a future space of possibility.
2) Effective leadership depends on the inner place from which a leader operates, but this dimension is often a "blind spot." Theory U identifies four "fields of attention" that determine how groups respond to situations.
3) Moving from reactive responses based on past knowledge to generative responses that address root issues is the key leadership challenge, requiring a journey through the "U" process of five core movements: observe, retreat and reflect, prototype the future.
This document provides an overview of key concepts related to group dynamics and management. It begins by outlining chapter learning objectives focused on group development theory, roles and norms, task functions, and threats to group effectiveness. It then defines what constitutes a group from a sociological perspective and discusses Tuckman's five stages of group development. The document also examines roles, norms, task and maintenance functions, optimal group sizes, challenges of mixed-gender groups, and threats like groupthink and social loafing. Throughout are examples, discussion questions, and tests of knowledge to reinforce the concepts.
This document appears to be a report submitted by a group of students for their Social Psychology class. It includes sections on acknowledgements, introduction, method, discussion, and references. The method section describes how the group created a video applying several concepts learned in class, including confirmation bias, self-efficacy, the halo effect, and aggression. Each concept is analyzed in the discussion section through screenshots and explanations of how it was portrayed in a scene of the video. The group aimed to create a realistic story applying these concepts to a group project scenario.
The document is a report submitted by a group for their social psychology class. It includes an introduction outlining the assignment to create a video applying course concepts. It then details the group's methods, including choosing concepts of confirmation bias, counterfactual thinking, self-efficacy, halo effect, and aggression. Each concept is analyzed through screenshots and explanations of how it was portrayed in their 5 scene video about types of group members. The report concludes with references and appendix containing storyboard screenshots.
1) Two key learning processes are modeling, which occurs through imitation, and shaping, which occurs through rewarding small steps.
2) Cognitive learning assumes learning is complex and includes factors like motivation and intuition. It can be formal or informal.
3) Perception deals with how people interpret external stimuli; distortions can occur due to emotions, mental processes, and biases. People perceive stimuli based on their needs, attitudes, and motives.
This document provides strategies for leading effective academic meetings, including determining objectives, sending advance agendas, establishing ground rules, focusing discussions on vision and planning rather than drama, preparing presentations, managing negative emotions, allowing one speaker at a time, and guiding the group to decisions. The webinar aims to give practical tips for strengthening meetings by keeping them focused and productive. Attendees are asked to complete an evaluation survey after the webinar.
The document discusses perception and the factors that influence it. It defines perception as how individuals organize and interpret sensory impressions to make sense of their environment. It notes that factors in the perceiver like attitudes, motives, and experiences can influence perception, as can factors in the situation and in the target being perceived.
How the Tertiary Access focus group can influence the Education system in RSABridge Project SA
Dr Marietjie Vosloo is a Programme Director at the Sasol Inzalo Foundation. Marietjie made some brief comments on opportunities for the tertiary access focus group to influence the education system in the August 2013 meeting. In this meeting she shared a full description of some of the models available to the focus group. A batch of existing frameworks that the group could draw learning from is described here.
The document discusses perception and how it affects behavior. It makes three key points:
1. People's behavior is based on their perception of reality rather than objective reality. Their perceived world drives their actions.
2. Perception can vary between individuals, leading to different perspectives. The same situation may be perceived differently.
3. Various factors influence perception, including attributes of the perceiver, the target being perceived, and the situation. Perception is subjective and depends on these internal and external influences.
Observation Video Program 4
Observation Video Program
Student NameCourse/Number
` Due Date
Faculty Name
Statement and Focus of Observation
I approached this exercise as a student of psychology with the purpose of learning to focus my observational skills upon a specific and particular aspect of how people present themselves in this type of situation. Making the decision to seek professional help is not an easy choice for most, as the stigma attached to the perception of having a psychological issue of any sort permeates throughout the fibers of most modernized societies. Non-verbal communication is a specific subject that fascinates me as a future psychologist because latent communication reveals more of the unconscious meanings, feelings and desires individuals may not express verbally (Hertenstein, et al., 2006). The very first thought that crossed my mind when the couple came into view in the video piece (Laureate Education, Producer, 2012b) was the body language of both male and female participants. To my mind, being able to cue in and observe someone’s body language as they speak provides more useful communication than inflection, tone or use of words while talking. The couple appearing in the video well dressed, she has her nails and hair beautifully done, wearing heals to match her dark clothing, whilst he is wearing a dress shirt, tie and trousers, also appearing professional. She is more talkative, expressing her desire to keep her own name, whereas he voices his traditional opinion that a woman should take her husband’s name in marriage in order to ‘prove’ her full commitment to him.
By observing the couple’s haptics, oculescics, postures, gestures and facial expressions during the session with the therapist, my attention was drawn to how closed up and defensive the male appears. He barely looks at the female while she expresses her opinions about the rift over his rather traditionalist views of marriage freely, while he chooses to interject only when prompted by the therapist or his girlfriend. What strikes me most is how far apart they sit, not touching each other, very little eye contact; he clasps his hands in his lap, as she gesticulates more frequently to convey her emotions as both question their commitment to each other, albeit for different reasons. As he begins to question her commitment on a broader basis, his countenance conveys resentment as she becomes more defensive and argumentative by using diction to clarify and cement her position on why a woman’s commitment to a man should be balanced and equal in expectation. Additionally, she is more animated in her responses, defending her position more vigorously. Questions from the therapist directed at the man prompt the female to enunciate, evaluate and question her readiness to enter a marriage with this man because for fear of loosing her identity. Since they made the choice to seek professional help, follow-u.
Importance of Emotional Intelligence - ICMI @ Dreamforce 2010 Handout - Deb M...ICMI
The document summarizes a presentation on emotional intelligence given by Deborah R. Monroe. It discusses how emotional intelligence is important for building relationships in the workplace. Specifically, it notes that immediate supervisors are often a major source of stress for employees. It then provides an overview of what emotional intelligence encompasses, such as self-awareness, emotional management, and empathy. The document suggests that emotional intelligence can help improve relationships between supervisors and employees, which can lead to increased customer loyalty through better employee engagement. It encourages understanding how one's own emotions impact others.
Logical lens chart by jane middleton group october 16 2002Buffy Hamilton
The document outlines the principles and advantages of taking an inquiry stance in the classroom. It states that inquiry leads to greater understanding and conscious action. It allows for more student transaction and engagement while helping create a community. However, taking an inquiry stance can take more time and appear unruly. Teachers may be prevented from this stance due to past experiences, school culture, feeling out of control or difficulty with assessment. The document provides strategies for overcoming these obstacles, such as finding support, tying curriculum to research, creating reflective learning communities and devising assessments prior to activities.
Experiential workshop on informal learningJay Cross
This document advertises an experiential workshop on informal learning facilitated by Jay Cross. The 4-week workshop involves 5 interactive video conversations to help participants understand informal learning, experience collaborative work and social networks, and integrate learning into their workflow. The workshop aims to help participants improve performance by over $100,000 and implement informal learning projects. It is designed for decision-makers and innovators and will be personalized for each group of up to 9 participants.
This document provides an overview of emotional intelligence and its importance for networking and relationships. It begins with learning objectives that cover the scriptural foundation, definitions of EI, frameworks for EI, and the importance of relationships and networking. The document then defines EI and discusses frameworks for self-awareness, awareness of others, self-regulation, and intentional action. It emphasizes the importance of these skills for leadership and relationships. Finally, it discusses strategies for networking, improving interpersonal skills, and managing relationships through self-management and proper interaction with others.
Too cool for (law) school? Using technology to engage students in legal skillsEmily Allbon
The document discusses using technology to engage law students in developing legal skills. It describes the creation of an online resource called "Learnmore" that provides multimedia tools like videos and slideshows to help students learn in a more interesting way compared to traditional textbooks. A survey of students found that they appreciated Learnmore for providing different types of resources to suit various learning styles and for making legal skills learning more stimulating. There is discussion of potential ways to expand Learnmore, such as developing a mobile app or creating new multimedia content.
This document discusses how neuroscience research shows that the brain is a social organ and is highly sensitive to threats to our status, certainty, autonomy, relatedness, and fairness (SCARF model). When these needs are threatened, it triggers the brain's threat response centers in a similar way as experiencing physical pain or lack of food/water. However, positive social interactions and fulfilling these needs can trigger the brain's reward response and promote engagement. The document argues that understanding this research has important implications for leadership, such as being aware of how certain actions may threaten subordinates and influence their behavior, and focusing on cultivating an environment that meets peoples' social needs.
This document provides an analysis of Jeffrey Tabor based on his responses to an Extended DISC personal analysis questionnaire administered on August 5, 2011. The analysis describes Jeffrey's typical behaviors, communication style, decision-making tendencies, strengths, reactions to pressure, development areas, and leadership and team member tendencies. It identifies his primary relationship role as a "Stimulator," who is extremely open, positive, and seeks to influence others' emotions in a positive way.
Similar to Building Capacities For Learning Organization (20)
1. THINKING STRATEGICALLY
ABOUT BUILDING LEARNING
ORGANIZATIONS
Sheila Damodaran
Based on the works of "The Fifth Discipline" by Peter Senge 7/22/2010
1
2. The Kaniza Triangle
2
Do you see a bright triangle resting on top of three
circles and also a second triangle with black edges?
Based on the works of "The Fifth Discipline" by Peter Senge 7/22/2010
3. WHAT DOES THIS MEAN
WHEN WE WORK IN
ORGANIZATIONS?
Is it possible:
-We see things that are not there?
-We do not see things (that are there)?
Based on the works of "The Fifth Discipline" by Peter Senge 7/22/2010
3
4. Case I: Manpower Shortage
FIRST VIEW: YET THE SYSTEMIC VIEW AND
WHAT WE SEE OUR REACTIONS LEVERAGE IS:
High attrition Recruitment
programmes
Low morale Welfare
programmes Not enough men
Time in classroom
on the ground
Blame on Dialogue sessions
management and
Persons' Quitting Level of Mistakes
supervisors
Needing to cut Curriculum Review
Level of Impact on
time in classroom Confidence one's Ego
Not enough men Overtime or
on the ground frequent shifts
Blame on officers Supervisory
actions 7/22/2010
4
Based on the works of "The Fifth Discipline" by Peter Senge
5. Case II: Too Much Workload
FIRST VIEW: YET THE SYSTEMIC VIEW AND
WHAT WE SEE OUR REACTIONS LEVERAGE IS:
Unable to attend Increase training
training KPIs S
Perceive Service Quality Level of Level of instructions
to set aside current
complainants as training urgent files
file
S
troublemakers O O
Blaming the Dialogue else, Level of Time available for
complaints current file
supervisors punitive
O S
Succumbing to Scrutiny by Complainants Quality accorded
happiness to current file
mistakes inspectorate
S
No time for family Needing to appease
wife
Sense of caught in a Depression
downward spiral 7/22/2010
5
Based on the works of "The Fifth Discipline" by Peter Senge
6. WHAT DID WE LEARN?
Based on the works of "The Fifth Discipline" by Peter Senge 7/22/2010
6
7. WHAT PREVENTS US FROM
APPLYING THE SYSTEMS
VIEW TO OUR PROBLEMS?
Based on the works of "The Fifth Discipline" by Peter Senge 7/22/2010
7
8. What is a Learning Organization?
The ideas of Learning
Organization is intended to
help us do one thing! By
learning the practices and
principles of the five
disciplines, teams begin to
understand how we think
and therefore interact with
each other to make sense of
and create results that matter
in our realities
7/22/2010
Based on the works of "The Fifth Discipline" by Peter Senge
8
9. New skills / capabilities
9
Aspiration: Orient towards what they care about
Reflection and conversation: Reflect on deep
assumptions and patterns of behaviour
Systems Thinking: See larger systems and forces at
play and to test these views
Based on the works of "The Fifth Discipline" by Peter Senge 7/22/2010
10. 10
Based on the works of "The Fifth Discipline" by Peter Senge 7/22/2010
11. Deep beliefs and assumptions in a
Learning Organization
11
BEFORE AFTER
We believe that a person We see the invisible thread (causalities)
must be “in control” to be that weave our realities together and
effective. Lose control, instantly recognize our interrelatedness
take over control of them (cause and consequences)
We embrace the We become more willing to reveal our
analytical approach to uncertainties, to be ignorant, to show
answer all life’s problems incompetencies because they free our
Belief that plans well-
capacity for curiosity, wonder and
thought out is adequate. learning.
We develop a deep confidence within
Culture based on
fragmentation, us and begin to see that we have far
compromise, defensiveness greater latitude to shape our future.
and fear Aware of uncertainties of life
People living with integrity, openness,
commitment and collective intelligence
Based on the works of "The Fifth Discipline" by Peter Senge 7/22/2010
12. New attitudes / beliefs / practices
12
This does not happen quickly. When it does, it
represents change at the deepest level in an
organizational culture. It is irreversible and therefore
does NOT go back to the old ways!
We think we can change culture by simply declaring
new values (e.g. we espouse empowering, but an
attitude of “they won’t let us do it” prevails). Such
things produce cynicism when nothing happens.
As experience changes, deep beliefs and assumptions
change and when this happens, culture changes
naturally.
Based on the works of "The Fifth Discipline" by Peter Senge 7/22/2010
14. Supposing you are building a new school,
what do you need?
14
KNOWING WHAT YOU CARE TO
CREATE:
Overarching Ideas (how the school
building looks and how it could support the
learning we desire to occur)
•Deep appreciation for the five disciplines
PRACTICE:
Materials (needed for the
construction, wood, cement, UNDERSTANDING:
etc.) Theory/Methods/ Tools
•Drawing the archetypes (to design & eventually
•Uncovering frames build the physical
•Discovering aspirations structure)
•Seeing our systemic-ness •Learning the 60 tools
and therefore leverage •Discovering our belief in others
actions to turn all realities •Discovering our patience
around sustainably Based on the works of "The Fifth Discipline" by Peter Senge 7/22/2010
15. Tips
15
Must focus on all three, or the triangle collapses
Leaders articulate the guiding ideas to which they
stay committed, else the effort is abandoned when
something hot comes along.
Without the tools, theories, methods efforts at
change remain superficial.
Without infrastructure, people have neither the
opportunity nor resources to pursue their visions or
apply the tools
They lose faith not just in the organization, but in
the idea of learning.
Based on the works of "The Fifth Discipline" by Peter Senge 7/22/2010
16. Preparing the soil & developing the seeds
16
Many of the methods and tools of learning
organization will fail without changes in traditional
guiding ideas of management.
New guiding ideas on the leaders’ work impossible to
instill without commitment to methods / tools.
Based on the works of "The Fifth Discipline" by Peter Senge 7/22/2010