Post #1 One of the most engaging descriptions of a learning disability Senge discusses in The Fifth Discipline is around the idea of leaders being blind to their decisions and their ultimate contribution to their demise. Senge sums it up as follows: “In story after story, leaders could not see the consequences of their own policies, even when they were warned in advance that their own survival was at stake” (Senge, 1990, p. 25). For some reason, human beings, especially those in positions of power, feel the need to assert themselves, or make decisions based on the immediate result. Senge also discusses this learning disability in the beer game with the structures of supply and demand. Initially, the beer game showed tremendous success and expansion, until the supply and demand model could no longer handle the growth. This truly prohibits the long-term success of organizations, simply because leaders cannot ignite the collective capacity of the individuals in their organizations. A term that Senge describes in the field book and at length in The Fifth Discipline can allow leaders to escape the perpetual implosion faced by so many organizations. The term is dialogue. Senge provides the following narrative in the field book: “The philosopher Martin Buber used the term ‘dialogue’ in 1914 to describe a mode of exchange among human beings in which there is a true turning to one another, and a full appreciation of another not as an object in a social function, but as a genuine being” (Senge, 1994, p. 359). I have personally employed this tool and it has truly rewarded me. I have most noticed the application of this concept in meetings where ideas are being traded and discussions are occurring. Senge specifically differentiates dialogue from discussion. Senge, P.M. (1990). The fifth discipline: the art and practice of the learning organization, NY: Double Currency. Senge, P.M., Roberts, C., Ross, R. B., Smith, B. J., Kleiner, A. (1994). The fifth discipline fieldbook, NY: Doubleday. Post #2 One learning disability is “I am my position,” where an organization focuses too closely on their own positions and responsibilities, missing the big picture or entire system. Senge (2006) states that most people see themselves as part of a system where they have little to no influence, so they do their job and put in their time, resulting in their responsibilities being limited to the boundaries of their position (p. 18). This learning disability often occurs at Medtronic on project teams. Each project team is comprised of representatives from various functions such R&D, quality, regulatory, manufacturing, marketing, clinical, and a few others. Each function is focused on achieving certain goals, improving their processes, reducing costs, and functioning efficiently, that they often forget the effects they have on the other functions. This begins to manifest as they operate in silos without collaborating with one another. Sometim.

1. Post #1
One of the most engaging descriptions of a learning disability
Senge discusses in The Fifth Discipline is around the idea of
leaders being blind to their decisions and their ultimate
contribution to their demise. Senge sums it up as follows: “In
story after story, leaders could not see the consequences of their
own policies, even when they were warned in advance that their
own survival was at stake” (Senge, 1990, p. 25). For some
reason, human beings, especially those in positions of power,
feel the need to assert themselves, or make decisions based on
the immediate result. Senge also discusses this learning
disability in the beer game with the structures of supply and
demand. Initially, the beer game showed tremendous success
and expansion, until the supply and demand model could no
longer handle the growth. This truly prohibits the long-term
success of organizations, simply because leaders cannot ignite
the collective capacity of the individuals in their organizations.
A term that Senge describes in the field book and at
length in The Fifth Discipline can allow leaders to escape the
perpetual implosion faced by so many organizations. The term
is dialogue. Senge provides the following narrative in the field
book: “The philosopher Martin Buber used the term ‘dialogue’
in 1914 to describe a mode of exchange among human beings in
which there is a true turning to one another, and a full
appreciation of another not as an object in a social function, but
as a genuine being” (Senge, 1994, p. 359). I have personally
employed this tool and it has truly rewarded me. I have most
noticed the application of this concept in meetings where ideas
are being traded and discussions are occurring. Senge
specifically differentiates dialogue from discussion.
Senge, P.M. (1990). The fifth discipline: the art and practice of
the learning organization, NY: Double Currency.
Senge, P.M., Roberts, C., Ross, R. B., Smith, B. J., Kleiner, A.
(1994). The fifth discipline fieldbook, NY: Doubleday.

2. Post #2
One learning disability is “I am my position,” where an
organization focuses too closely on their own positions and
responsibilities, missing the big picture or entire system. Senge
(2006) states that most people see themselves as part of a
system where they have little to no influence, so they do their
job and put in their time, resulting in their responsibilities being
limited to the boundaries of their position (p. 18).
This learning disability often occurs at Medtronic on
project teams. Each project team is comprised of representatives
from various functions such R&D, quality, regulatory,
manufacturing, marketing, clinical, and a few others. Each
function is focused on achieving certain goals, improving their
processes, reducing costs, and functioning efficiently, that they
often forget the effects they have on the other functions. This
begins to manifest as they operate in silos without collaborating
with one another. Sometimes new processes are implemented
that can benefit manufacturing but pose durability concerns for
R&D and quality. Team members are not continuously focused
on expanding their collective awareness and capabilities which
is necessary for a learning organization (Senge, Kleiner,
Roberts, Ross, & Smith, 1994, p. 4). Furthermore, learning
organizations require looking at the big picture and
understanding how smaller pieces fit within a larger system, but
functioning in silos inhibits this.
Overcoming the “I am my position” learning
disability in an organization requires systems thinking. Senge
(1994) suggests identifying the undesirable impacts on others as
it is emphasizes that solutions are not implemented in isolation
(p. 170). Actions taken by one group almost always affect
others in the organization so it is important for each function on
a project to identify the impact of their actions prior to
implementation.
References

3. Senge, P. M. (2006). The Fifth Discipline: The art and practice
of the learning organization (Rev. ed.). New York, N.Y.: Crown
Business.
Senge, P. M., Kleiner, A., Roberts, C., Ross, R. B., & Smith, B.
J. (1994). The Fifth Discipline Fieldbook: Strategies and tools
for building a learning organization. New York, N.Y.:
Doubleday.
Post #3
An organization can create a learning disability by how they are
designed, managed and how their jobs are defined, and how
humans are taught to think and interact (Senge, 2016, p. 18).
According to Peter Senge (1990) there are 7 learning disabilities
I am my position, the enemy is out there, the illusion of taking
charge, the fixation on events, parable of the boiled frog,
delusion of learning from experience and myth of the
management team (Vora, 2017). I will describe how parable of
the frog manifests in an organization and gets in the way of
achievement. According to Peter Senge (2016) The Fifth
Discipline Parable of the frog is when, “Maladaptation to
gradually building threats to survival is so pervasive in systems
studies of corporate failure” (p. 22). I like this parable as I am
dealing with it now even when I am retiring from the Army.
Three years ago, I was giving a task from the command
Sergeant Major of JBLM to create from the ground up seven
Warrior competitions and to include Marines, Navy, Air Force,
Army and Coast Guards. This project required in-depth
planning, coordination’s, budget, and endless meetings. I have
executed and written orders for this competitions for three
straight years. On the last two years I have expressed to my
boss that I am retiring, and someone will have to shadow me to
take over these yearly events. The usual, “Yea, I get it I will
give you someone to shadow you” speech for the last two years.
When it got to six months I again brought up the issue that it is
getting danger close as someone will have to write the new
orders and take charge and I still got the yup I am on it speech.

4. Well as I am now on retirement leave he asked me last week to
give all my work, personal contacts and written orders to
another person and gave him a tight deadline saying to him, “If
Otero can do it so can you”. The command Sergeant Major was
the “frog” as he was so comfortable with me handling all his
competitions that he paid no heed to the fire that was
developing underneath him. Then when he finally realized that I
was on retirement leave he panicked and called me to help him.
I learned from this as well as not to wait to the last second to
handle a problem as it only gets bigger and more problematic
with time. The one archetype tool I can think of for this
situation is to use the “Shifting of burden” from the Fifth
Discipline Field book (Senge, Kleiner, Roberts, Ross & Smith,
1994, p. 123). The short-term fix for him was to keep me doing
the competitions when the real problem was to fundamentally
pick another person who had more time than me. If he had use
this tool he would have corrected this problem and not put a
band aid on the issue.
References
Senge, P. (2006). The fifth discipline: the art and science of a
learning organization. New York, NY: Currency/ Doubleday.
Senge, P.M., Kleiner, A., Roberts, C., Ross, R.B. & Smith, B.J.
(1994). The fifth discipline field book: Strategies and tools for
building a learning organization. New York, NY: Doubleday.
Vora, T. (2017, February 20). Peter Senge: How to overcome
learning disabilities in organizations. Retrieved 30 January
2017 from http://qaspire.com/2017/02/20/peter-senge-how-to-
overcome-learning-disabilities-in-organizations/
SCS 200 Week 4 Short Response Guidelines and Rubric
Overview: The short response activities in the webtext
throughout this course are designed to show your understanding
of key concepts as you engage with

5. course content.
Prompt: During the fourth week of the course, you will respond
to several questions in the webtext as you complete each
assigned learning block. At the end of
Week 4, you will review your answers to these questions and
ensure that you have responded to each question. It is important
that you answer each question.
Otherwise, the words no response will appear in brackets when
you submit the assignment. The questions and their original
locations in the webtext are listed in
the table below in case you want to refer back to the reading as
you edit, but you can edit your responses to all the questions
directly in Theme: Performing the
Research Investigation, learning block 4-4 (page 3), before
exporting to Word for submission to your instructor in the
learning environment.
Question 1 Mark believes that people who create apps
restricting or changing interaction with social media might
be interested in his research. Think about the research you’ve
collected so far. What are some
potential applications for this research in the real world? In
other words, what are some ways that this
research could be used?
Theme: Performing the Research
Investigation, learning block 4-1
(page 2)
Question 2 On the previous page, you identified possible
applications of your research. Research whether anyone
has investigated or created those applications. Note your
findings here. Theme: Performing the Research
Investigation, learning block 4-1

6. (page 3)
Question 3 After reviewing your initial list of questions, are
there any that you have yet to answer by searching
credible sites and gathering C.R.A.A.P.O.-approved sources
along the way? Make a note of those
questions here, as well as your plan for answering them.
Question 4 1. Edit the response to give your answer (YES or
NO), and then briefly explain why. Theme: Performing the
Research
Investigation, learning block 4-2
(page 2)
Question 5 2. Edit the response to give your answer (YES or
NO), and then briefly explain why.
Question 6 Write a research question for Mark. Please note,
there is no one correct answer. Theme: Performing the Research
Investigation, learning block 4-3
(page 1)
Rubric
Guidelines for Submission: Each short response should be about
2 to 3 sentences in length unless specifically noted otherwise in
the instructions. Follow the
instructions at the bottom of Theme: Performing the Research
Investigation, learning block 4-4 (page 3), to download your
work and submit it to your
instructor as a single Microsoft Word document uploaded in the
learning environment. Refer to the Submitting Webtext
Assignments Guide for assistance on
downloading, saving, and submitting this assignment.

7. Critical Elements Proficient (100%) Needs Improvement (85%)
Not Evident (0%) Value
Engagement and
Relevance
Written responses directly and
comprehensively address short answer
prompts, drawing from presented course
concepts and terminology
Written responses are topically related
to short answer prompts, but responses
do not consistently draw from presented
course concepts and terminology
Written responses do not address topics
identified in short answer prompts
60
Critical Thinking Written responses demonstrate
understanding of course content
through inclusion of original ideas and
examples
Written responses demonstrate
understanding of course content
through reiteration of provided
materials but do not consistently include
original ideas and examples
Written responses do not reflect original
ideas and examples
30

8. Articulation of
Response
Written responses are captured in
complete sentences without errors
impacting legibility and the clarity of
response
Written responses are captured in
incomplete sentences or include
numerous errors that negatively impact
legibility and the clarity of response
No written responses are captured in
complete sentences
10
Total 100%
http://snhu-
media.snhu.edu/files/course_repository/undergraduate/scs/scs20
0/submitting_webtext_assignments_guide.pdf