2. 2
Some Questions?
Why do so many business strategies fail?
Why do so many others fail to produce lasting results?
Why do many businesses suffer from periodic crises and
fluctuating sales, earnings, and morale?
Why do some firms grow while others stagnate? How do
once-dominant firms lose their competitive edge?
And how can a firm identify and design high-leverage
policies, policies that are not thwarted by unanticipated
side effects?
…?
3. 3
What the Change does!
Accelerating economic, technological, social,
and environmental change challenge
managers to learn at increasing rates.
We must increasingly learn how to design
and manage complex systems with multiple
feedback effects, long time delays, and
nonlinear responses to our decisions .
4. 4
Learning
Effective learning in such environments
requires methods to represent and assess
such dynamic complexity and tools
managers can use to accelerate learning
throughout an organization
5. 5
Learning is a Must!
We must increasingly learn how to design
and manage complex systems with
multiple feedback effects, long time delays,
and nonlinear responses to our decisions.
Effective learning requires methods and
tools which people can use to accelerate
learning.
6. 6
Extraordinary Organizations…
Are those that engage people’s
commitment and capacity to learn at all
levels in the organization
Will recognize that the only truly
sustainable competitive advantage is the
rate at which organizations learn
Nothing compares to the exhilaration that
comes from working within learning orgs.
12. 12
Learning Organization
"Organisations 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 learn together"
13. Definition
DEFINITION OF SYSTEM THEORY:
System theory is basically concerned with
problems of relationships, of structures,
and of interdependence, rather than with
the constant attributes of object (Katz and
Kahn, 1966).
14. Characteristics
Haas & Drabek (1973) described eight
characteristics of organizations as open
systems:
Organizations are systems within systems
The systems are open, they cannot survive in
isolation from their environment
Open systems follow the principle of
equifinality, i.e., the same final state can be
reached from different starting positions in
different ways
15. Characteristics (continued)
Open systems have feedback and regulatory
mechanisms that allow adaptive responses to
environmental change
Open systems should be viewed as patterned
sets of events
Open systems have boundaries that
differentiate them from various environments,
the boundaries vary in permeability, i.e. what
and how can get through, and the situation at
hand
16. Characteristics (continued)
System interaction, internally and externally,
reflects differing levels of control and
autonomy
The open systems perspective is not
reductionistic – you cannot explain what
happens in the organization by focusing on
individual parts
17. Critique
One of the criticisms of the open systems
perspective is that the concepts are difficult
to operationally define (Haas & Drabek,
1973)
Peter M. Senge (2006) attempts to address
this criticism in his 2006 edition of The
fifth discipline
18. The Fifth Discipline
Senge (2006) used Katz & Kahn’s (1966)
definition and Hass & Drabek’ s (1973)
characteristics in his work on the art and
practice of the learning organization.
He argues that there are five core
disciplines necessary for a learning
organization: personal mastery, mental
models, shared visions, team learning, and
systems thinking
19. 19
Disciplines of the Learning Organization
Systems Thinking
Personal Mastery
Mental Models
Shared Vision
Team Learning
20. Personal Mastery
“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 (Senge, 2006, p. 131)
21. Underlying Movements
Continually clarifying what is important to you.
Continually learning how to see current reality
more clearly.
Commitment to truth, “it means a relentless
willingness to root out the ways we limit or
deceive ourselves from seeing what is, and to
continually challenge our theories of why things
are the way they are” (Senge, 2006, p. 148).
22. Personal Mastery & Systems
Thinking
“… integrating reason and intuition;
continually seeing more of our
connectedness to the world; compassion;
and commitment to the whole” (Senge,
2006, p. 156).
23. Mental Models
Our mental models determine what we see
and what we do not see. They are the
symbols that we use to mentally process
the environment in which we function.
24. Mental Model Tools & Skills
Pay attention to the distinction between
espoused theories (what we say) and
theories-in-use (the implied theory in what
we do)
Recognizing leaps of abstraction –
attribution
Balancing inquiry and advocacy
Pay attention to what we think, but do not
say (Senge, 2006)
25. Systems Thinking
Understand the patterns of behavior in your
organization.
Figure out how to gain leverage/influence
of the patterns in your organization
26. References
Von Bertalanffy, L. (1968). Passages from
General Systems Theory. Retrieved from
http://www.panarchy.org/vonbertalanffy/system
Haas, J. E. and Drabek, T. E. (1973).
Complex organizations: A sociological
perspective. New York, NY: MacMillan.
27. References (continued)
Katz, D. and Kahn, R. L. 1966. The social
psychology of organizations. New York,
NY: Wiley.
Senge, P. M. (2006). The fifth discipline:
The art and practice of the learning
organization. New York, NY: Doubleday