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INTRODUCTION
Fromaveryearlyage,wearetaughttobreakapartproblems,tofragmenttheworld.Thisapparentlymakescomplextasksandsubjectsmoremanageable,butwepayahidden,enormousprice.Wecannolongerseetheconsequencesofouractions;weloseourintrinsicsenseofconnectiontoalargerwhole.Whenwethentryto"seethebigpicture",wetrytoreassemblethefragmentsinourminds,tolistandorganizeallthepieces.But,asphysicistDavidBohmsays,thetaskisfutile--similartotryingtoreassemblethefragmentsofabroken
mirrortoseeatruereflection.Thus,afterawhilewegiveuptryingtoseethewholealtogether.
Thetoolsandideaspresentedinthisbookarefordestroyingtheillusionthattheworldiscreatedofseparate,unrelatedforces.Whenwegiveupthisillusion--wecanthenbuild
"learningorganizations",organizationswherepeoplecontinuallyexpandtheircapacitytocreatetheresultstheytrulydesire,wherenewandexpansivepatternsofthinkingarenurtured,wherecollectiveaspirationissetfree,andwherepeoplearecontinuallylearninghowtolearntogether.
AsFortunemagazinerecentlysaid,"forgetyourtiredoldideasaboutleadership.Themostsuccessfulcorporationofthe1990swillbesomethingcalledaLearningOrganization."
"Theabilitytolearnfasterthanyourcompetitors,"saidArieDeGeus,headofplanningforRoyalDutch/Shell,"maybetheonlysustainablecompetitiveadvantage."
Astheworldbecomesmoreinterconnectedandbusinessbecomesmorecomplexanddynamic,workmustbecomemore"learningful."Itisnolongersufficienttohaveonepersonlearningfortheorganization.It''''sjustnotpossibleanylongerto"figureitout"fromthetop,andhaveeveryoneelsefollowingtheordersofthe"grandstrategist."Theorganizationsthatwilltrulyexcelinthefuturewillbetheorganizationsthatdiscoverhowtotappeople''''scommitmentandcapacitytolearnatalllevelsinanorganization.
(收到时间-1998年十一月10日星期二18:14:8)
PeterSenge对DISCIPLINE的说明
Ifalearningorganizationwasanengineeringinnovation,suchastheairplaneorthepersonalcomputer,thecomponentswouldbecalled"technologies".Foraninnovationinhumanbehavior,thecomponentsneedtobeseenasDISCIPLINES.By"discipline",Idonotmeanan"enforcedorder"or"meansofpunishment",butABODYOFTHEORYANDTECHNIQUETHATMUSTBESTUDIEDANDMASTEREDTOBEPUTINTOPRACTICE.Adisciplineisadevelopmentalpathforacquiringcertainskillsorcompetencies.Aswithanydiscipline,fromplayingpianotoelectricalengineering,somepeoplehaveaninnategift,butanyonecandevelopproficiencythroughpractice.
评注:discipline在这里的用法,大概最接近的是“学问”或“学科”。上面说道:“一门学问是一个拓展的途径,从中获得实在的技巧与资历”,这是从一种“动态”的角度去看待它,非常具启发性。
(ty,98-11-24)
不论古今中外,很多人都发出过如PETERSENGE一般的呼唤:
“你认识越多,便越醒觉自己的无知!”
Topracticeadisciplineistobealifelonglearner.You"neverarrive";youspendyourlifemasteringdisciplines.Youcanneversay,"wearealearningorganization,"anymorethanyoucansay"Iananenlightenedperson."Themoreyoulearn,themoreacutelyawareyoubecomeofyourignoranc.Thus,acorporationcannotbe"excellent"inthesenseofhavingarrivedatapermanentexcellence;itisalwaysinthestateofpracticingthedisciplinesoflearningofbecomingbetterorworse.
Practicingadisciplineisdifferentfromemulating"amodel".Alltoooften,newmanagementinnovationsaredescribedintermsofthe"bestpractices"ofso-calledleadingfirms.Whileinteresting,Ibelievesuchdescriptionscanoftendomoreharmthangood,leadingtopiecemealcopyingandplaying
catch-up.Idonotbelievegreatorganizationshaveeverbeenbuiltbytryingtoemulateanother,anymorethanindividualgreatnessisachievedbytryingtocopyanother"greatperson".
(收到时间-1998年十一月17日星期二8:8:10)
5disciplinesoftheLEARNINGORGANISATION
DISCIPLINESOFALEARNINGORGANIZATION
Thereare5disciplinesoftheLEARNINGORGANISATION
PersonalMastery自我超越
MentalModels改善心智模式
BuildingSharedVision建立共同愿景
TeamLearning团队学习
SystemsThinking系统性思考
PERSONALMASTERY
Masterymightsuggestgainingdominanceoverpeopleorthings.Butmasterycanalsomeanaspeciallevelofproficiency.Amastercraftsmandoesn''''tdominatepotteryorweaving.Peoplewithahighlevelofpersonalmasteryareabletoconsistentlyrealizetheresultsthatmattermostdeeplytothem-ineffect,theyapproachtheirlifeasanartistwouldapproachaworkofart.Theydothatbybecomingcommittedtotheirownlifelonglearning.
Personalmasteryisthedisciplineofcontinuallyclarifyinganddeepeningourpersonalvision,offocusingourenergies,ofdevelopingpatience,andofseeingrealityobjectively.
Assuch,itisanessentialcornerstoneofthelearningorganisation-thelearningorganisation''''sspiritualfoundation.Anorganisation''''scommitmenttoandcapacityfor
learningcanbenogreaterthanthatofitsmembers.TherootsofthisdisciplinelieinbothEasternandWesternspiritualtraditions,andinseculartraditionsaswell.
Butsurprisinglyfeworganisationsencouragethegrowthoftheirpeopleinthismanner.Thisresultsinvastuntappedresources:"Peopleenterbusinessasbright,well-educated,
high-energypeople,fullofenergyanddesiretomakeadifference,"saysHanover''''sO''''Brien."Bythetimetheyare30,afewareonthe''''fasttrack''''andtherest''''putintheirtime''''todowhatmatterstothemontheweekend.Theylossthecommitment,thesenseofmission,andtheexcitementwithwhichtheystartedtheircareers.Wegetdamnlittleoftheirenergyandalmostnoneoftheirspirit."
Andsurprisinglyfewadultsworktorigorouslydeveloptheirownpersonalmastery.Whenyouaskmostadultswhattheywantfromtheirlives,theyoftentalkfirstaboutwhatthey''''dlike
togetridof:"I''''dlikemymother-in-lawtomoveout,"theysay,or"I''''dlikemybackproblemstoclearup."Thedisciplineofpersonalmastery,bycontrast,startswithclarifyingthethingsthatreallymattertous,oflivingourlivesintheserviceofourhighestaspirations.
Here,Iammostinterestedintheconnectionsbetweenpersonallearningandorganisationallearning,inthereciprocalcommitmentsbetweenindividualandorganisation,andinthespecialspiritofanenterprisemadeupoflearners.
MENTALMODELS
"Mentalmodels"aredeeplyingrainedassumptions,generalisations,orevenpicturesorimagesthatinfluencehowweunderstandtheworldandhowwetakeaction.Veryoften,wearenotconsciouslyawareofourmentalmodelsortheeffectstheyhaveonourbehaviour.Forexample,wemaynoticethataco-workerdresseselegantly,andsaytoourselves,"she''''sacountryclubperson."Aboutsomeonewhodressesshabbily,wemayfeel,"hedoesn''''tcareaboutwhatothersthink."Mentalmodelsofwhatcanorcannotbedoneindifferentmanagementsettingsarenolessdeeplyentrenched.Manyinsightsintonewmarketsoroutmodedorganisationalpracticesfailtogetputintopracticebecausetheyconflictwithpowerful,tacitmentalmodels.
RoyalDutch/Shell,oneofthefirstlargeorganisationstounderstandtheadvantagesofacceleratingorganisationallearningcametothisrealisationwhentheydiscoveredhow
pervasivewastheinfluenceofhiddenmentalmodels,especiallythosethatbecomewidelyshared.Shell''''sextraordinarysuccessinmanagingthroughthedramaticchangesandunpredictabilityoftheworldoilbusinessinthe1970sand1980scameinlargemeasurefromlearninghowtosurfaceandchallengemanager''''smentalmodels.(Intheearly1970s
Shellwastheweakestofthebig7oilcompanies;bythelate1980sitwasthestrongest.)AriedeGeus,Shell''''srecentlyretiredCoordinatorofGroupPlanning,saysthatcontinuous
adaptationandgrowthinachangingbusinessenvironmentdependson"institutionallearning,whichistheprocesswherebymanagementteamschangetheirsharedmentalmodelsofthecompany,theirmarkets,andtheircompetitors.forthisreason,wethinkofplanningaslearningandofcorporateplanningasinstitutionallearning.
Thedisciplineofworkingwithmentalmodelsstartswithturningthemirrorinward;learningtounearthourinternalpicturesoftheworld,tobringthemtothesurfaceandholdthemrigorouslytoscrutiny.Italsoincludestheabilitytocarryon"learningful"conversationsthatbalanceinquiryandadvocacy,wherepeopleexposetheirownthinkingeffectivelyandmakethatthinkingopentotheinfluenceofothers.
(收到时间-1998年十一月20日星期五18:45:29)
BUILDINGSHAREDVISION
Ifanyoneideaaboutleadershiphasinspiredorganisationsforthousandsofyears,it''''sthecapacitytoholdasharedpictureofthefutureweseektocreate.Oneishardpressedtothinkofanyorganisationthathassustainedsomemeasureofgreatnessintheabsenceofgoals,values,andmissionsthatbecomedeeplysharedthroughouttheorganisation.IBMhad
"service";Polaroidhadinstantphotography;FordhadpublictransportationforthemassesandApplehadcomputingpowerforthemasses.Thoughradicallydifferentincontentandkind,alltheseorganisationsmanagedtobindpeopletogetheraroundacommonidentityandsenseofdestiny.
Whenthereisagenuinevision(asopposedtotheall-too-familiar"visionstatement"),peopleexcelandlearn,notbecausetheyaretoldto,butbecausetheywantto.Butmanyleadershavepersonalvisionsthatnevergettranslatedintosharedvisionsthatgalvanizeanorganisation.Alltoooften,acompany''''ssharedvisionhasrevolvedaroundthecharismsofaleader,oraroundacrisisthatgalvanizeseveryonetemporarily.But,givenachoice,mostpeopleoptfor
pursuingaloftygoal,notonlyintimesofcrisisbutatalltimes.Whathasbeenlackingisadisciplinefortranslatingindividualvisionintosharedvision--nota"cook-book"butasetofprinciplesandguidingpractices.
Thepracticeofsharedvisioninvolvestheskillsofunearthingshared"picturesofthefuture"thatfostergenuinecommitmentandenrollmentratherthancompliance.Inmasteringthisdiscipline,leaderslearnthecounterproductivenessoftryingtodictateavision,nomatterhowheartfelt.
TEAMLEARNING
HowcanateamofcommittedmanagerswithindividualIQsabove120haveacollectiveIQof63?Thedisciplineofteamlearningconfrontsthisparadox.Weknowthatteamscanlearn;insports,intheperformingarts,inscience,andevenoccasionally,inbusiness,therearestrikingexampleswheretheintelligenceoftheteamexceedstheintelligenceoftheindividualsintheteam,andwhereteamsdevelopextraordinarycapacitiesforcoordinatedaction.Whenteamsaretrulylearning,notonlyaretheyproducingextraordinaryresultsbuttheindividualmembersaregrowingmorerapidlythancouldhaveoccurredotherwise.
Thedisciplineofteamlearningstartswith"dialogue",thecapacityofmembersofateamtosuspendassumptionsandenterintoagenuine"thinkingtogether".TotheGreeksdia-logos
meantafree-flowingofmeaningthroughagroup,allowingthegrouptodiscoverinsightsnotattainableindividually.Interestingly,thepracticeofdialoguehasbeenpreservedinmany"primitive"cultures,suchasthatoftheAmericanIndian,butithasbeenalmostcompletelylosttomodernsociety.Today,theprinciplesandpracticesofdialoguearebeingrediscoveredandputintoacontemporarycontext.(Dialoguediffersfromthemorecommon"discussion",whichhasitsrootswith"percussion"and"concussion",literallyaheavingofideasbackandforthinawinner-takes-allcompetition.)
Thedisciplineofdialoguealsoinvolveslearninghowtorecognizethepatternsofinteractioninteamsthatunderminelearning.Thepatternsofdefensivenessareoftendeeplyengrainedinhowateamoperates.Ifunrecognized,theyunderminelearning.Ifrecognizedandsurfacedcreatively,theycanactuallyacceleratelearning.
Teamlearningisvitalbecauseteams,notindividuals,arethefundamentallearningunitinmodernorganisations.Thiswhere"therubbermeetstheroad";unlessteamscanlearn,the
organisationcannotlearn.
SYSTEMSTHINKING
Acloudmasses,theskydarkens,leavestwistupward,andweknowthatitwillrain.Wealsoknowthatafterthestorm,therunoffwillfeedintogroundwatermilesaway,andtheskywill
growclearbytomorrow.Alltheseeventsaredistantintimeandspace,andyettheyareallconnectedwithinthesamepattern.Eachhasaninfluenceontherest,aninfluencethatisusuallyhiddenfromview.Youcanonlyunderstandthesystemofarainstormbycontemplatingthewhole,notanyindividualpartofthepattern.
Businessandotherhumanendeavorsarealsosystems.They,too,areboundbyinvisiblefabricsofinterrelatedactions,whichoftentakeyearstofullyplayouttheireffectsoneach
other.Sincewearepartofthatlaceworkourselves,it''''sdoublyhardtoseethewholepatternofchange.Instead,wetendtofocusonsnapshotsofisolatedpartsofthesystem,andwonderwhyourdeepestproblemsneverseemtogetsolved.Systemsthinkingisaconceptualframework,abodyofknowledgeandtoolsthathasbeendevelopedoverthepastfiftyyears,tomakethefullpatternsclearer,andtohelpusseehowtochangethemeffectively.
Thoughthetoolsarenew,theunderlyingworldviewisextremelyintuitive;experimentswithyoungchildrenshowthattheylearnsystemsthinkingveryquickly.
Itisvitalthatthefivedisciplinesdevelopasanensemble.Thisischallengingbecauseitismuchhardertointegratenewtoolsthansimplyapplythemseparately.Butthepayoffsare
immense.
ThisiswhySYSTEMSTHINKINGisthefifthdiscipline.Itisthedisciplinethatintegratesthedisciplines,fusingthemintoacoherentbodyoftheoryandpractice.Itkeepsthemfrombeingseparategimmicksorthelatestorganisationchangefads.Withoutasystemicorientation,thereisnomotivationtolookathowthedisciplinesinterrelate.Byenhancingeachoftheotherdisciplines,itcontinuallyremindsusthatthewholecanexceedthesumofitsparts.
下一次,我们看看甚麽是组织学习智障(OrganisationsLearningDisability)
(收到时间:1998-11-26,byMC&XM)
LEARNINGDISABILITY
Chapter2
DOESYOURORGANISATIONHAVEALEARNINGDISABILITY?
(TY在这儿介绍了企业的生命周期,PeterSenge在第二章的开头,提及了企业的寿命。)
大企业的寿命很少超过人类寿命的一半。1983年RoyalDutch/Shell的调查发现,1970年列名"Fortune500"排行榜的公司,有三分之一已经消声匿迹。依RoyalDutch/Shell的估计,大型企业的平均寿命不及四十年,约为人类寿命的一半!
大部份失败的企业,事先都会有许多的徵兆显示它们已出了问题,然而即使有少数管理者已微略察觉这些现象,也不会太留意。整体而言,组织往往无法辨清逼近的危机,无法体认这些危机的后果,或提出正确的对策。
也许在适者生存的法则下,如此汰旧换新对社会是好的,可把经济土壤重新翻过,重新把生产资源分配给新的企业和新的文化。然而对於员工及企业主,这是很痛苦的事。但如果高死亡率并非那些问题企业才会面临的威胁,而是所有企业都会面临的问题时,要怎办?如果即使是目前最成功的企业,其实还是很差劲的学习者,那怎办?
Learningdisabilitiesaretragicinchildren,especiallywhentheygoundetected.Theyarenolesstragicinorganisations,wheretheyalsogolargelyundetected.Thefirststepincuringthemistobegintoidentifythesevenlearningdisabilities:
1.IAMMYPOSITION(思考局限)
Wearetrainedtobeloyaltoourjobs--somuchsothatweconfusethemwithourownidentities.WhenalargeAmericansteelcompanybeganclosingplantsintheearly1980s,itofferedtotrainthedisplacedsteelworkersfornewjobs.Butthetrainingnever"took";theworkersdriftedintounemploymentandoddjobsinstead.Psychologistscameintofindoutwhy,andfoundthesteelworkerssufferingfromacuteidentitycrises."HowcouldIdoanythingelse?"askedtheworkers."Iamalatheoperator."
Whenaskedwhattheydoforaliving,mostpeopledescribethetaskstheyperformeveryday,notthepurposeofthegreaterenterpriseinwhichtheytakepart.Mostseethemselveswithina"system"overwhichtheyhavelittleornoinfluence.They"dotheirjob",putintheirtime,andtrytocopewiththeforcesoutsideoftheircontrol.Consequently,theytendtoseetheirresponsibilitiesaslimitedtotheboundariesoftheirposition.
Recently,managersfromaDetroitautomakertoldmeofstrippingdownaJapaneseimporttounderstandwhytheJapanesewereabletoachieveextraordinaryprecisionandreliabilityatlowercostonaparticularassemblyprocess.Theyfoundthesamestandardtypeofboltusedthreetimesontheengineblock.Eachtimeitmountedadifferenttypeofcomponent.OntheAmerciancar,thesameassemblyrequiredthreedifferentbolts,whichrequiredthreedifferentwrenchesandthreedifferentinventoriesofbolts--makingthecarmuchslowerandmorecostlytoassemble.WhydidtheAmericansusethreeseparatebolts?BecausethedesignorganisationinDetroithadthreegroupsofengineers,eachresponsiblefor"theircomponentonly".TheJapanesehadonedesignerresponsiblefortheentireenginemounting,andprobablymuchmore.TheironyisthateachofthethreegroupsofAmericanengineersconsideredtheirworksuccessfulbecausetheirboltandassemblyworkedjustfine.
Whenpeopleinorganisationsfocusonlyontheirposition,theyhavelittlesenseofresponsibilityfortheresultsproducedwhenallpositionsinteract.Moreover,whenresultsaredisappointing,itcanbeverydifficulttoknowwhy.Allyoucandoisassumethat"someonescrewedup."
2.THEENEMYISOUTTHERE(归罪於外)
AfriendoncetoldthestoryofaboyhecoachedinLittleleague,whoafterdroppingthreeflyballsintherightfield,threwdownhisgloveandmarchedintothedugout."Noonecancatchaballinthatdarnfield,"hesaid.
Thereisineachofusapropensitytofindsomeoneorsomethingoutsideourselvestoblamewhenthingsgowrong.Someorganisationselevatethispropensitytoacommandment:"Thoushaltalwaysfindanexternalagenttoblame."Marketingblamesmanufacturing:"Thereasonwekeepmissingsalestargetsisthatourqualityisnotcompetitive."Manufacturingblamesengineering.Engineeringblamesmarketing:"Ifthey''''donlyquitscrewingupourdesignsandletusdesigntheproductswearecapableof,we''''dbeanindustryleader."
The"enemyisoutthere"syndromeisactuallyaby-productof"Iaminmyposition",andthenon-systemicwaysoflookingattheworldthatitfosters.Whenwefocusonlyonourposition,wedonotseehowourownactionsextendbeyondtheboundaryofthatposition.Whenthoseactionshaveconsequencesthatcomebacktohurtus,wemisperceivethesenewproblemsasexternallycaused.Likethepersonbeingchasedbyhisownshadow,wecannotseemtoshakethem.
The"enemyisoutthere"syndromeisnotlimitedtoassigningblamewithintheorganisation.Duringitslastyearsofoperation,theoncehighlysuccessfulPeopleExpressAirlinesslashedprices,boostedmarketing,andboughtFrontierAirlines--allinafranticattempttofightbackagainsttheperceivedcauseofitsdemise:increasinglyaggressivecompetitors.Yet,noneofthesemovesarrestedthecompany''''smountingglossesorcorrecteditscoreproblem,servicequalitythathaddeclinedsofarthatlowfareswereitsonlyremainingpulloncustomers.
FormanyAmericancompanies,"theenemy"hasbecomeJapanesecompetition,labourunions,governmentregulators,orcustomerswho"betrayedus"bybuyingproductsfromsomeoneelse."Theenemyisoutthere,"however,isalmostalwaysanincompletestory."Outthere"and"inthere"areusuallypartofasinglesystem.Thislearningdisabilitymakesitalmostimpossibleto
detecttheleveragewhichwecanuse"inthere"onproblemsthatstraddletheboundarybetweenusand"outthere".
3.THEILLUSIONOFTAKINGCHARGE
(缺乏整体思考的主动积极)
Being"proactive"isinvogue.Managersfrequentlyproclaimtheneedfortakingchargeinfacingdifficultproblems.Whatistypicallymeantbythisisthatweshouldfaceuptodifficultissues,stopwaitingforsomeoneelsetodosomething,andsolveproblemsbeforetheygrowintocrises.In
particular,beingproactiveisfrequentlyseenasanantidotetobeing"reactive"--waitinguntilasituationgetsoutofhandbeforetakingastep.Butistakingaggressiveactionagainstanexternalenemyreallysynonymouswithbeingproactive?
Nottoolongago,amanagementteaminaleadingpropertyandliabilityinsurancecompanywithwhomwewereworkinggotbittenbytheproactivenessbug.Theheadoftheteam,atalentedvicepresidentforclaims,wasabouttogiveaspeechproclaimingthatthecompanywasn''''tgoingtogetpushed[本文来源于大秘书-www,,找范文请到大秘书网]aroundanymorebylawyerslitigatingmoreandmoreclaimssettlements.Thefirmwouldbeefupitsownlegalstaffsothatitcouldtakemorecasesthroughtotrialbyverdict,insteadofsettlingthemoutofcourt.
Thenweandsomemembersoftheteambegantolookmoresystemicallyattheprobableeffectsoftheidea:thelikelyfractionofcasesthatmightbewonincourt,thelikelysizeofcaseslost,themonthlydirectandoverheadcostsregardlessofwhowonorlost,andhowlongcaseswouldprobablystayinlitigation.(Thetoolweusedis"microworlds")Interestingly,theteam''''sscenariospointedtoincreasingtotalcostsbecause,giventhequalityofinvestigationdoneinitiallyonmostclaims,thefirmsimplycouldnotwinenoughofitscasestooffsetthecostsofincreasedlitigation.Thevicepresidenttoreuphisspeech.
Alltoooften,"proactiveness"isreactivenessindisguise.Ifwesimplybecomemoreaggressivefightingthe"enemyoutthem",wearereacting--regardlessofwhatwecallit.Trueproactivenesscomesfromseeinghowwecontributetoourownproblems.Itisaproductofourwayofthinking,notouremotionalstate.