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The Fifth Discipline Summary

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The Fifth Discipline written by Peter Senge in 1990 highlights the main disciplines that are required for the establishment of a successful learning organization. According to Senge (1990) a learning organization aims to facilitate and encourage consistent learning at all levels of the organization and continually seeks to be competitive in the workforce. Senge divides his book into 5 inter-connected parts. The first part of the book, consisting of Chapters one till three titled “How Our Actions Create Our Reality and How We can Change It”, provides readers with an evaluative outlook at the fundamental aspects of learning organizations and common limitations or “learning disabilities” that are often found in contemporary business organizations. …show more content…

These are:
• Systems thinking: seeing the big picture
• Personal mastery: deepening the vision and qualities of every individual
• Mental models: working out what our assumptions and prejudices are and what they should be
• Building shared vision: something for everyone to be passionate about
• Team learning: how to use dialogue (genuine “thinking together” rather than simple discussion or argument) to build a team that as a whole compensates for the weaknesses of individual members
Systems thinking is defined as seeing the pattern among connected events regardless of different time and place. It is mandatory to follow the whole pattern to understand the system, and one cannot simply skip any step of the system. Systems thinking exists as conceptual framework, emerging since past fifty years, that aids in making sense of patterns, and to helping to evaluate situations in order to make effective …show more content…

“The myth of the management team”. Mostly teams in business tend to avoid anything that may damage their image. They put stop to opposition and if there is any disagreement in a team it is stem down to as a team’s joint disagreement rather than a personal difference of opinion. Argyris (1982) terms this occurrence as “skilled incompetence” as even in situations where we feel uncertain or ignorant, we make an effort to not appear uncertain or ignorant. We feel ashamed to admit what we do not know and this very acts bars us from learning anything new. Ultimately the teams which breakdown or fail perform quite well under pressure are those that have kept themselves from

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Good teams get through that adversity. Take a look back at the National Basketball Association’s Cleveland Cavaliers and Major League Baseball’s Chicago Cubs who both came back and won their respected championships after doing something that had never been done before. They were both down three games to one in which no one had ever came back to win before, and both of these teams came together as a team through leadership to overcome adversity. Adversity can come internally or externally for a team. Internally can include players not getting along with each other and causing conflict, or a player getting injured in a serious manner can really take a toll on a team.

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In The Dangers of Groupthink, Naomi Karten provides the reader with a few of many examples on how they can avoid the dangerous phenomenon that is, Groupthink. Karten expresses her opinion by stating, “Diligently avoid a no-criticism culture and a no-criticism decision-making policy.” (The Danger of Groupthink, 2). Being able to avoid a nonconstructive environment is an extremely courageous step that can ultimately lead to one’s success. However, for one to achieve such a large task takes a tremendous effort, and requires one to place both their feelings and well being on the line.

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Dr. Cabrera suggests six types of thinking: “Creative Thinking; Critical Thinking; Systems Thinking; Interdisciplinary Thinking; Scientific Thinking; and Emotional

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In addition the assignment offered an opportunity to provide analysis on the connection between the organizational process of an educational institution and its culture of learning. The Denison Model (1990) supported that theory with its participation/involvement view of culture. Higher levels of employee participation were correlated with better organizational performance. CCC develops strategies for future innovation through stakeholder involvement and championed its mission, vision and values along with embracing and foster diversity, equity, and inclusiveness. (Core Competencies 1 & 5).

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The study of two global companies operating in the UK, the French company Lafarge Cement UK (LCUK) and the American Rockwood Electronic Materials (REM), was conducted so as to ascertain the learning climate and capability, the effects of sub-cultures or communities on learning and the connection among OL and firm performance. From the findings of the research it can be inferred that performance management and benchmarking are crucial elements in amelioration within LCUK. Furthermore, LCUK is not an advanced company due to the low-tech character of procedures in the industry. Moreover, strong individual learning practices exist, like training courses, assessment, rotational positioning and the unanimity between the staff, indicating that LCUK provides a satisfying level of training and evolution. Additionally, LCUK is not a learning organisation, although it utilises practices which influence learning capability (DiBella et al 1996).

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