|
 对于Peter Sengen来说，“变革即组织，学习即变革”。 在他看来，组织通过不断学习来实现变革是完全可能的，因为，在每个人的内心深处共享这样的认识，“我们都是学习者”。 通过《第五项修炼》一书，Senge旨在摧毁那种四分五裂、毫无联系的世界认识观。 他认为，只要放弃这样一种错误认识，我们就能够建立“学习型组织”，一种组织成员持续扩张潜能以追逐梦想、实现愿景的组织，一种培育百花齐放的创新性思考的组织，一种自由释放集体热望、持续集体学习的组织。 管理人员必须要有能力发现学习型组织的7项障碍，并通过“五项修炼”对它们加以修复。
Senge的五项修炼
Senge学习型组织模型的五个组成要素：
-
系统思考（Systems Thinking）。 作为第五项修炼，这又是一项综合修炼，是对其他四项修炼从理论到实践的融会贯通。
-
自我精进（Personal Mastery）。 人们必须要用艺术家鉴赏自己作品的眼光来看待与认识自我。
-
心智模式（Mental Models）。 心智模式与深层心智影像不仅决定我们如何认识周围世界，并影响我们如何采取行动。
-
共同愿景（Building Shared Vision）。 如果组织有一个清晰明确的共同愿景，组织成员会为了实现这一愿景，自觉表现卓越，不断学习进步，主动奉献，而非被动遵循。
-
团队学习（Team Learning）。 团队成员积极参与团队活动，通过真实对话来发现个人所难以获得的洞识， 在这一过程中，并将自己的假设一一悬挂出来，交于团队成员讨论。
上述五项修炼没有终点，必须贯穿于组织发展的始终。 最终，我们看到真正的学习型组织不是为了生存而学习（Survival Learning），而是创造性地学习（Generative Learning）—— 为了增加组织的创造力而学习。
参考书： Peter Senge - The Fifth Discipline [中译本《第五项修炼》，上海三联书店出版社，2002]- 
| |
 Does Senge's View of Systems Thinking Go Far Enough?
In the 5th Discipline Senge outlines his views on systems thinking, when in reality this is only one dimension of the systems thinking concepts.
I have come across many people who have read the 5th Discipline who think they have a good understan...
|
|
|
|
| |
| |
How to Become a Systems Thinker?
How does one become a systems thinker? After reading The Fifth Discipline and getting interested in the subject I have read a number of books; some of which are mind blowingly complex! How have other people become systems thinkers? Reading? Courses?<...
|
|
|
|
| |
| |
Hard But Sweet Nut to Crack
Converting a conventional organization into a learning organization is a hard nut, but if cracked offers sweetness. A few dedicated young staff can take the initiative voluntarily and gradually others will join these enthusiasts....
|
|
|
|
| |
| |
Pillars of the Five Disciplines
Senge's five disciplines would not be well understood without considering the following critical pillars: values, guiding principles, personal experience, commitment and context....
|
|
|
|
| |
| |
Applying Mnemonic Tools
Senge's 5th discipline offers a practicable tool leading to organizational learning and enhanced overall corporate relationships and performance. However, it fails to meet the dynamics of change and chaos -- the undercurrents of which are global toda...
|
|
|
|
| |
| |
More Factors than Learning in Organizations
Let us think first in the present days of neck to neck competition, how far the models of 90s are suitable. Governments, in other words politicians, have become a strong force either to allow an organization to grow or die. Many factors beyond the co...
|
|
|
|
| |
| |
Learning Organizations vs Social Media
I think that we can develop a different point of view or a relationship between social media and learning organizations. Social media are changing budgets on marketing departments and the approach of companies to the market, to get closer of the cust...
|
|
|
|
| |
| |
Learning Organizations in Social Services
I am currently researching the application of the theories of Senge's 'Learning Organization' in the social services setting. I would love to gather input from anyone who has had experience in this area.
How to you apply this 'corporate' strateg...
|
|
|
|
| |
| |
Schools as a learning organisation
Educational orgainsations also need to develop themselves to be learning organisations. This is mainly because of the changing in the aim of education
Claxton (2002, p.46 and 2008) pointed out communities expectation on the purpose of education t...
|
|
|
|
| |
| |
Three Levels in Senge's 5 Disciplines
A discipline is viewed by Senge as a series of principles and practices that we study, master and integrate into our lives. Each of the five disciplines can be approached at three levels:
1) PRACTICES: what you do.
2) PRINCIPLES: g...
|
|
|
|
| |
| |
Summary of Senge's Ideas
Senge can be summarized as follows:
People should put aside their old ways of thinking (developing new mental models for the driving forces behind the organization's values and principles), learn to be open with others (personal mastery), unders...
|
|
|
|
| |
| |
Why creating Learning Organizations is hard
According to Senge, transforming organizations into learning organizations is not easy, because managers have to surrender their traditional spheres of power and control to the people who are learning. Learners should experiment and be allowed to mak...
|
|
|
|
| |
|
|
|
五项修炼 小组
|
|
|
|
五项修炼 培训|活动
|
|
|
| |
 What are Mental Models?
I understand how to use 4 disciplines but maybe somebody can explain me the mental models... Thanks......
|
|
|
|
| |
| |
Turning an Organization into a Learning Organization
I have worked on changing people's thinking. But, in organizational context, the turning point for converting a conventional style organization into a learning style is a subject of research for me. I have not tried 5 discipline yet. I will tr...
|
|
|
|
| |
|
|
|
|
Capturing Learned Lessons
Knowledge from bad and good experiences will lead you and your organization to better future performance. You can improve your learning culture with <...
Usage (application)How to Capture Organizational Learning? Best Practices
|
|
|
|
|
| |
|
|
To What Extent are you a Learning Organization?
Professors Garvin, Edmondson and Gino have developed an online assessment tool to determine and benchmark the depth of learning in an organizat...
Usage (application)Take this Test..., Benchmarking the Depth of Learning in your Organization
|
|
|
|
|
| |
|
|
| |
新闻
修炼 Senge
|
|
|
|
| |
新闻
学习 组织
|
|
|
|
| |
视频
修炼 Senge
|
|
|
|
| |
视频
学习 组织
|
|
|
|
| |
简报
修炼 Senge
|
|
|
|
| |
简报
学习 组织
|
|
|
|
| |
更多
修炼 Senge
|
|
|
|
| |
更多
学习 组织
|
|
|
|
|
|
比较： Organizational Learning[组织学习] | Organizational Memory[组织记忆] | System Dynamics[系统动力学] | Theory of Mechanistic and Organic Systems[机械/有机系统论] | Fourteen Points of Management[质量管理14要点] | Eight Attributes of Management Excellence[卓越管理的八个属性] | Ten Principles of Reinvention[企业型政府重塑10原则] | Theory X Theory Y[X理论-Y理论] Theory Z[Z理论] | Business Process Reengineering[业务流程重组]
返回到分类主页： 变革与组织 | 沟通与技能 | 伦理与责任 | 人力资源管理 | 领导力
更多管理方法、模型和理论
|
|
|
|
Special Interest Group Leader
|
|
|
|
|
|
|
|
