Description of Peters’ disciplines
Peter Senge envisioned institutions to be places where individuals continuously develop their ability to produce the outcomes that they aspire, a place where they nurture fresh and vast forms of thought, where common desire is unrestricted and a place where persons repeatedly learn to see the whole collectively. The fundamental justification for such institutions is that in circumstances of swift revolution, those who are not opposing, who are productive and adaptive shine. For this to ensue, it is reasoned; organizations must learn how to tap into people’s assurance and ability to learn at all echelons (Chang & Sun, 2007).
According to Peter Senge, real education gets to the human heart. The human become able to recreate him/herself, this applying to organizations too. The dimensions characterizing learning from native institutions is the ability to master basic five disciplines as suggested by Peter; these include, mental models, own mastery, systems rational, building a shared vision and team learning. He further reiterates that people are agents who act upon these systems and configurations (Senge, 1990). These systems are as follows;
Systematic thinking is the theoretical foundation of methodology for Peter Senge; it incorporates the others combining them into a cohesive body of philosophy and practice. This method can realize and bring out the whole, and scrutinize the interrelationships amongst the fragments, hence offers, for Peter, equally the motivation and process to incorporate the disciplines. He argues that humans tend to concentrate on the portions rather than being keen on the entire and we don’t see an institution as a vibrant development. Thus an enhanced thankfulness of the structures will come after we have learned from our experiences.
Own knowledge is the practice of constant clarification and developing of personal vision, strengths, and patience while we see reality by being objective. It argues that organizations only learn through individuals learning. Mastery is perceived to be a sort of expertise; it is not about supremacy but a vocation.
These are assumptions or generalizations that influence our understanding of the universe and how we act. We are regularly not conscious of their influence on our behavior hence we have a task of developing the capability to reflect in and on actions. It begins with spinning the mirror inwards, learning to extract our mental images of the biosphere conveying them to the exterior and scrutinizing thoroughly.
Building shared vision
Peter Senge argues that if a clue about leadership stimulates establishments for many years, it is the structure that is to grasp the scenario of the prospect we strive to create. Such a picture stimulates and encourages innovation. A positive vision helps people to learn because they want to learn.
Team learning starts with a discussion, the team members do away with assumptions and enter into an unpretentious rational together. It also encompasses knowing how to identify the outlines of relations in groups destabilizing learning. Team learning aligns and develops the capacities of a team to achieve desired results (Taggart, 2008).
Organizational characteristics supporting learning
Effective leadership creates a learning organization, not centered on an old ladder but a combination of differing personalities from all echelons of the arrangement leading in diverse ways. Such organizations have realized that every individual in the institution possesses the capability of finding answers to the glitches faced, and everyone can visualize a coming and go ahead in creating it (Williams, 2001). As argued by Gephart in Learning Organizations Come Alive, the organization's philosophy is the glue holding the institution together, systems supporting learning are open and trust employees including rewarding them for learning and being innovative, promoting experimentations and value the well -being of its workforce. These institutions have been able to shift minds by connecting to the world as opposed to separating from it, enabling them to create such a culture. Communication systems are also at advanced stages enhancing the exchange of information among individuals. One challenge that an organization must overcome is to isolate and break the protective nature of people in the workplace, make everyone learn the steps of defining and solving problems (Cropper, 2004).
The relationship between organizational climate and Peter Senge’s disciplines
Organizations able to learn from the surrounding can adapt to any change that may occur .and be able to maintain competitiveness in the market. Many organizations have introduced workplace learning, both in the past and present, into their daily activities aiming at supporting and accommodating the changes they face during political, economic and social changes. Organizational climate and Peter Senge’s disciplines have molded direction that relates the organization's learning with the institution, enabling the development of ideas through participation in events and training as opposed to the traditional ways (Sun, 2003).
Chang, D.-S., & Sun, K.-L. (2007). Total Quality Management and Business Excellent. Senges five disciplines 3 organizational climate, 802-815.
Cropper, B. (2004). Applying the Tools of the. Learning-Centred Leadership, 1-5.
Senge, P. (1990, Sloan School of Management). The Leaders New York;Building Learning Organizations. Sloan Management Review, 32(1), 1-10. Retrieved September 30, 2016, from https://www.simpsonexecutivecoaching.com/pdf/orglearning/leaders-new-work-building-learning-organizations-peter-senge.pdf
Sun, P. (2003). Exploring the divide – organizational learning and learning organization (Vol. 10). MCB UP LTD.
Taggart, J. (2008). The Five Learning Disciplines. From Individual to Organizational Learning, 4-8.
Williams, G. (2001). Peter Senge and the learning organization. Retrieved from infed: https://infed.org/mobi/peter-senge-and-the-learning-organization/#_The_learning_organization
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