creating AND EFFECTIVELY LEADING LEARNING ORGANIZATIONS
Real learning gets to the heart of what it means to be human. Through learning we re-create ourselves.
Through learning we become able to do something we never were able to do. Through learning we re-perceive the world and our relationship to it. Through learning we extend our capacity to create, to be part of the generative process of life.
There is within each of us a deep hunger for this type of learning. (Peter Senge)
Through learning we become able to do something we never were able to do. Through learning we re-perceive the world and our relationship to it. Through learning we extend our capacity to create, to be part of the generative process of life.
There is within each of us a deep hunger for this type of learning. (Peter Senge)
Creating and effectively leading a learning organization is at the heart of successful knowledge management in education. Building a learning organization involves engaging and empowering stakeholders, building trust, establishing, fostering and communicating a shared vision and effectively maintaining this type of culture. This is not an easy task. Peter Senge, author of The Fifth Discipline and well –known authority on organizational learning, describes five core disciplines or “component technologies” that are critical for building a learning organization:
Systems Thinking
Senge considers systems thinking the cornerstone of the learning organization. It is the overarching framework that permits everyone in the organization to conceptualize the big picture by cohesively integrating the other four disciplines. Senge (2006) views the disciplines as an interrelated series of “practices (what we do) and principles (guiding ideas and insights) that we study, master and integrate into our lives” (p. 393). A “systems thinking” approach integrates the other four disciplines into cohesive practice within the organization. To build a district/school culture focused on learning, educational leaders need to consistently create opportunities for all stakeholders to see the “big picture” by incorporating Senge’s disciplines into practice and daily life.
Systems Thinking
Senge considers systems thinking the cornerstone of the learning organization. It is the overarching framework that permits everyone in the organization to conceptualize the big picture by cohesively integrating the other four disciplines. Senge (2006) views the disciplines as an interrelated series of “practices (what we do) and principles (guiding ideas and insights) that we study, master and integrate into our lives” (p. 393). A “systems thinking” approach integrates the other four disciplines into cohesive practice within the organization. To build a district/school culture focused on learning, educational leaders need to consistently create opportunities for all stakeholders to see the “big picture” by incorporating Senge’s disciplines into practice and daily life.
Personal Mastery
According to Senge (2006), learning organizations must be committed to and provide the capacity for all members to continually develop and refine a personal vision, and encourage ongoing personal learning. (p. 7). In an educational setting, school leaders should model, promote and provide opportunities for everyone to be lifelong learners.
Mental Models
Senge (2006) describes mental models as “deeply ingrained assumptions, generalizations, or even pictures or images that influence how we understand the world and how we take action” (p. 8). Members of the organization hold highly individualized tacit knowledge that can impact the organization’s ability to learn and grow collectively. With this in mind, school leaders need to expose their own mental models and foster open and trusting environments where others can do the same. Distributed leadership, inquiring conversations and guiding others towards a shift in exposing current mental models and opening up to new ideas, adaptation and growth.
Building Shared Vision
Senge’s (2006) discipline of building shared vision depends on leaders fostering commitment towards a “common picture of the future we wish to create” (p. 8) within the organization. The key to this discipline is developing a vision that inspires others to inquire, explore, and be creative and innovative around a “common identity and sense of destiny” (p. 9). Effective school leaders need to foster enthusiasm and build a shared vision among all stakeholders in the school community.
Team Learning
According to Senge (2006), team learning begins with authentic dialogue, involves suspending current assumptions and helps people begin to think together, understand one another and operate cohesively as a learning team (p. 9 – 10). Team learning should be a part of daily practice – not just a random activity that occurs once in a while. School leaders need to thoughtfully and strategically embed team learning into all facets of the school community on a daily basis.
Senge, P. (2006). The fifth discipline: The art & practice of the learning organization. New York, NY: Bantam Doubleday Dell Publishing Group, Inc.
According to Senge (2006), learning organizations must be committed to and provide the capacity for all members to continually develop and refine a personal vision, and encourage ongoing personal learning. (p. 7). In an educational setting, school leaders should model, promote and provide opportunities for everyone to be lifelong learners.
Mental Models
Senge (2006) describes mental models as “deeply ingrained assumptions, generalizations, or even pictures or images that influence how we understand the world and how we take action” (p. 8). Members of the organization hold highly individualized tacit knowledge that can impact the organization’s ability to learn and grow collectively. With this in mind, school leaders need to expose their own mental models and foster open and trusting environments where others can do the same. Distributed leadership, inquiring conversations and guiding others towards a shift in exposing current mental models and opening up to new ideas, adaptation and growth.
Building Shared Vision
Senge’s (2006) discipline of building shared vision depends on leaders fostering commitment towards a “common picture of the future we wish to create” (p. 8) within the organization. The key to this discipline is developing a vision that inspires others to inquire, explore, and be creative and innovative around a “common identity and sense of destiny” (p. 9). Effective school leaders need to foster enthusiasm and build a shared vision among all stakeholders in the school community.
Team Learning
According to Senge (2006), team learning begins with authentic dialogue, involves suspending current assumptions and helps people begin to think together, understand one another and operate cohesively as a learning team (p. 9 – 10). Team learning should be a part of daily practice – not just a random activity that occurs once in a while. School leaders need to thoughtfully and strategically embed team learning into all facets of the school community on a daily basis.
Senge, P. (2006). The fifth discipline: The art & practice of the learning organization. New York, NY: Bantam Doubleday Dell Publishing Group, Inc.
Peter Senge Video on The Future of Education
Additional Resources for Peter Senge, leadership and learning organizations:
http://www.solonline.org/?page=PeterSenge (Quick Talks on bottom of page)
http://www.slideshare.net/AlyssaGracia/peter-senges-learning-organization
http://www.slideshare.net/Yuvarajah/cdocuments-and-settingsyuvadesktoplearning-org
http://www.nwlink.com/~donclark/leader/learnor2.html
http://blog.acrossio.com/knowledge-management/good-leaders-encourage-knowledge-sharing
http://www.solonline.org/?page=PeterSenge (Quick Talks on bottom of page)
http://www.slideshare.net/AlyssaGracia/peter-senges-learning-organization
http://www.slideshare.net/Yuvarajah/cdocuments-and-settingsyuvadesktoplearning-org
http://www.nwlink.com/~donclark/leader/learnor2.html
http://blog.acrossio.com/knowledge-management/good-leaders-encourage-knowledge-sharing