Talking of the vertical development through systems thinking in the Learning Organisations, I begin with the lines ‘Organisations learn only through individuals who learn. Individual learning does not guarantee organisational learning. But without it no organisational learning occurs’ from the book (Peter Senge 1990: 139, The Fifth Discipline, The art and practice of the learning organisation) which is a highly readable book in which Peter Senge( is a senior lecturer at the Massachusetts Institute of Technology. He is also founding chair of the Society for Organizational Learning) talks about five ‘competent technologies’ that build and sustain learning organisations.
The role of a leader in the learning organisation is that of a steward who can build a shared vision and challenge prevailing mental models to empower employees in expanding their capabilities to shape their future along with that of the organisation.
'Leaders who see themselves as stewards will choose responsibility over entitlement and hold themselves accountable to those over whom they exercise power'.
The basic rationale for a learning organisation is that in situations of rapid change only those that are flexible, adaptive and productive, sustain the challenges. For this to happen, it is argued, the organisation needs to discover how to tap employees' commitment and capacity at all levels to learn. This concept is increasingly relevant given the increasing complexity and uncertainty of the organisational environment especially in current times.
“The rate at which organisations learn may become the only sustainable source of competitive advantage."
-Peter Senge
An organisation can adopt the wisdom of the, ‘The Fifth Discipline’ of Peter Senge (https://g.co/kgs/JVYozb) in transcending conventional operating norms to more consciously lead organisations in transforming the way businesses are carried out. The knowledge of ‘The 5th Discipline’ can be leveraged by the senior level management in enabling new, courageous, and brilliant thinking based on the belief that that every employee has the resources and the potential within and conditions for tapping those resources have to be created which will remove the assumptions that limit their thinking and the igniting of their inner wisdom.
The five disciplines of 'The Fifth Discipline' of Peter Senge are :
1. A shared Vision
2. Mental Models
3. Team Learning
4. Personal Mastery
5. Systems Thinking
1. Shared Vision
The vision of the organisation for next two years (aligned with the long term vision) from the now is clearly spelled out and the leader attempts to enrol in the employees in the vision, enlisting as much as commitment as possible and tests whether the support from the employees towards that vision comes from a place of commitment and enthusiasm or not. Thereafter, they work on what they want to build/co-create and begin working towards the collective vision.
2. Mental Models
Mental Models involve discerning of actual data that supports or perhaps does not support the generalisations/perception one holds about the world. Working on mental models requires art of appreciative enquiry, listening skills and readiness towards vulnerability. Life, Leadership and Executive Coaching of employees helps the organisations in reducing the gap between their thoughts, words and actions and build a culture of commitment, accountability and cohesiveness.
3. Team Learning
Team learning starts with the capacity of team members to be open to dialogue through creation of a space which is free of judgments and assumptions where the team members can have a stress free environment for fostering creative thinking. This is where they can learn together and build trust and integrity through deep listening skills, generative thinking, innovative problem solving and appreciative enquiry. The members learn how to ask questions that help learning, express clearly with facts and data and speak/enquire to genuinely add value and not just to make points. Feedback is given, received and valued, not as mere feedback but as feedforward.
4. Personal Mastery
Personal mastery is a set of specific principles and practices that enables an individual to learn, create a personal vision, and view the world objectively (not subjectively). It is a proficiency that works on creative and curious perspective. It involves inquisitive thinking, passion, seeking of truth, and resilience in being a lifelong learner with a heightened ability to produce results one may want in life through generative thinking and learning as opposed to adaptive learning ( although , one may argue that generative and adaptive together can bring better results towards organisational interest). Such employees are more passionate and committed to their work, they take initiatives, learn faster and are happier; and possess a wider and more profound responsibility and dedication for their work. Another important component of personal mastery is the creative tension (separated from emotional tension) that arises from the blending of vision (where I want to be) and reality (where I am).
5. Systems Thinking
It is a holistic approach to analysis that focuses on the way that a system's constituent parts interrelate and how systems work over time within the context of larger systems. It also means seeing the overall structure of an organisation and the interconnectedness of its elements and it requires a shift in mindset, away from linear to circular. The fundamental principle of this shift is that everything is interconnected and hence should ideally be seen holistically. It is a process for understanding the interrelationships among key components of a system such as hierarchical relations, R & D, process flow, product quality, production, sales, attitudes and perceptions, customer service and last but not the least the impact of any action on the larger system on the whole.
In a Learning Organisation the project managers leverage the wisdom of Systems Archetype to successfully deliver the projects using the feedback loops, reinforcing loops and balancing mechanisms, to map the desired systems and outcomes which allows a careful tracking of factors affecting inputs, processes, output and outcomes, that might otherwise have gone unnoticed or misconstrued. Systems view point is generally oriented towards long term view, hence, delays and feedback loops are important as the quick fix solutions in the short run can lead to paying of a heavy cost for ignorance in the long run. This can be explained through an example of a new project development, where keeping it’s long term impact on its sustenance in mind, and, not giving enough deliberation to its prototyping and testing of the live action project ( besides all the other prerequisites), may have long term implications in its sustenance.
Although, Peter Senge’s approach largely operates at the level of organisational interests and not at the explicit vision of having a larger impact on the social fibre. In contrast, Peter Drucker’s (1977 ) work on the dimensions of management, talks about the social responsibilities too. Returning to system thinking, can the simplistic frameworks be applied to complex systems? Peter Senge talks about how we tend to focus on the parts rather than seeing the whole, and fail to see organisation as a dynamic process, whereas a better appreciation of systems and their dynamism can lead to more appropriate actions.
"The world is made of circles and we think in straight lines."
-Peter Senge
Wrapping up with a thought, that, if organisations can transcend linear thinking and adopt system thinking, what changes would the leaders have to make towards transcending their behaviours and actions? While I leave you with this thought, I reflect on remaining committed to my vertical as well as horizontal development, so as to strengthen my ability to continue delivering my horizontal learnings experiences; and continue to coach with a systemic vision/frame, with efficacy, in new and changing environments. While doing so, I shall certainly endeavour to continue seeing the reality objectively, systemically, and, in circles.
Today, training and development, team cohesiveness programmes, executive coaching and systemic coaching can no longer be considered optional; and organisations cannot ignore the vertical as well as horizontal development of their employees. The leaders should empower their team members to be self-aware, self-driven and accountable individuals, who inspire positive change in others; and also have the adaptability and agility to sustain change and add value despite challenges of working in multicultural teams in incomprehensible, uncertain and ambiguous times .
With this, I invite you to reflect on the learning needs, vertical and horizontal development of your organisation.
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