Today: The other four disciplines Recitation Personal Mastery: Chapter 8 Mental Models: Chapter 9...

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Today: The other four Today: The other four disciplines disciplines Recitation Recitation Personal Mastery: Chapter 8 Personal Mastery: Chapter 8 Mental Models: Chapter 9 Mental Models: Chapter 9 Shared Vision: Chapter 10 Shared Vision: Chapter 10 Team Learning: Chapter 11 Team Learning: Chapter 11

Transcript of Today: The other four disciplines Recitation Personal Mastery: Chapter 8 Mental Models: Chapter 9...

Page 1: Today: The other four disciplines Recitation Personal Mastery: Chapter 8 Mental Models: Chapter 9 Shared Vision: Chapter 10 Team Learning: Chapter 11.

Today: The other four Today: The other four disciplinesdisciplines

RecitationRecitation

Personal Mastery: Chapter 8Personal Mastery: Chapter 8

Mental Models: Chapter 9Mental Models: Chapter 9

Shared Vision: Chapter 10Shared Vision: Chapter 10

Team Learning: Chapter 11Team Learning: Chapter 11

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Senge: Chapter 8Senge: Chapter 8

Personal MasteryPersonal Mastery

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RecitationRecitation

• What is meant by THE EASY WAY What is meant by THE EASY WAY OUT USUALLY LEADS BACK IN?OUT USUALLY LEADS BACK IN?– Give some examplesGive some examples

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RecitationRecitation

Senge asserts that we should see Senge asserts that we should see ourselvesourselves

1.1. As separate from the processes we As separate from the processes we deal with dailydeal with daily

2.2. As a part of the processes we As a part of the processes we interact with dailyinteract with daily

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RecitationRecitation

• Which of the Archetypes is an Which of the Archetypes is an example of “The harder you push, example of “The harder you push, the harder the ‘system’ pushes the harder the ‘system’ pushes back??back??

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RecitationRecitation

• Which of the Archetypes is an Which of the Archetypes is an example of “Behavior grows better example of “Behavior grows better before it grows worse”before it grows worse”

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RecitationRecitation

• WonderTech is an illustration of WonderTech is an illustration of what archetype?what archetype?

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PERSONAL MASTERY: PERSONAL MASTERY: Introduction – Chapter 8Introduction – Chapter 8

• The Spirit of the Learning OrganizationThe Spirit of the Learning Organization• Mastery and ProficiencyMastery and Proficiency• Why we want itWhy we want it• ResistanceResistance• The Discipline of Personal MasteryThe Discipline of Personal Mastery• Holding creative TensionHolding creative Tension

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Introduction, ContinuedIntroduction, Continued

• STRUCTURAL CONFLICT: THE POWER STRUCTURAL CONFLICT: THE POWER OF YOUR POWERLESSNESSOF YOUR POWERLESSNESS

• Commitment to the TruthCommitment to the Truth• Using the SubconsciousUsing the Subconscious• Personal Mastery and the Fifth Personal Mastery and the Fifth

DisciplineDiscipline• Fostering Personal Mastery in the Fostering Personal Mastery in the

OrganizationOrganization

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Personal Mastery = Personal Mastery = Personal Growth & Personal Growth & LearningLearning

• People with high levels of PM are People with high levels of PM are continually expanding their ability continually expanding their ability to create the results in life they to create the results in life they truly seek.truly seek.

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Mastery and ProficiencyMastery and Proficiency

• Goes beyond competence and skillsGoes beyond competence and skills• First, we must continually clarify what First, we must continually clarify what

is important to us.is important to us.• Second, we must learn how to see Second, we must learn how to see

current reality more clearly.current reality more clearly.• The gap between what we want and The gap between what we want and

what our current reality is generates what our current reality is generates creative tensioncreative tension

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What its like to have lots What its like to have lots of PMof PM

• For such people, a vision is a calling For such people, a vision is a calling rather than just a good idearather than just a good idea

• PM is not something you possess, it is a PM is not something you possess, it is a process--a lifelong disciplineprocess--a lifelong discipline

• People with lots of PM are more People with lots of PM are more committed, they take more initiativecommitted, they take more initiative

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Employers want PM for their Employers want PM for their employees because…employees because…

• Full personal development has a strong Full personal development has a strong impact on individual happinessimpact on individual happiness

• Work should be seen as an opportunity to Work should be seen as an opportunity to build something to last, something of build something to last, something of valuevalue

• PM is a means toward the organization’s PM is a means toward the organization’s endsends

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ResistanceResistance

• Many individuals and organizations Many individuals and organizations do resist PMdo resist PM

• No one will ever be able to measure No one will ever be able to measure how much PM contributes to how much PM contributes to productivity and the bottom lineproductivity and the bottom line

• Cynicism: humanistic management Cynicism: humanistic management over promised itself to firms in the over promised itself to firms in the 1970s1970s

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More ResistanceMore Resistance

• Could it threaten the established order Could it threaten the established order of a well-managed company? YES!!of a well-managed company? YES!!

• TO EMPOWER PEOPLE IN AN TO EMPOWER PEOPLE IN AN UNALIGNED ORGANIZATION CAN BE UNALIGNED ORGANIZATION CAN BE COUNTERPRODUCTIVECOUNTERPRODUCTIVE– Without this alignment, organizational Without this alignment, organizational

stress will increasestress will increase

• ““People don’t resist change. They People don’t resist change. They resist being changed..”resist being changed..”

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The Discipline of The Discipline of Personal MasteryPersonal Mastery

• PM is a discipline, a series of principles PM is a discipline, a series of principles and practices that continually expand PMand practices that continually expand PM

• Most adults have little sense of real visionMost adults have little sense of real vision• Our personal vision must be positiveOur personal vision must be positive

– An example of diminished vision is focusing on An example of diminished vision is focusing on the means rather than the ends or resultsthe means rather than the ends or results

– The ability to focus on ultimate intrinsic The ability to focus on ultimate intrinsic desires, not only on secondary goals, is a desires, not only on secondary goals, is a cornerstone of PMcornerstone of PM

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Holding creative TensionHolding creative Tension

• The gap between our vision and our current reality is The gap between our vision and our current reality is called called creative tensioncreative tension

• The principle of creative tension is central to the The principle of creative tension is central to the principle of PM, integrating all elements of the principle of PM, integrating all elements of the disciplinediscipline

• Still creative tension often leads to anxiety, sadness, Still creative tension often leads to anxiety, sadness, discouragement or worry.discouragement or worry.

• But these negative emotions are But these negative emotions are emotional tensionemotional tension and not creative tensionand not creative tension

• Watch out for the eroding goals archetypeWatch out for the eroding goals archetype

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““STRUCTURAL CONFLICT”: THE STRUCTURAL CONFLICT”: THE POWER OF YOUR POWERLESSNESSPOWER OF YOUR POWERLESSNESS

• Many of us have a dominant belief that Many of us have a dominant belief that we are not able to fulfill our desireswe are not able to fulfill our desires– a by-product of growing upa by-product of growing up

• We believe in our powerlessness--our We believe in our powerlessness--our inability to bring into being all the inability to bring into being all the things we really care about.things we really care about.

• Page 157 illustrates the conflict--our Page 157 illustrates the conflict--our vision pulling us forward, while our vision pulling us forward, while our belief in powerlessness pulls us backbelief in powerlessness pulls us back

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Eliminating self-limiting Eliminating self-limiting beliefsbeliefs

• Many of us do not believe that we Many of us do not believe that we are worthy or deserving to have are worthy or deserving to have what we truly desirewhat we truly desire

• Manifestations are: loss of energy, Manifestations are: loss of energy, not able to finish the job, not able to finish the job, unexpected obstacles develop, unexpected obstacles develop, people let us down, we don’t people let us down, we don’t believe we can do itbelieve we can do it

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Strategies for coping with Strategies for coping with self-limiting beliefs--Bro self-limiting beliefs--Bro Ray FritzRay Fritz

• Letting our vision erodeLetting our vision erode• Conflict ManipulationConflict Manipulation• Will powerWill power

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Focusing on what we don’t Focusing on what we don’t want: conflict want: conflict manipulation (negative manipulation (negative vision)vision)

– The way many athletic coaches manipulate The way many athletic coaches manipulate and motivate their playersand motivate their players

– The way many managers point out the The way many managers point out the highly unpleasant consequences if the highly unpleasant consequences if the company’s goals are not achievedcompany’s goals are not achieved

• Do you really want to live your life in a Do you really want to live your life in a state of fear of failure?state of fear of failure?

• For such people, there is little joy in lifeFor such people, there is little joy in life

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Third-strategy--WILL Third-strategy--WILL POWERPOWER

• We psych ourselves up to overpower all We psych ourselves up to overpower all forms of resistance to achieving our forms of resistance to achieving our goalsgoals

• We motivate ourselves through We motivate ourselves through heightened volitionheightened volition

• This dogged determination gets things This dogged determination gets things done at work, but doesn’t turn the trick done at work, but doesn’t turn the trick at homeat home

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The bottom line of Self-The bottom line of Self-Limiting Beliefs (SLBs)Limiting Beliefs (SLBs)

• They are hard to change--They are hard to change--psychologists widely concurpsychologists widely concur

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To change SLBs, we need To change SLBs, we need a COMMITMENT TO THE a COMMITMENT TO THE TRUTHTRUTH

• Tell yourself the truthTell yourself the truth• Continually broadening our awarenessContinually broadening our awareness• Continually deepening our understanding Continually deepening our understanding

of the structures underlying current of the structures underlying current eventsevents

• First, must recognize the structural First, must recognize the structural conflict--recognize the patternsconflict--recognize the patterns

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Structures of which we are Structures of which we are unaware hold us prisonerunaware hold us prisoner

• Discovering these structures at Discovering these structures at work is the stock-and-trade of work is the stock-and-trade of people with high levels of PMpeople with high levels of PM

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Truth--seeing reality more Truth--seeing reality more and more as it isand more as it is

• Pure observation--BuddhistsPure observation--Buddhists• Witnessing--HindusWitnessing--Hindus• ““What a tragedy that man must die What a tragedy that man must die

before he wakes up”--Koranbefore he wakes up”--Koran• ““You shall know the truth and the You shall know the truth and the

truth shall set you free”--truth shall set you free”--ChristianityChristianity

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Using the Subconscious; Using the Subconscious; Or, You Don’t Really Need Or, You Don’t Really Need to Figure it all outto Figure it all out

• People with high levels of PM can People with high levels of PM can accomplish extraordinarily complex tasks accomplish extraordinarily complex tasks with grace and easewith grace and ease

• The subconscious is intimately involved in The subconscious is intimately involved in PM: through it, PM: through it, all of usall of us deal with deal with complexitycomplexity

• The aspect of our mind that is exceedingly The aspect of our mind that is exceedingly capable of dealing with complexity is called capable of dealing with complexity is called the subconscious the subconscious

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Subconscious--Subconscious--

• What distinguishes people with high What distinguishes people with high levels of personal mastery is they have levels of personal mastery is they have developed a higher level of rapport developed a higher level of rapport between their normal awareness and between their normal awareness and their subconscioustheir subconscious

• Subconscious capacity is larger by a Subconscious capacity is larger by a factor of 10 as compared to the factor of 10 as compared to the consciousconscious

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The Core Values of PMThe Core Values of PM

• Integrate reason and intuitionIntegrate reason and intuition• See your connectedness to the See your connectedness to the

worldworld• Be compassionateBe compassionate• Be committed to the wholeBe committed to the whole

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Fostering PM in an Fostering PM in an OrganizationOrganization

• You can’t force employees into You can’t force employees into PM--to do so is the most sure-fire PM--to do so is the most sure-fire way to impede the genuine spread way to impede the genuine spread of commitment to PMof commitment to PM

• Leaders must foster a climate in Leaders must foster a climate in which the principles of PM are which the principles of PM are practiced in daily lifepracticed in daily life

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The Organizational The Organizational ClimateClimate

• establishing visions, being committed establishing visions, being committed to the truth, challenging the status quoto the truth, challenging the status quo

• Will reinforce the idea that PM is truly Will reinforce the idea that PM is truly valued in the organizationvalued in the organization

• Will reinforce the idea that PM is a Will reinforce the idea that PM is a continual, ongoing processcontinual, ongoing process

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The Climate, ContinuedThe Climate, Continued

• Work to develop all five disciplines Work to develop all five disciplines at the same timeat the same time

• Leaders should be a modelLeaders should be a model

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If you can’t picture it, you If you can’t picture it, you won’t make itwon’t make it

• You have to know where you are You have to know where you are headedheaded

• Choose your companions as if your Choose your companions as if your life depended on itlife depended on it

• Leaders know when to put their Leaders know when to put their foot down, and when to back downfoot down, and when to back down

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Mental ModelsMental Models

Senge: Chapter 9Senge: Chapter 9

THE FIFTH DISCIPLINETHE FIFTH DISCIPLINE

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What are Mental Models?What are Mental Models?

• The mental constructs that dictate The mental constructs that dictate – the decisions that we takethe decisions that we take– the actions that we engage inthe actions that we engage in

• The Second of Five DisciplinesThe Second of Five Disciplines– Who remembers the other four?Who remembers the other four?

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What’s the Problem?What’s the Problem?

• Many of the best ideas never get put Many of the best ideas never get put into practiceinto practice– Why???Why???– Because they conflict with deeply held Because they conflict with deeply held

internal images of how the world worksinternal images of how the world works– These images limit us to familiar ways of These images limit us to familiar ways of

thinking and actingthinking and acting

• We keep making the same mistakes We keep making the same mistakes over and over again--we’re not learningover and over again--we’re not learning

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The discipline of Mental The discipline of Mental Models (MMs) InvolvesModels (MMs) Involves

• Surfacing these modelsSurfacing these models• Testing these modelsTesting these models• Improving our internal pictures of Improving our internal pictures of

how the world workshow the world works• PROMISES TO BE A MAJOR PROMISES TO BE A MAJOR

BREAKTHROUGH FOR BUILDING BREAKTHROUGH FOR BUILDING LEARNING ORGANIZATIONSLEARNING ORGANIZATIONS

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Why are MMs so powerful Why are MMs so powerful in affecting what we do?in affecting what we do?

• They affect what we seeThey affect what we see– They become the cognitive lense through They become the cognitive lense through

which we view the worldwhich we view the world– Two people with different MMs can see the Two people with different MMs can see the

same situation and describe it differentlysame situation and describe it differently– Big three auto-makers believed Americans Big three auto-makers believed Americans

bought cars on the basis of stylingbought cars on the basis of styling– Today outdated MMs dominate the service Today outdated MMs dominate the service

industries, which still provide mediocre industries, which still provide mediocre quality in the name of controlling costsquality in the name of controlling costs

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So the Problem arises So the Problem arises when our mental model is when our mental model is wrong…RIGHT?wrong…RIGHT?

• WRONG!!!WRONG!!!• The problem with mental models is The problem with mental models is

that they are tacit--below the level that they are tacit--below the level of awarenessof awareness

• We don’t realize that our behavior We don’t realize that our behavior is being dictated by a certain is being dictated by a certain mental model that we have bought mental model that we have bought into deeplyinto deeply

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A Digression and BreakA Digression and Break

• Arm WrestlingArm Wrestling• Good ExerciseGood Exercise• Good way to break up a boring session Good way to break up a boring session

on mental modelson mental models• Find an opponentFind an opponent• The contestant who can defeat his The contestant who can defeat his

opponent the most times in one opponent the most times in one minute winsminute wins..

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An Industrial Goods An Industrial Goods ManufacturerManufacturer

• Was losing market shareWas losing market share• Production managers held inventories as Production managers held inventories as

low as possiblelow as possible• Result was long lead times, long delivery Result was long lead times, long delivery

times even though production capacity times even though production capacity was adequatewas adequate

• A team of MIT system dynamicists were A team of MIT system dynamicists were brought inbrought in

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What did the models What did the models show?show?• Low inventories meant long lead timesLow inventories meant long lead times• Why not carry some inventoryWhy not carry some inventory• They did this for a while and it workedThey did this for a while and it worked

– The firm’s market share picked upThe firm’s market share picked up

• But the new policies were not taken to But the new policies were not taken to heartheart

• Four years later when another recession Four years later when another recession occurred, the firm went back to their occurred, the firm went back to their original low inventories and began losing original low inventories and began losing market share againmarket share again

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Why did they do this?Why did they do this?

• The inertia of deeply entrenched The inertia of deeply entrenched mental models can overwhelm mental models can overwhelm even the best systemic insightseven the best systemic insights

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Shell--one of the first firms Shell--one of the first firms to investigate MMsto investigate MMs

• Is broken up into over a hundred Is broken up into over a hundred companiescompanies

• Must continually challenge the Must continually challenge the leaders of these firms to scrutinize leaders of these firms to scrutinize their MMstheir MMs

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Overcoming the basic Overcoming the basic diseases of the hierarchydiseases of the hierarchy

• For hierarchical organizations the dogma For hierarchical organizations the dogma is “manage, organize, control”is “manage, organize, control”

• For learning organizations, the dogma is For learning organizations, the dogma is vision, values, and MMsvision, values, and MMs

• Healthy firms are ones that bring people Healthy firms are ones that bring people together to develop the best possible together to develop the best possible MMs for facing any situation at handMMs for facing any situation at hand

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The Experience at The Experience at HANOVERHANOVER

• Hanover--an insurance carrier (a property Hanover--an insurance carrier (a property and casualty insurance firm)and casualty insurance firm)

• Hanover hired consultant Chris Argyris. He Hanover hired consultant Chris Argyris. He brought in his “ACTION SCIENCE”brought in his “ACTION SCIENCE”

• Argyris: “Because we insulate our mental Argyris: “Because we insulate our mental models from examination, we develop models from examination, we develop ‘SKILLED INCOMPETENCE..’”‘SKILLED INCOMPETENCE..’”

• Recall a conflict with a client--what did you Recall a conflict with a client--what did you say--what did you think, what did you not saysay--what did you think, what did you not say

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Left-Hand Column AnalysisLeft-Hand Column Analysis

– The left-hand column details what you were thinkingThe left-hand column details what you were thinking– The right-hand column details what was actually saidThe right-hand column details what was actually said

• Sample case: Jim is an R&D project manager. Sample case: Jim is an R&D project manager. Jim assumes his supervisor Todd feels harshly Jim assumes his supervisor Todd feels harshly about him. Jim just had a conversation with about him. Jim just had a conversation with Todd. Jim writes out the conversation with Todd Todd. Jim writes out the conversation with Todd in the right-hand column and his thoughts at the in the right-hand column and his thoughts at the time in the left.time in the left.

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• We’re two months late and We’re two months late and I don’t think he knew. I I don’t think he knew. I was hoping we could catch was hoping we could catch upup

• I need to make it clear that I need to make it clear that I’m willing to take I’m willing to take responsibility for this, but I responsibility for this, but I don’t want to volunteer for don’t want to volunteer for more workmore work

• He never offers this help in He never offers this help in the planning stages, when I the planning stages, when I could really use it. It’s too could really use it. It’s too late now to bring that up.late now to bring that up.

• The changes he keeps The changes he keeps making are the real reason making are the real reason we’re late. He must have we’re late. He must have another one.another one.

• It’s a shame I can’t tell him It’s a shame I can’t tell him that he’s the cause of the that he’s the cause of the delays. If I can hold him off delays. If I can hold him off two more weeks, I think two more weeks, I think we’ll be ready.we’ll be ready.

• TODD: Jim, I’d like to come TODD: Jim, I’d like to come down there next week. down there next week. We’re a few weeks behind, We’re a few weeks behind, and I think we might all and I think we might all benefit from a meeting at benefit from a meeting at your office.your office.

• ME: I’ve been very ME: I’ve been very concerned about these concerned about these deadlines. As you know, deadlines. As you know, we’ve had some tough luck we’ve had some tough luck here, and we’re working here, and we’re working around the clock. But of around the clock. But of course, we’ll squeeze in a course, we’ll squeeze in a meeting at your meeting at your convenience.convenience.

• TODD: Well, its occurred to TODD: Well, its occurred to me that we could use better me that we could use better coordination. There are coordination. There are some ways I could help.some ways I could help.

• ME: Well, I’m happy to talk ME: Well, I’m happy to talk through any changes you through any changes you have in mind.have in mind.

• TODD: I don’t have TODD: I don’t have anything specific in mindanything specific in mind

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What can you do with this What can you do with this LHCA?LHCA?

• You can learn a lot about how your responses You can learn a lot about how your responses could have been better, more to the point.could have been better, more to the point.

• You can also ask yourself what has really led You can also ask yourself what has really led me to think and feel this way?me to think and feel this way?

• What was my intention? What was I trying to What was my intention? What was I trying to accomplish?accomplish?

• Did I achieve the results I intended?Did I achieve the results I intended?• Did my comments contribute to the Did my comments contribute to the

difficulties?difficulties?

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When we examine our When we examine our mental models…mental models…

• Each of us has contributed to a conflict Each of us has contributed to a conflict through our own thinkingthrough our own thinking

• We made sweeping generalizations We made sweeping generalizations about others that determined what we about others that determined what we said and how we behavedsaid and how we behaved

• We are led to see subtle patterns of We are led to see subtle patterns of reasoning which determines our reasoning which determines our behavior and how these continually got behavior and how these continually got us into troubleus into trouble

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Hanover & Argyris’s Hanover & Argyris’s Colleague Lee BolmanColleague Lee Bolman

• Bolman further exposed Hanover’s Bolman further exposed Hanover’s managers to the ideas and practices of managers to the ideas and practices of action scienceaction science

• Be a good inquirerBe a good inquirer• Balance inquiry with advocacyBalance inquiry with advocacy• Understand that all we ever have are Understand that all we ever have are

assumptions, never “truths,” that we assumptions, never “truths,” that we always see the world through our mental always see the world through our mental models and that the mental models are models and that the mental models are always incomplete and in Western culture, always incomplete and in Western culture, non-systemicnon-systemic

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Hanover Bottom Line Hanover Bottom Line ResultsResults

• Over a 15 year period, Hanover got Over a 15 year period, Hanover got better and better at its margins and better and better at its margins and market sharemarket share

• Its average return was 21.8% where the Its average return was 21.8% where the industry average was 15.9 percentindustry average was 15.9 percent

• Today, Hanover continues to build a Today, Hanover continues to build a foundation of basic skills in reflection, foundation of basic skills in reflection, surfacing and public examination of surfacing and public examination of mental modelsmental models

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Hanover’s StrategyHanover’s Strategy

• Recognize “leaps of abstraction”Recognize “leaps of abstraction”– Jumps from observation to generalizationJumps from observation to generalization

• Exposing the “left-hand column”Exposing the “left-hand column”• Balance inquiry and advocacyBalance inquiry and advocacy• Facing up to distinctions between Facing up to distinctions between

espoused theories (what we say) and espoused theories (what we say) and theories in use (what we do as theories in use (what we do as determined by our MMs)determined by our MMs)

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The Discipline of Mental The Discipline of Mental ModelsModels

• Bring key assumptions about important Bring key assumptions about important business issues to the surfacebusiness issues to the surface– the Goldratt mechanism for doing just this is the Goldratt mechanism for doing just this is

called an EVAPORATING CLOUDcalled an EVAPORATING CLOUD

• Without surfacing these assumptions, an Without surfacing these assumptions, an organization’s range of actions are organization’s range of actions are limited to what is familiar and limited to what is familiar and comfortablecomfortable

• Develop face-to-face learning skillsDevelop face-to-face learning skills

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The Discipline of MMs, The Discipline of MMs, ContinuedContinued

• Both sides of the discipline--business Both sides of the discipline--business skills and interpersonal issues--are skills and interpersonal issues--are crucialcrucial

• Without interpersonal skills, learning is Without interpersonal skills, learning is still fundamentally adaptive, not still fundamentally adaptive, not generativegenerative

• Generative learning requires managers Generative learning requires managers with reflection and inquiry skills, not just with reflection and inquiry skills, not just consultants and plannersconsultants and planners

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Planning as Learning and Planning as Learning and Internal Boards: Managing Internal Boards: Managing Mental models Throughout an Mental models Throughout an OrganizationOrganization

• Firms need to put in place mechanisms Firms need to put in place mechanisms that make the practices of reflection and that make the practices of reflection and surfacing mental models unavoidablesurfacing mental models unavoidable

• How? By recasting traditional planning as How? By recasting traditional planning as learning and establishing “internal boards learning and establishing “internal boards of directors” to bring senior management of directors” to bring senior management and local management togetherand local management together

• How? By using SCENARIOS in the case of How? By using SCENARIOS in the case of ShellShell

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More ways to surface More ways to surface mental modelsmental models

• Use tools for mapping mental models--Use tools for mapping mental models--Shell. These include systems thinking Shell. These include systems thinking tools like the archetypes, as well as the tools like the archetypes, as well as the computer simulation capabilities of a computer simulation capabilities of a tool like VENSIMtool like VENSIM

• Microworlds and numerous other “soft Microworlds and numerous other “soft systems” tools are also usedsystems” tools are also used

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What is the common What is the common denominator of these tools?denominator of these tools?

• They work to expose assumptions They work to expose assumptions about important business issuesabout important business issues

• The basic idea is to institutionalize The basic idea is to institutionalize managing mental models through managing mental models through the planning processthe planning process

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Hanover also uses internal Hanover also uses internal boardsboards

• Composed of two to four senior Composed of two to four senior managers and local general managers and local general managersmanagers

• Senior managers are not allowed to Senior managers are not allowed to impose their mental models on impose their mental models on local managerslocal managers

• Hanover developed a Credo on Hanover developed a Credo on Mental ModelsMental Models

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Hanover’s CredoHanover’s Credo• The effectiveness of a leader is related to the The effectiveness of a leader is related to the

continual improvement of the leader’s mental continual improvement of the leader’s mental modelsmodels

• Don’t impose a favored mental model on peopleDon’t impose a favored mental model on people• Self-concluding decisions result in deeper Self-concluding decisions result in deeper

convictions and more effective implementationconvictions and more effective implementation• Better mental models enable owners to adjust Better mental models enable owners to adjust

to change in environment or circumstanceto change in environment or circumstance• Internal board members rarely need to make Internal board members rarely need to make

direct decisionsdirect decisions

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Hanover’s Credo, Hanover’s Credo, ContinuedContinued

• Multiple mental models bring multiple Multiple mental models bring multiple perspectivesperspectives

• Groups add dynamics and knowledge Groups add dynamics and knowledge beyond what one person can do alonebeyond what one person can do alone

• The goal is not congruency among the The goal is not congruency among the groupgroup

• When the process works it leads to When the process works it leads to congruencycongruency

• The leaders’ worth is measured by their The leaders’ worth is measured by their contribution to others’ MMscontribution to others’ MMs

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Reflection and Inquiry Skills: Reflection and Inquiry Skills: Managing Mental Models at Managing Mental Models at Personal and Interpersonal Personal and Interpersonal LevelsLevels

• Reflection skillsReflection skills concern becoming concern becoming more aware of how we form our more aware of how we form our mental models and the ways they mental models and the ways they influence our actionsinfluence our actions

• Inquiry skillsInquiry skills concern how we concern how we operate in face-to-face interactions operate in face-to-face interactions with otherswith others

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Reflection SkillsReflection Skills

• Recognize leaps of abstractionRecognize leaps of abstraction• Miller’s 7 plus/minus 2 ruleMiller’s 7 plus/minus 2 rule• Untested models of customer behavior Untested models of customer behavior

are often leaps of abstractionare often leaps of abstraction• To surface leaps of abstraction, ask To surface leaps of abstraction, ask

“What do I believe about how the world “What do I believe about how the world works?”works?”

• Then ask, “Is this generalization Then ask, “Is this generalization inaccurate or misleading?”inaccurate or misleading?”

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Reflection SkillsReflection Skills

• Where possible test the Where possible test the generalizations directlygeneralizations directly

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Inquiry skillsInquiry skills

• Use left-hand, right-hand column Use left-hand, right-hand column analysisanalysis

• In conflicts, avoid the systems In conflicts, avoid the systems archetype of escalationarchetype of escalation

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Mental Models and The Mental Models and The Fifth Discipline: Systems Fifth Discipline: Systems ThinkingThinking

• The two disciplines go hand-in-The two disciplines go hand-in-handhand

• ST without MM is like an airplane ST without MM is like an airplane without wing flapswithout wing flaps

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Shared Vision (SV)Shared Vision (SV)

Senge: Chapter 10Senge: Chapter 10

THE FIFTH DISCIPLINETHE FIFTH DISCIPLINE

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IntroductionIntroduction

• SV is the answer to the question “What SV is the answer to the question “What do we want to create?”do we want to create?”

• SV creates commitment, connectedness SV creates commitment, connectedness to those who hold it to those who hold it

• Provides the focus and energy for Provides the focus and energy for learninglearning

• SV is subscribed to because it reflects SV is subscribed to because it reflects the holder’s personal visionthe holder’s personal vision

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Why Shared Visions MatterWhy Shared Visions Matter• Visionaries like Henry Ford, Steve Jobs, Visionaries like Henry Ford, Steve Jobs,

Theodore Vail, Martin Luther King, John Theodore Vail, Martin Luther King, John Kennedy were able to articulate their visions Kennedy were able to articulate their visions in ways that galvanized people to join with in ways that galvanized people to join with themthem

• SV uplifts people’s aspirationsSV uplifts people’s aspirations– Making the motorcar affordable by everyoneMaking the motorcar affordable by everyone– Accelerating learning through use of PC’sAccelerating learning through use of PC’s– Bringing the world into communication through Bringing the world into communication through

telecommunicationtelecommunication– Leaving footsteps on the MoonLeaving footsteps on the Moon– Making the world accessible through travelMaking the world accessible through travel

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Why else do Shared Visions Why else do Shared Visions MatterMatter• SVs are exhilarating, exciting, galvanizingSVs are exhilarating, exciting, galvanizing• Allow people who mistrusted each other to Allow people who mistrusted each other to

work togetherwork together• High-performing teams have a strong High-performing teams have a strong

sense of shared vision and purpose sense of shared vision and purpose according to Abraham Maslovaccording to Abraham Maslov

• SVs compel courage--doing whatever is SVs compel courage--doing whatever is needed in pursuit of the visionneeded in pursuit of the vision

• Learning organizations do not exist without Learning organizations do not exist without SVSV

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Learning Organizations Learning Organizations and SVand SV

• Vision establishes the overarching Vision establishes the overarching goalgoal

• SV compels new ways of thinking SV compels new ways of thinking and actingand acting

• SV provides a rudder for keeping SV provides a rudder for keeping the learning process on coursethe learning process on course

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SV fosters risk-taking and SV fosters risk-taking and experimentationexperimentation

• ““You know what needs to be done, You know what needs to be done, but you don’t know how to do it”but you don’t know how to do it”

• You are willing to experimentYou are willing to experiment

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SV fosters a long-term SV fosters a long-term viewview

• Japanese believe building a great organization is Japanese believe building a great organization is like growing a treelike growing a tree– It takes 25 to 50 yearsIt takes 25 to 50 years

• Parents of young children try to lay a foundation of Parents of young children try to lay a foundation of values and attitude that will serve an adult 20 values and attitude that will serve an adult 20 years henceyears hence

• Strategic planning tends to reflect more of the Strategic planning tends to reflect more of the “short-term” than “long-term” “short-term” than “long-term” – Corporate leaders are more immersed in the problems Corporate leaders are more immersed in the problems

of today than the opportunities of tomorrowof today than the opportunities of tomorrow

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The Discipline of Building The Discipline of Building SVSV

• SV emerges from personal visionsSV emerges from personal visions• People with a strong sense of personal People with a strong sense of personal

direction can join together to create a direction can join together to create a powerful synergy toward what I/we truly powerful synergy toward what I/we truly wantwant

• PM is the bedrock for developing shared PM is the bedrock for developing shared visionsvisions

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Building Shared Visions, Building Shared Visions, ContinuedContinued

• We can’t force people to develop We can’t force people to develop personal visionspersonal visions

• We can create a climate that We can create a climate that encourages personal visionencourages personal vision

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We have to believeWe have to believe

• We can create a differentiated B-school We can create a differentiated B-school and one that is highly respectedand one that is highly respected

• We can lead with the best ideas, the We can lead with the best ideas, the best curriculum, the best faculty, etc..best curriculum, the best faculty, etc..

• We have to articulate our vision for We have to articulate our vision for being the best--what else is there?being the best--what else is there?

• Vision does not have to derive from the Vision does not have to derive from the highest levels of the organizationhighest levels of the organization

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What about top-down What about top-down visionvision

• doesn’t need to be communicated in a doesn’t need to be communicated in a dictatorial hierarchydictatorial hierarchy

• Top management goes off to write its Top management goes off to write its vision statement with the help of vision statement with the help of consultantsconsultants

• What comes back is disappointing, often What comes back is disappointing, often a one-shot visiona one-shot vision

• Management assumes they have now Management assumes they have now discharged their visionary dutiesdischarged their visionary duties

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Writing vision statementsWriting vision statements

• Rarely makes a vision “come alive” Rarely makes a vision “come alive” within an organizationwithin an organization

• Does not build on people’s personal Does not build on people’s personal visionsvisions

• The new official vision fails to foster The new official vision fails to foster energy and commitment or passionenergy and commitment or passion

• Even among the top-management team who Even among the top-management team who created itcreated it

• Vision is not a solution to a problemVision is not a solution to a problem

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The Annual Planning RitualThe Annual Planning Ritual

• Creative strategies seldom emergeCreative strategies seldom emerge• Fail to nurture genuine visionFail to nurture genuine vision• Sometimes shared visions just Sometimes shared visions just

bubble up from nowherebubble up from nowhere

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For leaders to build shared For leaders to build shared visions….visions….

• Must be willing to continually Must be willing to continually articulate their personal visionsarticulate their personal visions

• Must be willing to ask “Will you Must be willing to ask “Will you follow me?”follow me?”

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DEC’s vision to become DEC’s vision to become electronically integratedelectronically integrated

• networks would tie together all of networks would tie together all of the functions (areas)the functions (areas)

• The process of building shared The process of building shared vision is not always glamorousvision is not always glamorous

• A visionary leader is not one who A visionary leader is not one who gives inspiring speechesgives inspiring speeches

• He is one who uses his vision to He is one who uses his vision to make decisions every daymake decisions every day

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Shared visions emerge...Shared visions emerge...

• as a result of the interactions of as a result of the interactions of individual visionsindividual visions

• individuals feel free to express their individuals feel free to express their dreamsdreams

• individuals will listen to the dreams of individuals will listen to the dreams of other team membersother team members

• Multiple visions must be allowed to Multiple visions must be allowed to coexistcoexist

• Diversity of ideas is welcomedDiversity of ideas is welcomed

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Spreading Visions: Spreading Visions: Enrollment, Commitment Enrollment, Commitment and Complianceand Compliance

• Commitment is close to the heart Commitment is close to the heart of contemporary managersof contemporary managers

• 90% of the time what passes for 90% of the time what passes for commitment is compliancecommitment is compliance

• talk of getting subordinates to “buy talk of getting subordinates to “buy into” the visioninto” the vision

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Attitudes toward a visionAttitudes toward a vision

• CommitmentCommitment• EnrollmentEnrollment• Genuine complianceGenuine compliance• Formal complianceFormal compliance• Grudging complianceGrudging compliance• Non-complianceNon-compliance• ApathyApathy

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Guidelines for Enrollment Guidelines for Enrollment and Commitmentand Commitment

• Be enrolled yourselfBe enrolled yourself• Be on the levelBe on the level

• Describe the vision as simply and honestly as you Describe the vision as simply and honestly as you cancan

• Let the other person chooseLet the other person choose• Your efforts to convince the other person will be Your efforts to convince the other person will be

seen as manipulativeseen as manipulative

• Ultimately, there is nothing you can do to Ultimately, there is nothing you can do to get another person to enroll or commitget another person to enroll or commit

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Anchoring Vision in a Set Anchoring Vision in a Set of Governing Ideasof Governing Ideas

• The vision must be consistent with the The vision must be consistent with the governing ideasgoverning ideas

• Governing ideas, answer the critical Governing ideas, answer the critical questions” “What?” “Why?” “How?”questions” “What?” “Why?” “How?”

• Vision is the “What?”--the picture of the Vision is the “What?”--the picture of the future we seek to createfuture we seek to create

• Purpose or mission is the “Why?”--the Purpose or mission is the “Why?”--the organization’s answer to the question organization’s answer to the question “Why do we exist?”“Why do we exist?”

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Anchoring Vision, Cont’dAnchoring Vision, Cont’d

• Core values answer the question “How Core values answer the question “How do we want to act, consistent with our do we want to act, consistent with our mission, along the path toward mission, along the path toward achieving our vision?” achieving our vision?”

• An org’s values might include integrity, An org’s values might include integrity, openness, honesty, freedom, equal openness, honesty, freedom, equal opportunity, leanness, merit or loyaltyopportunity, leanness, merit or loyalty

• ALL THREE GOVERNING IDEAS ANSWER ALL THREE GOVERNING IDEAS ANSWER THE QUESTION “What do we believe in?”THE QUESTION “What do we believe in?”

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Relationships between Relationships between Purpose, Vision, and Purpose, Vision, and ValuesValues

• Visions make the purpose (mission) Visions make the purpose (mission) more concrete and tangiblemore concrete and tangible

• Core values are necessary to help Core values are necessary to help people with day-to-day decision makingpeople with day-to-day decision making

• Purpose is abstract, vision is long termPurpose is abstract, vision is long term• But core values must be translatable But core values must be translatable

into concrete behaviorsinto concrete behaviors

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Positive Vs. Negative Positive Vs. Negative VisionVision

• ““What do we want” is different from What do we want” is different from “What do we want to avoid?”“What do we want to avoid?”

• Negative visions are limiting becauseNegative visions are limiting because– negative energy is less motivatingnegative energy is less motivating– carry a subtle message of powerlessnesscarry a subtle message of powerlessness– they are inevitably short termthey are inevitably short term

• Org’s can be motivated by fear or by Org’s can be motivated by fear or by aspirationaspiration

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Creative Tension and Creative Tension and Commitment to the TruthCommitment to the Truth

• The most effective people are The most effective people are those who can hold their vision those who can hold their vision while remaining committed to while remaining committed to seeing current reality clearly (the seeing current reality clearly (the truth)truth)

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Shared Vision and the Shared Vision and the Fifth DisciplineFifth Discipline

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The Missing Synergy: The Missing Synergy: Shared Vision and Shared Vision and Systems ThinkingSystems Thinking

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Team LearningTeam Learning

Senge: Chapter 11Senge: Chapter 11

THE FIFTH DISCIPLINETHE FIFTH DISCIPLINE

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The Potential of Wisdom The Potential of Wisdom TeamsTeams

• Bill Russell’s Experience of Alignment Bill Russell’s Experience of Alignment and Synergismand Synergism– His play would rise to a new levelHis play would rise to a new level– He would be in the white heat of He would be in the white heat of

competition, yet not feel competitivecompetition, yet not feel competitive– Every fake, cut and pass would be Every fake, cut and pass would be

surprising, yet nothing could surprise himsurprising, yet nothing could surprise him– Like we were playing in slow motionLike we were playing in slow motion

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AlignmentAlignment

• A A necessary conditionnecessary condition for for EMPOWERMENTEMPOWERMENT– Empowering non-aligned individuals Empowering non-aligned individuals

worsens the chaos and makes worsens the chaos and makes managing the team even more managing the team even more difficultdifficult

• For Jazz musicians, it is called For Jazz musicians, it is called “being in the groove”“being in the groove”

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Alignment and SynergismAlignment and Synergism

• Meetings will last for hours, yet fly Meetings will last for hours, yet fly byby

• No one remembers who said what, No one remembers who said what, but knowing we had really come to but knowing we had really come to a shared understandinga shared understanding

• Of never having to vote (because Of never having to vote (because there is so much CONSENSUS)there is so much CONSENSUS)

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Team Learning: A Team Learning: A definitiondefinition

• The process of aligning and developing The process of aligning and developing the capacity of a team to create the the capacity of a team to create the results its members truly desireresults its members truly desire

• It builds on the capacity of shared visionIt builds on the capacity of shared vision• It also builds on personal masteryIt also builds on personal mastery• Knowing how to play togetherKnowing how to play together• Teams are the key learning unit in Teams are the key learning unit in

organizationsorganizations

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The Discipline of Team The Discipline of Team LearningLearning

• The team’s accomplishments can The team’s accomplishments can set the tone and establish a set the tone and establish a standard for learning together for standard for learning together for the larger organizationthe larger organization

• Has three critical dimensionsHas three critical dimensions

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Three critical dimensionsThree critical dimensions

• First, there is a need to think insightfully about First, there is a need to think insightfully about complex issuescomplex issues– Teams must learn how to tap the potential for many minds Teams must learn how to tap the potential for many minds

to be more intelligent than one mindto be more intelligent than one mind

• Second, there is a need for innovative, coordinated Second, there is a need for innovative, coordinated actionaction

• Third, there is the role of team members Third, there is the role of team members on other teamson other teams

– A learning team fosters other learning teams through A learning team fosters other learning teams through inculcating the practices and skills of team learninginculcating the practices and skills of team learning

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The discipline of team The discipline of team learninglearning

• Is a collective oneIs a collective one• It is meaningless to say that “I,” as an It is meaningless to say that “I,” as an

individual, am mastering the discipline individual, am mastering the discipline of team learningof team learning– In the same sense that it is meaningless to In the same sense that it is meaningless to

say “I am mastering the practice of being a say “I am mastering the practice of being a great jazz ensemble.”great jazz ensemble.”

• Involves mastering the practices of Involves mastering the practices of dialogue and discussiondialogue and discussion

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Dialogue and DiscussionDialogue and Discussion

• Are potentially complementary, but most Are potentially complementary, but most teams lack the ability to distinguish teams lack the ability to distinguish between the twobetween the two

• Teams must learn how to deal creatively Teams must learn how to deal creatively with the powerful forces opposing with the powerful forces opposing productive dialogue and discussionproductive dialogue and discussion– Argyris: defensive routines--ways of Argyris: defensive routines--ways of

interacting that protect us from threat or interacting that protect us from threat or embarrassment, but which also prevent us embarrassment, but which also prevent us from learningfrom learning

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Skills!!Skills!!

Inquiry Reflection

Dialogue Discussion

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Defensive posturesDefensive postures

• Systems thinking is especially prone to Systems thinking is especially prone to evoking defensiveness because of its evoking defensiveness because of its central message, central message, that that our actions our actions create our realitycreate our reality

• The problems we perceive are caused The problems we perceive are caused by our actions, not by external, by our actions, not by external, exogenous forces outside of usexogenous forces outside of us

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PracticePractice

• The discipline of team learning requires The discipline of team learning requires practicepractice

• Teams do not practice enough, generallyTeams do not practice enough, generally• A great play or great orchestra does not A great play or great orchestra does not

happen without practicehappen without practice• Neither does a great sports teamNeither does a great sports team• Such teams learn by continual movement Such teams learn by continual movement

between between performanceperformance and and practicepractice

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The State of Team The State of Team LearningLearning

• TL is poorly understoodTL is poorly understood• We cannot describe the phenomenon We cannot describe the phenomenon

well--no measureswell--no measures• There are no overarching theoriesThere are no overarching theories• We cannot distinguish team learning We cannot distinguish team learning

from groupthinkfrom groupthink• There are few reliable methods for There are few reliable methods for

building team learningbuilding team learning

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Need for Team LearningNeed for Team Learning

• Has never been greaterHas never been greater• Complexity of today’s problems Complexity of today’s problems

demands itdemands it• Actions of teams must be Actions of teams must be

innovative and coordinatedinnovative and coordinated

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Skills Underlying Team Skills Underlying Team Learning Learning

Team Learning

PersonalMastery

SharedVision

SystemsThinking

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Werner HeisenbergWerner Heisenberg

• Science is rooted in conversationsScience is rooted in conversations• Cooperation of different people Cooperation of different people

may culminate in scientific results may culminate in scientific results of the utmost importanceof the utmost importance

• Collectively, we can be more Collectively, we can be more insightful, more intelligent than we insightful, more intelligent than we can possibly be individuallycan possibly be individually

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David BohmDavid Bohm

• A leading quantum theoristA leading quantum theorist• Developed a theory and method of Developed a theory and method of

“dialogue” when a group “becomes “dialogue” when a group “becomes open to the flow of a larger open to the flow of a larger intelligence”intelligence”

• Quantum theory implies that the Quantum theory implies that the universe is basically an indivisible universe is basically an indivisible wholewhole

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Bohm’s recent research on Bohm’s recent research on dialoguedialogue

• A unique synthesis of the two major A unique synthesis of the two major intellectual currentsintellectual currents– systems or holistic view of naturesystems or holistic view of nature– interactions between our internal models interactions between our internal models

and our perceptions and actionsand our perceptions and actions

• Reminiscent of systems thinking which Reminiscent of systems thinking which calls attention to how behavior is often calls attention to how behavior is often the consequence of our own actions as the consequence of our own actions as guided by our perceptionsguided by our perceptions

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Bohm on the PURPOSE OF Bohm on the PURPOSE OF SCIENCESCIENCE

• not the accumulation of knowledge, not the accumulation of knowledge, since all scientific theories are since all scientific theories are eventually proved falseeventually proved false

• Rather, the creation of mental maps that Rather, the creation of mental maps that guide and shape our perception and guide and shape our perception and action, bringing about a constant action, bringing about a constant “mutual participation between nature “mutual participation between nature and consciousness”and consciousness”

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Bohm’s most distinctive Bohm’s most distinctive contributioncontribution

• Thought is “largely a collective Thought is “largely a collective phenomenon”phenomenon”

• Analogy between the collective Analogy between the collective properties of electrons vs. way properties of electrons vs. way our thoughts workour thoughts work

• Leads to an understanding of the Leads to an understanding of the general counter productiveness general counter productiveness of thoughtof thought

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Bohm’s contribution, Bohm’s contribution, continuedcontinued

• ““our thought is incoherent… and our thought is incoherent… and the resulting counter-the resulting counter-productiveness lies at the root of productiveness lies at the root of the world’s problems”the world’s problems”

Prepared by James R. Burns

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More BohmMore Bohm

• As electrons, we must look on As electrons, we must look on thought as a systemic phenomena thought as a systemic phenomena arising from how we interact and arising from how we interact and discourse with one anotherdiscourse with one another

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Dialogue and DiscussionDialogue and Discussion

• Suspending assumptionsSuspending assumptions• Seeing each other as colleaguesSeeing each other as colleagues• A Facilitator Who Holds the Context A Facilitator Who Holds the Context

of Dialogueof Dialogue• Balancing Dialogue and DiscussionBalancing Dialogue and Discussion• Reflection, Inquiry and DialogueReflection, Inquiry and Dialogue

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Dialogue and DiscussionDialogue and Discussion

• Their power lies in their synergyTheir power lies in their synergy• No synergy without an understanding of No synergy without an understanding of

their distinctionstheir distinctions• DISCUSSION--like a ping/pong game DISCUSSION--like a ping/pong game

where the topic gets hit aroundwhere the topic gets hit around– subject is analyzed and diagnosed from subject is analyzed and diagnosed from

many points of viewmany points of view

• Emphasis is on winning--having one’s Emphasis is on winning--having one’s view accepted by the groupview accepted by the group

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More Dialogue and More Dialogue and DiscussionDiscussion

• A sustained emphasis on winning is A sustained emphasis on winning is not compatible with giving first not compatible with giving first priority to coherence and truthpriority to coherence and truth

• To bring about a change of To bring about a change of priorities from “winning” to priorities from “winning” to “pursuit of the truth”, a dialogue is “pursuit of the truth”, a dialogue is necessarynecessary

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DialogueDialogue

• From the Greek, it means “through the From the Greek, it means “through the meaning”; “meaning passing or meaning”; “meaning passing or moving through”moving through”

• Through dialogue, a group accesses a Through dialogue, a group accesses a larger “pool of common meaning” which larger “pool of common meaning” which cannot be accessed individually.cannot be accessed individually.

• ““The whole organizes the parts”The whole organizes the parts”

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More DialogueMore Dialogue

• Purpose is not to win, but to go Purpose is not to win, but to go beyond any one individual’s beyond any one individual’s understandingunderstanding

• In dialogue, individuals gain insights In dialogue, individuals gain insights that simply could not be gained that simply could not be gained individuallyindividually

• In dialogue, individuals explore In dialogue, individuals explore difficult, complex issues from many difficult, complex issues from many points of viewpoints of view

• Dialogue reveals the incoherence in Dialogue reveals the incoherence in our thoughtour thought

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The Purpose of DialogueThe Purpose of Dialogue

• To reveal the incoherence in our To reveal the incoherence in our thought--three types of incoherencethought--three types of incoherence

• Thought denies that it is participativeThought denies that it is participative• Thought stops tracking reality and just Thought stops tracking reality and just

goes, like a programgoes, like a program• We misperceive the thoughts as our own, We misperceive the thoughts as our own,

because we fail to see the stream of collective because we fail to see the stream of collective thinking from which they arisethinking from which they arise

• Thought establishes its own standard of Thought establishes its own standard of reference for fixing problemsreference for fixing problems

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Incoherent thoughtIncoherent thought

• Thought stands in front of us and Thought stands in front of us and pretends that it does not representpretends that it does not represent

• We become trapped in the theater of We become trapped in the theater of our thoughtsour thoughts

• Dialogue is a way of helping people to Dialogue is a way of helping people to “see the representative and “see the representative and participative nature of thought”participative nature of thought”

• In dialogue, people become observers In dialogue, people become observers of their own thinkingof their own thinking

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Suspending AssumptionsSuspending Assumptions

• [HOLDING THEM IN FRONT OF YOU][HOLDING THEM IN FRONT OF YOU]• Difficult because thought deludes Difficult because thought deludes

us into a view that this is the way it us into a view that this is the way it isis

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Seeing each other as Seeing each other as ColleaguesColleagues

• Necessary because thought is Necessary because thought is participativeparticipative

• Necessary to establish a positive Necessary to establish a positive tone and offset the vulnerability tone and offset the vulnerability that dialogue bringsthat dialogue brings

• Does not mean that you need to Does not mean that you need to agree or share the same viewsagree or share the same views

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Dialogue, Colleagues, and Dialogue, Colleagues, and HierarchyHierarchy

• Choosing to view “adversaries” as Choosing to view “adversaries” as “colleagues with different views” “colleagues with different views” has the greatest benefitshas the greatest benefits

• Hierarchy is antithetical to Hierarchy is antithetical to dialogue, yet is difficult to escape dialogue, yet is difficult to escape in organizationsin organizations

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Dialogue, Colleagues, and Dialogue, Colleagues, and HierarchyHierarchy

• People who are used to holding the People who are used to holding the prevailing view because of their prevailing view because of their senior position, must surrender senior position, must surrender that privilege in dialogue, AND that privilege in dialogue, AND CONVERSELYCONVERSELY

• Dialogue must be playful--playing Dialogue must be playful--playing with the ideas, evaluating and with the ideas, evaluating and testing themtesting them

Prepared by James R. Burns

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A Facilitator Who “Holds A Facilitator Who “Holds the Context” of Dialoguethe Context” of Dialogue

• In the absence of a skilled In the absence of a skilled facilitator, our habits pull us toward facilitator, our habits pull us toward discussion and away from dialoguediscussion and away from dialogue

• Carries out many of the basic Carries out many of the basic duties of a good “process duties of a good “process facilitator”facilitator”

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A Facilitator, ContinuedA Facilitator, Continued

• But the facilitator is allowed to But the facilitator is allowed to influence the flow of development influence the flow of development simply through participatingsimply through participating

• As teams develop skill in dialogue, As teams develop skill in dialogue, the role of the facilitator becomes the role of the facilitator becomes less crucialless crucial

Prepared by James R. Burns

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Balancing Dialogue and Balancing Dialogue and DiscussionDiscussion

• Discussion is the necessary counterpart Discussion is the necessary counterpart of dialogueof dialogue

• In discussion different views are In discussion different views are presented and defended, which may presented and defended, which may provide a useful analysis of the whole provide a useful analysis of the whole situationsituation

• In dialogue, different views are In dialogue, different views are presented as a means toward presented as a means toward discovering a new viewdiscovering a new view

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Dialog Vs. DiscussionDialog Vs. Discussion

• Dialogue established the view that Dialogue established the view that leads to courses of actionleads to courses of action

• Discussion leads to new courses of Discussion leads to new courses of action without establishing that action without establishing that new viewnew view

• Teams that dialogue regularly Teams that dialogue regularly develop a deep trust that cannot develop a deep trust that cannot help but carry over to discussionhelp but carry over to discussion

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Dealing with “Current Dealing with “Current Reality”: Conflict, and Reality”: Conflict, and Defensive RoutinesDefensive Routines

• An overbearing, charismatic, and An overbearing, charismatic, and intimidating postureintimidating posture

• Craig Bean: his experiences at TI and Craig Bean: his experiences at TI and why TI does not today own any share in why TI does not today own any share in the huge personal computer businessthe huge personal computer business

• Is there a conflict between alignment Is there a conflict between alignment and being open to dialogue???and being open to dialogue???

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Great Teams vs. Mediocre Great Teams vs. Mediocre TeamsTeams

• A team that is continually learning is the A team that is continually learning is the visible conflict of ideasvisible conflict of ideas

• In great teams, conflict becomes In great teams, conflict becomes productive, inducing the need for productive, inducing the need for ongoing dialogueongoing dialogue

• Argyris: the difference between great Argyris: the difference between great teams and mediocre teams lies in how teams and mediocre teams lies in how they face conflict and deal with the they face conflict and deal with the defensiveness that invariably surrounds defensiveness that invariably surrounds conflictconflict

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Defensive RoutinesDefensive Routines

• Entrenched habits we use to protect Entrenched habits we use to protect ourselves from the embarrassment and ourselves from the embarrassment and threat that come with exposing our threat that come with exposing our thinking. thinking.

• Form a protective shell around our Form a protective shell around our deepest assumptionsdeepest assumptions

• Forceful, articulate, intimidating CEO’sForceful, articulate, intimidating CEO’s• Cannot be seenCannot be seen

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Defensive RoutinesDefensive Routines

• In some organizations, to have In some organizations, to have incomplete or faulty understanding is a incomplete or faulty understanding is a sign of weakness or incompetencesign of weakness or incompetence

• IT IS SIMPLY UNACCEPTABLE FOR IT IS SIMPLY UNACCEPTABLE FOR MANAGERS TO ACT AS THOUGH THEY DO MANAGERS TO ACT AS THOUGH THEY DO NOT KNOW WHAT IS CAUSING A NOT KNOW WHAT IS CAUSING A PROBLEMPROBLEM

• To protect their belief, managers must To protect their belief, managers must close themselves to alternative views and close themselves to alternative views and make themselves uninfluenceablemake themselves uninfluenceable

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Defensive RoutinesDefensive Routines

• Defensive routines become an accepted Defensive routines become an accepted part of organizational culturepart of organizational culture

• We are the carriers of defensive routines We are the carriers of defensive routines and organizations are the hostsand organizations are the hosts

• Defensive routines block the flow of Defensive routines block the flow of energy in a team that might otherwise energy in a team that might otherwise contribute toward a common visioncontribute toward a common vision

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A Shifting the Burden A Shifting the Burden ArchetypeArchetype

Defensive Routines

THREAT

Learning Gap

Perceived need for new understanding and behavior

Need for Inquiry and change

Delay

Current Understanding and behavior

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The Missing Link: PracticeThe Missing Link: Practice

• Team learning is a team skillTeam learning is a team skill• A group of talented learners will not A group of talented learners will not

necessarily produce a learning teamnecessarily produce a learning team• Learning teams learn how to learn Learning teams learn how to learn

togethertogether• Team skills are more challenging to Team skills are more challenging to

develop than individual skillsdevelop than individual skills• Learning teams need practice fieldsLearning teams need practice fields

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Learning How to PracticeLearning How to Practice• Two distinct practice fields are Two distinct practice fields are

developingdeveloping• 1) Practicing dialogue1) Practicing dialogue

• so that a team can begin to develop its joint skill so that a team can begin to develop its joint skill in fostering a team IQin fostering a team IQ

• 2) Creating learning laboratories and 2) Creating learning laboratories and microworldsmicroworlds

• computer supported environments where team computer supported environments where team learning confronts the dynamics of complex learning confronts the dynamics of complex business realitiesbusiness realities

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Necessary conditions for Necessary conditions for Dialogue SessionsDialogue Sessions

• Have all members of the team Have all members of the team come togethercome together

• Explain the ground rules of Explain the ground rules of dialoguedialogue

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Necessary conditions, Necessary conditions, cont’dcont’d

• Enforce those ground rules Enforce those ground rules – if anyone is not able to suspend his if anyone is not able to suspend his

assumptions, the team acknowledges that is assumptions, the team acknowledges that is now discussing and not dialoguingnow discussing and not dialoguing

• Make it possible for team members to Make it possible for team members to raise the most difficult, subtle and raise the most difficult, subtle and conflictual issues essential to the team’s conflictual issues essential to the team’s workwork

Prepared by James R. Burns

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John MacCarthy’s Example John MacCarthy’s Example MemoMemo

• Session is the first in a series of Session is the first in a series of DIALOGUESDIALOGUES– to help clarify assumptions, programs, to help clarify assumptions, programs,

responsibilitiesresponsibilities– not to make decisions as much as to not to make decisions as much as to

examine directions and the examine directions and the assumptions underlying themassumptions underlying them

– to be together as colleaguesto be together as colleagues

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The conflict between R&D The conflict between R&D and Marketingand Marketing

• New Product DevelopmentNew Product Development• Two different strategies--make or Two different strategies--make or

buybuy– R&D took the MAKE viewR&D took the MAKE view– Marketing took the BUY viewMarketing took the BUY view– No meeting of the mindsNo meeting of the minds

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Results of the DataQuest Results of the DataQuest DialogueDialogue

• A 30-year first was healedA 30-year first was healed• The end-run that marketing had The end-run that marketing had

been doing to augment product been doing to augment product lines was no longer necessarylines was no longer necessary

• R&D and Marketing learned that R&D and Marketing learned that they really wanted to work they really wanted to work together, under one coordinated together, under one coordinated new-product development plannew-product development plan

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Team Learning and the Team Learning and the Fifth DisciplineFifth Discipline

• All of the tasks of management teams All of the tasks of management teams involve wrestling with enormous involve wrestling with enormous complexitycomplexity– developing strategy, shaping visions, developing strategy, shaping visions,

designing policy and organizational designing policy and organizational structuresstructures

• Too often, however, teams confront this Too often, however, teams confront this dynamic complexity with a language dynamic complexity with a language designed for simple, static problemsdesigned for simple, static problems

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Team Learning and the Team Learning and the FD, Continued FD, Continued

• This accounts for why managers This accounts for why managers are so drawn to low-leverage are so drawn to low-leverage interventionsinterventions

• We see the world in simple obvious We see the world in simple obvious terms and implement simple, terms and implement simple, obvious solutionsobvious solutions

Prepared by James R. Burns

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SolutionSolution• A new language for describing A new language for describing

complexitycomplexity• Traditional languages--financial Traditional languages--financial

accounting, competitive analysis, accounting, competitive analysis, total quality, and Shell’s scenario total quality, and Shell’s scenario methodsmethods– None of these deals with dynamic None of these deals with dynamic

complexity very well at allcomplexity very well at all

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Solution, continuedSolution, continued

• Instead, consider the systems Instead, consider the systems archetypesarchetypes– These offer a potentially powerful These offer a potentially powerful

basis for a language by which basis for a language by which management teams can deal management teams can deal productively with complexityproductively with complexity

Prepared by James R. Burns

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System ArchetypesSystem Archetypes

• When used in conversations about When used in conversations about complex, conflictual issues, they complex, conflictual issues, they objectify the conversationobjectify the conversation

• The focus in on the structure, the The focus in on the structure, the systemic forces at plan, not on systemic forces at plan, not on personalities or leadership stylespersonalities or leadership styles

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System Archetypes, System Archetypes, ContinuedContinued

• Makes it easier to discuss complex Makes it easier to discuss complex issues objectively and issues objectively and dispassionatelydispassionately

• Without a shared language for Without a shared language for dealing with complexity, team dealing with complexity, team learning is limitedlearning is limited

Prepared by James R. Burns

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Benefits of using the Benefits of using the System ArchetypesSystem Archetypes

• Common understanding of possible Common understanding of possible structural causesstructural causes

• A way to easily communicate A way to easily communicate structure and behavior structure and behavior

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Copyright C 2000 by Copyright C 2000 by James R. BurnsJames R. Burns

• All rights reserved world-wide. CLEAR All rights reserved world-wide. CLEAR Project Steering Committee members Project Steering Committee members have a right to use these slides in their have a right to use these slides in their presentations. However, they do not presentations. However, they do not have the right to remove this copyright have the right to remove this copyright or to remove the “prepared by….” or to remove the “prepared by….” footnote that appears at the bottom of footnote that appears at the bottom of each slide.each slide.

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