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Peter Michael Senge was born in 1947, he is an American scientist. Senge received a B.S. in Aerospace engineering from Stanford University. While at Stanford, Senge also studied philosophy. He later earned an M.S. in social systems modeling from MIT in 1972. He also earned a Ph.D. from the MIT Sloan School of Management in 1978 (Wikipedia, 2011).
He was the Director of the Center for Organizational Learning at the MIT Sloan School of Management, and as of 2005 was on the faculty at MIT.
He is the founding chair of the Society for Organizational Learning (SoL). This organization helps with the communication of ideas between large corporations. It replaced the previous organization known as, The center for Organizational Learning at MIT.
He has had a regular meditation practice since 1996 and began meditating with a trip to Tassajara, a Zen Buddhist monastery, before attending Stanford. He recommends meditation or similar forms of contemplative practice (Wikipedia, 2011).
Aside from writing The Fifth Discipline: The Art and Practice of The Learning Organization (1990), Peter Senge has also co-authored a number of other books linked to the themes first developed in The Fifth Discipline. These include The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization (1994); The Dance of Change: The Challenges to Sustaining Momentum in Learning Organizations (1999) and his latest Schools That Learn in the year 2000 (Smith, 2001).
Critique:
The article begins with Senge stating that he believes that in today’s organizations there are five new component technologies that provide a different dimension that can build to learning organizations. As stated by author Michael Marquardt:
Four main forces h...
... middle of paper ...
... perceived limits. In learning organizations, everyone's opinions are valued and the amount that people can contribute is not always determined by position in the organization.
Works Cited
Kleiner, A. (1995). Why a learning organization. Retrieved March 5, 2011 from Web site
http://world.std.com/~lo/WhyLO.html
Marquardt, M. J. (2002). Building the Learning Organization (2nd ed.). Palo Alto, CA:
Consulting Psychologists Press.
Senge, P.M. (1990). The Learning Organization. Classics of Organizational Behavior, 468-472.
Reprinted from The Fifth Discipline.
Smith, M. K. (2001). Peter Senge and the learning organization, the encyclopedia of informal
education, Retrieved March 5, 2011 from Web site: www.infed.org/thinkers/senge.htm
Wikipedia (Jan., 2011). Peter M. Senge. Retrieved on March 5, 2011 from Web site:
http://en.wikipedia.org/wiki/Peter_Senge
He has served as director in over 40 public companies and also serves as a
Krames, JA. (2003). the Best CEOs know: 7 Exceptional Leaders and Their Lessons for Transforming Any Business
Mark has an MBA from the Stern School of Business at NYU and a BS from Boston University Questrom School of Business.
Senge, P. M. (1990). The leader's new work: Building learning organizations. Sloan Management Review, 32(1), 7-22. doi: 812347
Aside from being CEO of Zappos.com, he is also the co-founder of Link Exchange and the general manager of Venture Frogs, LLC, which is an investment firm that invested in startups like Ask Jeeves, and of course, Zappos.com.
Organizations need to understand the ten principles presented by Hall and Hord (2001): Change Principle 1: “Change is learning- It is as simple and complicated as that” (p. 6). Moreover, the name change implies a learning process for each and every participant. Sometimes knowledge can be fun and easy for some individuals, but at times, it might be a problem for others. In the process of transformation, the people need to be permissive for new ideas to flow in order to learn and understand the changes that are going to take place in the organization. Change Principle 2: “Change is a process, not an event” (p.8). This principle guides the leaders to make sure that the staff understands that implementing a change is not something that is just going to happen in one occurrence, but rather it is a process that is going to take time. Leaders or staff will not be able to determine the extent of the change they are trying to adopt. Change Principle 3: “The school is the primary unit for change” (p. 9). The staff has to be aware that their individual actions wi...
contributed to his success by allowing him to learn how to properly run and control his company
Education in the United States has changed over the last 60 years. It started with President Eisenhower making sure Brown v. Board of Education was enforced. Next, the National Defense Education Act in 1858 was passed to improve math and science. In 1965 Elementary and Secondary Education Act was passed to help the poor succeed in school. Finally, in 2002, President Bush signed into law the No Child left Behind Act (NCLB) (Robbins & Alvy, 2009, pg. 7). The NCLB change the way schools look at student achievement. One of the biggest changes was all teachers and schools are held accountable for student learning (Robbins & Alvy, 2009, pg. 7). Schools are now graded and labeled. Teachers and schools must close the achievement gap among the different groups of students (Robbins & Alvy, 2009, pg. 7). High-stakes tests measure schools, district, and student’s success (Robbins & Alvy, 2009, pg. 7). NCLB has made schools look at better ways to teach students. Schools have turned to using research based teaching practices. Schools are now using data to guide instruction. How does a school effectively assess students to increases student achievement? How does a school use this data to guide curriculum development? This paper will look at the importance of assessment in P-12 schools to improve student achievement. In this paper a critical analysis of backward design and its effect on student achievement. A critical analysis of fact-based practices that teacher can use now to improve student achievement will be discussed. Finally, a discussion of the challenges a teachers will face when creating a culture of learning.
Senge, P. (2006). The fifth discipline: The art & practice of the learning organization (revised ed.). New York: Random House.
All throughout history Buddhist monks and the eastern religion have been performing meditation, but recently anyone has been trying it. Meditation is a practice that someone may train their mind to be in a state of consciousness that benefits their mind and body. Meditation is about paying attention, focusing and being very calm. It sharpens creativity and performance while enhancing relationships. Meditators find when they stop taking things in life so seriously, the self drops away. They are more direct and absorb life easier. (Ellison 3&6)
Senge, P.N. (1990) The Fifth Discipline: The Art & Practice of the Learning Organisation London: Century Business
When the buzzword of business model was very active and reactive during the internet boom, many individuals did not understand the concept of the proper business model for the proper business (Magretta, 2002). When not utilizing the right type of model for the organization, the model will be misused and distorted (Magretta, 2002). Understanding the traditional organization and learning organization, will allow an organization to determine which time of organization they desire the most.
But before a Learning Organisation can be implemented, a solid foundation can be made by taking into account the following:
According to Hatch and Cunliffe (2006), there are three major perspectives about the study of organization theory (OT): modern, symbolic interpretive, and postmodern. Each of these perspectives comes with its own assumptions and methodologies. Hatch and Cunliffe provided an introduction text about the concepts and characteristics of the three OT perspectives. Tsoukas and Knudsen also compiled a comprehensive handbook summarizing all facets of the meta-theoretical perspectives. In this post the writer will discuss the basic concepts of three perspectives, present Hatch and Cunliffe’s reasons why a multiple perspectives approach to organization theory is important, and compare Tsoukas and Knudsen’s introduction to the Hatch and Cunliffe introduction in their books.
As the workers transition from focusing on their part of their job and begin to see how their part connects to the overall system, not only have the leaders taught the workers systems thinking, the leaders also have transformed their company into a learning organization (Chan, 2015; Lee & Green, 2015). This essay is to highlight how systems thinking, learning organization, and personal mastery function together within an organization. The first part of the paper provides an in-depth comparison of systems thinking and learning organization. The last part of the paper explores the importance of personal mastery to a team and an organization.