學習型組織英文論文摘要

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INTRODUCTION

Fromaveryearlyage,wearetaughttobreakapartproblems,tofragmenttheworld.Thisapparentlymakescomplextasksandsubjectsmoremanageable,butwepayahidden,enormousprice.Wecannolongerseetheconsequencesofouractions;weloseourintrinsicsenseofconnectiontoalargerwhole.Whenwethentryto"seethebigpicture",wetrytoreassemblethefragmentsinourminds,tolistandorganizeallthepieces.But,asphysicistDavidBohmsays,thetaskisfutile--similartotryingtoreassemblethefragmentsofabroken

mirrortoseeatruereflection.Thus,afterawhilewegiveuptryingtoseethewholealtogether.

Thetoolsandideaspresentedinthisbookarefordestroyingtheillusionthattheworldiscreatedofseparate,unrelatedforces.Whenwegiveupthisillusion--wecanthenbuild

"learningorganizations",organizationswherepeoplecontinuallyexpandtheircapacitytocreatetheresultstheytrulydesire,wherenewandexpansivepatternsofthinkingarenurtured,wherecollectiveaspirationissetfree,andwherepeoplearecontinuallylearninghowtolearntogether.

AsFortunemagazinerecentlysaid,"forgetyourtiredoldideasaboutleadership.Themostsuccessfulcorporationofthe1990swillbesomethingcalledaLearningOrganization."

"Theabilitytolearnfasterthanyourcompetitors,"saidArieDeGeus,headofplanningforRoyalDutch/Shell,"maybetheonlysustainablecompetitiveadvantage."

Astheworldbecomesmoreinterconnectedandbusinessbecomesmorecomplexanddynamic,workmustbecomemore"learningful."Itisnolongersufficienttohaveonepersonlearningfortheorganization.It''''sjustnotpossibleanylongerto"figureitout"fromthetop,andhaveeveryoneelsefollowingtheordersofthe"grandstrategist."Theorganizationsthatwilltrulyexcelinthefuturewillbetheorganizationsthatdiscoverhowtotappeople''''scommitmentandcapacitytolearnatalllevelsinanorganization.

（收到時間-1998年十一月10日星期二18:14:8）

PeterSenge對DISCIPLINE的說明

Ifalearningorganizationwasanengineeringinnovation,suchastheairplaneorthepersonalcomputer,thecomponentswouldbecalled"technologies".Foraninnovationinhumanbehavior,thecomponentsneedtobeseenasDISCIPLINES.By"discipline",Idonotmeanan"enforcedorder"or"meansofpunishment",butABODYOFTHEORYANDTECHNIQUETHATMUSTBESTUDIEDANDMASTEREDTOBEPUTINTOPRACTICE.Adisciplineisadevelopmentalpathforacquiringcertainskillsorcompetencies.Aswithanydiscipline,fromplayingpianotoelectricalengineering,somepeoplehaveaninnategift,butanyonecandevelopproficiencythroughpractice.

評注：discipline在這里的用法，大概最接近的是“學問”或“學科”。上面說道：“一門學問是一個拓展的途徑，從中獲得實在的技巧與資歷”，這是從一種“動態”的角度去看待它，非常具啟發性。

（ty,98-11-24）

不論古今中外，很多人都發出過如PETERSENGE一般的呼喚：

“你認識越多，便越醒覺自己的無知！”

Topracticeadisciplineistobealifelonglearner.You"neverarrive";youspendyourlifemasteringdisciplines.Youcanneversay,"wearealearningorganization,"anymorethanyoucansay"Iananenlightenedperson."Themoreyoulearn,themoreacutelyawareyoubecomeofyourignoranc.Thus,acorporationcannotbe"excellent"inthesenseofhavingarrivedatapermanentexcellence;itisalwaysinthestateofpracticingthedisciplinesoflearningofbecomingbetterorworse.

Practicingadisciplineisdifferentfromemulating"amodel".Alltoooften,newmanagementinnovationsaredescribedintermsofthe"bestpractices"ofso-calledleadingfirms.Whileinteresting,Ibelievesuchdescriptionscanoftendomoreharmthangood,leadingtopiecemealcopyingandplaying

catch-up.Idonotbelievegreatorganizationshaveeverbeenbuiltbytryingtoemulateanother,anymorethanindividualgreatnessisachievedbytryingtocopyanother"greatperson".

（收到時間-1998年十一月17日星期二8:8:10）

5disciplinesoftheLEARNINGORGANISATION

DISCIPLINESOFALEARNINGORGANIZATION

Thereare5disciplinesoftheLEARNINGORGANISATION

PersonalMastery自我超越

MentalModels改善心智模式

BuildingSharedVision建立共同愿景

TeamLearning團隊學習

SystemsThinking系統性思考

PERSONALMASTERY

Masterymightsuggestgainingdominanceoverpeopleorthings.Butmasterycanalsomeanaspeciallevelofproficiency.Amastercraftsmandoesn''''tdominatepotteryorweaving.Peoplewithahighlevelofpersonalmasteryareabletoconsistentlyrealizetheresultsthatmattermostdeeplytothem-ineffect,theyapproachtheirlifeasanartistwouldapproachaworkofart.Theydothatbybecomingcommittedtotheirownlifelonglearning.

Personalmasteryisthedisciplineofcontinuallyclarifyinganddeepeningourpersonalvision,offocusingourenergies,ofdevelopingpatience,andofseeingrealityobjectively.

Assuch,itisanessentialcornerstoneofthelearningorganisation-thelearningorganisation''''sspiritualfoundation.Anorganisation''''scommitmenttoandcapacityfor

learningcanbenogreaterthanthatofitsmembers.TherootsofthisdisciplinelieinbothEasternandWesternspiritualtraditions,andinseculartraditionsaswell.

Butsurprisinglyfeworganisationsencouragethegrowthoftheirpeopleinthismanner.Thisresultsinvastuntappedresources:"Peopleenterbusinessasbright,well-educated,

high-energypeople,fullofenergyanddesiretomakeadifference,"saysHanover''''sO''''Brien."Bythetimetheyare30,afewareonthe''''fasttrack''''andtherest''''putintheirtime''''todowhatmatterstothemontheweekend.Theylossthecommitment,thesenseofmission,andtheexcitementwithwhichtheystartedtheircareers.Wegetdamnlittleoftheirenergyandalmostnoneoftheirspirit."

Andsurprisinglyfewadultsworktorigorouslydeveloptheirownpersonalmastery.Whenyouaskmostadultswhattheywantfromtheirlives,theyoftentalkfirstaboutwhatthey''''dlike

togetridof:"I''''dlikemymother-in-lawtomoveout,"theysay,or"I''''dlikemybackproblemstoclearup."Thedisciplineofpersonalmastery,bycontrast,startswithclarifyingthethingsthatreallymattertous,oflivingourlivesintheserviceofourhighestaspirations.

Here,Iammostinterestedintheconnectionsbetweenpersonallearningandorganisationallearning,inthereciprocalcommitmentsbetweenindividualandorganisation,andinthespecialspiritofanenterprisemadeupoflearners.

MENTALMODELS

"Mentalmodels"aredeeplyingrainedassumptions,generalisations,orevenpicturesorimagesthatinfluencehowweunderstandtheworldandhowwetakeaction.Veryoften,wearenotconsciouslyawareofourmentalmodelsortheeffectstheyhaveonourbehaviour.Forexample,wemaynoticethataco-workerdresseselegantly,andsaytoourselves,"she''''sacountryclubperson."Aboutsomeonewhodressesshabbily,wemayfeel,"hedoesn''''tcareaboutwhatothersthink."Mentalmodelsofwhatcanorcannotbedoneindifferentmanagementsettingsarenolessdeeplyentrenched.Manyinsightsintonewmarketsoroutmodedorganisationalpracticesfailtogetputintopracticebecausetheyconflictwithpowerful,tacitmentalmodels.

RoyalDutch/Shell,oneofthefirstlargeorganisationstounderstandtheadvantagesofacceleratingorganisationallearningcametothisrealisationwhentheydiscoveredhow

pervasivewastheinfluenceofhiddenmentalmodels,especiallythosethatbecomewidelyshared.Shell''''sextraordinarysuccessinmanagingthroughthedramaticchangesandunpredictabilityoftheworldoilbusinessinthe1970sand1980scameinlargemeasurefromlearninghowtosurfaceandchallengemanager''''smentalmodels.(Intheearly1970s

Shellwastheweakestofthebig7oilcompanies;bythelate1980sitwasthestrongest.)AriedeGeus,Shell''''srecentlyretiredCoordinatorofGroupPlanning,saysthatcontinuous

adaptationandgrowthinachangingbusinessenvironmentdependson"institutionallearning,whichistheprocesswherebymanagementteamschangetheirsharedmentalmodelsofthecompany,theirmarkets,andtheircompetitors.forthisreason,wethinkofplanningaslearningandofcorporateplanningasinstitutionallearning.

Thedisciplineofworkingwithmentalmodelsstartswithturningthemirrorinward;learningtounearthourinternalpicturesoftheworld,tobringthemtothesurfaceandholdthemrigorouslytoscrutiny.Italsoincludestheabilitytocarryon"learningful"conversationsthatbalanceinquiryandadvocacy,wherepeopleexposetheirownthinkingeffectivelyandmakethatthinkingopentotheinfluenceofothers.

（收到時間-1998年十一月20日星期五18:45:29）

BUILDINGSHAREDVISION

Ifanyoneideaaboutleadershiphasinspiredorganisationsforthousandsofyears,it''''sthecapacitytoholdasharedpictureofthefutureweseektocreate.Oneishardpressedtothinkofanyorganisationthathassustainedsomemeasureofgreatnessintheabsenceofgoals,values,andmissionsthatbecomedeeplysharedthroughouttheorganisation.IBMhad

"service";Polaroidhadinstantphotography;FordhadpublictransportationforthemassesandApplehadcomputingpowerforthemasses.Thoughradicallydifferentincontentandkind,alltheseorganisationsmanagedtobindpeopletogetheraroundacommonidentityandsenseofdestiny.

Whenthereisagenuinevision(asopposedtotheall-too-familiar"visionstatement"),peopleexcelandlearn,notbecausetheyaretoldto,butbecausetheywantto.Butmanyleadershavepersonalvisionsthatnevergettranslatedintosharedvisionsthatgalvanizeanorganisation.Alltoooften,acompany''''ssharedvisionhasrevolvedaroundthecharismsofaleader,oraroundacrisisthatgalvanizeseveryonetemporarily.But,givenachoice,mostpeopleoptfor

pursuingaloftygoal,notonlyintimesofcrisisbutatalltimes.Whathasbeenlackingisadisciplinefortranslatingindividualvisionintosharedvision--nota"cook-book"butasetofprinciplesandguidingpractices.

Thepracticeofsharedvisioninvolvestheskillsofunearthingshared"picturesofthefuture"thatfostergenuinecommitmentandenrollmentratherthancompliance.Inmasteringthisdiscipline,leaderslearnthecounterproductivenessoftryingtodictateavision,nomatterhowheartfelt.

TEAMLEARNING

HowcanateamofcommittedmanagerswithindividualIQsabove120haveacollectiveIQof63?Thedisciplineofteamlearningconfrontsthisparadox.Weknowthatteamscanlearn;insports,intheperformingarts,inscience,andevenoccasionally,inbusiness,therearestrikingexampleswheretheintelligenceoftheteamexceedstheintelligenceoftheindividualsintheteam,andwhereteamsdevelopextraordinarycapacitiesforcoordinatedaction.Whenteamsaretrulylearning,notonlyaretheyproducingextraordinaryresultsbuttheindividualmembersaregrowingmorerapidlythancouldhaveoccurredotherwise.

Thedisciplineofteamlearningstartswith"dialogue",thecapacityofmembersofateamtosuspendassumptionsandenterintoagenuine"thinkingtogether".TotheGreeksdia-logos

meantafree-flowingofmeaningthroughagroup,allowingthegrouptodiscoverinsightsnotattainableindividually.Interestingly,thepracticeofdialoguehasbeenpreservedinmany"primitive"cultures,suchasthatoftheAmericanIndian,butithasbeenalmostcompletelylosttomodernsociety.Today,theprinciplesandpracticesofdialoguearebeingrediscoveredandputintoacontemporarycontext.(Dialoguediffersfromthemorecommon"discussion",whichhasitsrootswith"percussion"and"concussion",literallyaheavingofideasbackandforthinawinner-takes-allcompetition.)

Thedisciplineofdialoguealsoinvolveslearninghowtorecognizethepatternsofinteractioninteamsthatunderminelearning.Thepatternsofdefensivenessareoftendeeplyengrainedinhowateamoperates.Ifunrecognized,theyunderminelearning.Ifrecognizedandsurfacedcreatively,theycanactuallyacceleratelearning.

Teamlearningisvitalbecauseteams,notindividuals,arethefundamentallearningunitinmodernorganisations.Thiswhere"therubbermeetstheroad";unlessteamscanlearn,the

organisationcannotlearn.

SYSTEMSTHINKING

Acloudmasses,theskydarkens,leavestwistupward,andweknowthatitwillrain.Wealsoknowthatafterthestorm,therunoffwillfeedintogroundwatermilesaway,andtheskywill

growclearbytomorrow.Alltheseeventsaredistantintimeandspace,andyettheyareallconnectedwithinthesamepattern.Eachhasaninfluenceontherest,aninfluencethatisusuallyhiddenfromview.Youcanonlyunderstandthesystemofarainstormbycontemplatingthewhole,notanyindividualpartofthepattern.

Businessandotherhumanendeavorsarealsosystems.They,too,areboundbyinvisiblefabricsofinterrelatedactions,whichoftentakeyearstofullyplayouttheireffectsoneach

other.Sincewearepartofthatlaceworkourselves,it''''sdoublyhardtoseethewholepatternofchange.Instead,wetendtofocusonsnapshotsofisolatedpartsofthesystem,andwonderwhyourdeepestproblemsneverseemtogetsolved.Systemsthinkingisaconceptualframework,abodyofknowledgeandtoolsthathasbeendevelopedoverthepastfiftyyears,tomakethefullpatternsclearer,andtohelpusseehowtochangethemeffectively.

Thoughthetoolsarenew,theunderlyingworldviewisextremelyintuitive;experimentswithyoungchildrenshowthattheylearnsystemsthinkingveryquickly.

Itisvitalthatthefivedisciplinesdevelopasanensemble.Thisischallengingbecauseitismuchhardertointegratenewtoolsthansimplyapplythemseparately.Butthepayoffsare

immense.

ThisiswhySYSTEMSTHINKINGisthefifthdiscipline.Itisthedisciplinethatintegratesthedisciplines,fusingthemintoacoherentbodyoftheoryandpractice.Itkeepsthemfrombeingseparategimmicksorthelatestorganisationchangefads.Withoutasystemicorientation,thereisnomotivationtolookathowthedisciplinesinterrelate.Byenhancingeachoftheotherdisciplines,itcontinuallyremindsusthatthewholecanexceedthesumofitsparts.

下一次，我們看看甚麼是組織學習智障(OrganisationsLearningDisability)

（收到時間：1998-11-26，byMC&XM）

LEARNINGDISABILITY

Chapter2

DOESYOURORGANISATIONHAVEALEARNINGDISABILITY?

(TY在這兒介紹了企業的生命周期，PeterSenge在第二章的開頭，提及了企業的壽命。)

大企業的壽命很少超過人類壽命的一半。1983年RoyalDutch/Shell的調查發現，1970年列名"Fortune500"排行榜的公司，有三分之一已經消聲匿跡。依RoyalDutch/Shell的估計，大型企業的平均壽命不及四十年，約為人類壽命的一半！

大部份失敗的企業，事先都會有許多的徵兆顯示它們已出了問題，然而即使有少數管理者已微略察覺這些現象，也不會太留意。整體而言，組織往往無法辨清逼近的危機，無法體認這些危機的后果，或提出正確的對策。

也許在適者生存的法則下，如此汰舊換新對社會是好的，可把經濟土壤重新翻過，重新把生產資源分配給新的企業和新的文化。然而對於員工及企業主，這是很痛苦的事。但如果高死亡率并非那些問題企業才會面臨的威脅，而是所有企業都會面臨的問題時，要怎辦？如果即使是目前最成功的企業，其實還是很差勁的學習者，那怎辦？

Learningdisabilitiesaretragicinchildren,especiallywhentheygoundetected.Theyarenolesstragicinorganisations,wheretheyalsogolargelyundetected.Thefirststepincuringthemistobegintoidentifythesevenlearningdisabilities:

1.IAMMYPOSITION(思考局限)

Wearetrainedtobeloyaltoourjobs--somuchsothatweconfusethemwithourownidentities.WhenalargeAmericansteelcompanybeganclosingplantsintheearly1980s,itofferedtotrainthedisplacedsteelworkersfornewjobs.Butthetrainingnever"took";theworkersdriftedintounemploymentandoddjobsinstead.Psychologistscameintofindoutwhy,andfoundthesteelworkerssufferingfromacuteidentitycrises."HowcouldIdoanythingelse?"askedtheworkers."Iamalatheoperator."

Whenaskedwhattheydoforaliving,mostpeopledescribethetaskstheyperformeveryday,notthepurposeofthegreaterenterpriseinwhichtheytakepart.Mostseethemselveswithina"system"overwhichtheyhavelittleornoinfluence.They"dotheirjob",putintheirtime,andtrytocopewiththeforcesoutsideoftheircontrol.Consequently,theytendtoseetheirresponsibilitiesaslimitedtotheboundariesoftheirposition.

Recently,managersfromaDetroitautomakertoldmeofstrippingdownaJapaneseimporttounderstandwhytheJapanesewereabletoachieveextraordinaryprecisionandreliabilityatlowercostonaparticularassemblyprocess.Theyfoundthesamestandardtypeofboltusedthreetimesontheengineblock.Eachtimeitmountedadifferenttypeofcomponent.OntheAmerciancar,thesameassemblyrequiredthreedifferentbolts,whichrequiredthreedifferentwrenchesandthreedifferentinventoriesofbolts--makingthecarmuchslowerandmorecostlytoassemble.WhydidtheAmericansusethreeseparatebolts?BecausethedesignorganisationinDetroithadthreegroupsofengineers,eachresponsiblefor"theircomponentonly".TheJapanesehadonedesignerresponsiblefortheentireenginemounting,andprobablymuchmore.TheironyisthateachofthethreegroupsofAmericanengineersconsideredtheirworksuccessfulbecausetheirboltandassemblyworkedjustfine.

Whenpeopleinorganisationsfocusonlyontheirposition,theyhavelittlesenseofresponsibilityfortheresultsproducedwhenallpositionsinteract.Moreover,whenresultsaredisappointing,itcanbeverydifficulttoknowwhy.Allyoucandoisassumethat"someonescrewedup."

2.THEENEMYISOUTTHERE(歸罪於外)

AfriendoncetoldthestoryofaboyhecoachedinLittleleague,whoafterdroppingthreeflyballsintherightfield,threwdownhisgloveandmarchedintothedugout."Noonecancatchaballinthatdarnfield,"hesaid.

Thereisineachofusapropensitytofindsomeoneorsomethingoutsideourselvestoblamewhenthingsgowrong.Someorganisationselevatethispropensitytoacommandment:"Thoushaltalwaysfindanexternalagenttoblame."Marketingblamesmanufacturing:"Thereasonwekeepmissingsalestargetsisthatourqualityisnotcompetitive."Manufacturingblamesengineering.Engineeringblamesmarketing:"Ifthey''''donlyquitscrewingupourdesignsandletusdesigntheproductswearecapableof,we''''dbeanindustryleader."

The"enemyisoutthere"syndromeisactuallyaby-productof"Iaminmyposition",andthenon-systemicwaysoflookingattheworldthatitfosters.Whenwefocusonlyonourposition,wedonotseehowourownactionsextendbeyondtheboundaryofthatposition.Whenthoseactionshaveconsequencesthatcomebacktohurtus,wemisperceivethesenewproblemsasexternallycaused.Likethepersonbeingchasedbyhisownshadow,wecannotseemtoshakethem.

The"enemyisoutthere"syndromeisnotlimitedtoassigningblamewithintheorganisation.Duringitslastyearsofoperation,theoncehighlysuccessfulPeopleExpressAirlinesslashedprices,boostedmarketing,andboughtFrontierAirlines--allinafranticattempttofightbackagainsttheperceivedcauseofitsdemise:increasinglyaggressivecompetitors.Yet,noneofthesemovesarrestedthecompany''''smountingglossesorcorrecteditscoreproblem,servicequalitythathaddeclinedsofarthatlowfareswereitsonlyremainingpulloncustomers.

FormanyAmericancompanies,"theenemy"hasbecomeJapanesecompetition,labourunions,governmentregulators,orcustomerswho"betrayedus"bybuyingproductsfromsomeoneelse."Theenemyisoutthere,"however,isalmostalwaysanincompletestory."Outthere"and"inthere"areusuallypartofasinglesystem.Thislearningdisabilitymakesitalmostimpossibleto

detecttheleveragewhichwecanuse"inthere"onproblemsthatstraddletheboundarybetweenusand"outthere".

3.THEILLUSIONOFTAKINGCHARGE

(缺乏整體思考的主動積極)

Being"proactive"isinvogue.Managersfrequentlyproclaimtheneedfortakingchargeinfacingdifficultproblems.Whatistypicallymeantbythisisthatweshouldfaceuptodifficultissues,stopwaitingforsomeoneelsetodosomething,andsolveproblemsbeforetheygrowintocrises.In

particular,beingproactiveisfrequentlyseenasanantidotetobeing"reactive"--waitinguntilasituationgetsoutofhandbeforetakingastep.Butistakingaggressiveactionagainstanexternalenemyreallysynonymouswithbeingproactive?

Nottoolongago,amanagementteaminaleadingpropertyandliabilityinsurancecompanywithwhomwewereworkinggotbittenbytheproactivenessbug.Theheadoftheteam,atalentedvicepresidentforclaims,wasabouttogiveaspeechproclaimingthatthecompanywasn''''tgoingtogetpushed[本文來源于大秘書-www,,找范文請到大秘書網]aroundanymorebylawyerslitigatingmoreandmoreclaimssettlements.Thefirmwouldbeefupitsownlegalstaffsothatitcouldtakemorecasesthroughtotrialbyverdict,insteadofsettlingthemoutofcourt.

Thenweandsomemembersoftheteambegantolookmoresystemicallyattheprobableeffectsoftheidea:thelikelyfractionofcasesthatmightbewonincourt,thelikelysizeofcaseslost,themonthlydirectandoverheadcostsregardlessofwhowonorlost,andhowlongcaseswouldprobablystayinlitigation.(Thetoolweusedis"microworlds")Interestingly,theteam''''sscenariospointedtoincreasingtotalcostsbecause,giventhequalityofinvestigationdoneinitiallyonmostclaims,thefirmsimplycouldnotwinenoughofitscasestooffsetthecostsofincreasedlitigation.Thevicepresidenttoreuphisspeech.

Alltoooften,"proactiveness"isreactivenessindisguise.Ifwesimplybecomemoreaggressivefightingthe"enemyoutthem",wearereacting--regardlessofwhatwecallit.Trueproactivenesscomesfromseeinghowwecontributetoourownproblems.Itisaproductofourwayofthinking,notouremotionalstate.