学习型组织英文论文摘要.doc

学习型组织英文论文摘要 INTRODUCTIONFromaveryearlyage,wearetaughttobreakapartproblems,tofragmenttheworld.Thisaarentlymakesplextasksandsubjectsmoremanageable,butwepayahidden,enormousprice.Wecannolongerseethecoequencesofouractioweloseourintriicseeofcoectiontoalargerwhole.Whenwethentrytoseethebigpicture,wetrytoreaemblethefragmentsinourminds,tolistandorganizeallthepieces.But,asphysicistDavidBohmsays,thetaskisfutile-similartotryingtoreaemblethefragmentsofabrokenmirrortoseeatruereflection.Thus,afterawhilewegiveuptryingtoseethewholealtogether.Thetoolsandideaspresentedinthisbookarefordestroyingtheillusionthattheworldiscreatedofseparate,unrelatedforces.Whenwegiveupthisillusion-wecanthenbuildlearningorganizatio,organizatiowherepeoplecontinuallyexpandtheircapacitytocreatetheresultstheytrulydesire,wherenewandexpaivepatterofthinkingarenurtured,wherecollectiveairationissetfree,andwherepeoplearecontinuallylearninghowtolearntogether.AsFortunemagazinerecentlysaid,forgetyourtiredoldideasaboutleadership.Themostsuefulcorporationofthe1990swillbesomethingcalledaLearningOrganization.Theabilitytolearnfasterthanyourpetitors,saidArieDeGeus,headofplaingforRoyalDutch/Shell,maybetheonlysustainablepetitiveadvantage.Astheworldbeesmoreintercoectedandbusinebeesmoreplexanddynamic,workmustbeemorelearningful.Itisnolongersufficienttohaveonepersonlearningfortheorganization.Itsjustnotpoibleanylongertofigureitoutfromthetop,andhaveeveryoneelsefollowingtheordersofthegrandstrategist.Theorganizatiothatwilltrulyexcelinthefuturewillbetheorganizatiothatdiscoverhowtotappeoplesmitmentandcapacitytolearnatalllevelsinanorganization.（收到时间-1998年十一月10日星期二18:14:8）PeterSenge对DISCIPLINE的说明Ifalearningorganizationwasanengineeringiovation,suchastheairplaneorthepersonalputer,theponentswouldbecalledtechnologies.Foraniovationinhumanbehavior,theponentsneedtobeseenasDISCIPLINES.Bydiscipline,Idonotmeananenforcedorderormeaofpunishment,butABODYOFTHEORYANDTECHNIQUETHATMUSTBESTUDIEDANDMASTEREDTOBEPUTINTOPRACTICE.Adisciplineisadevelopmentalpathforacquiringcertainskillsorpetencies.Aswithanydiscipline,fromplayingpianotoelectricalengineering,somepeoplehaveaniategift,butanyonecandevelopproficiencythroughpractice.评注：discipline在这里的用法，大概最接近的是“学问”或“学科”。上面说道：“一门学问是一个拓展的途径，从中获得实在的技巧与资历”，这是从一种“动态”的角度去看待它，非常具启发性。（ty,98-11-24）不论古今中外，很多人都发出过如PETERSENGE一般的呼唤：“你认识越多，便越醒觉自己的无知！”Topracticeadisciplineistobealifelonglearner.Youneverarrive;youendyourlifemasteringdisciplines.Youcanneversay,wearealearningorganization,anymorethanyoucansayIananenlightenedperson.Themoreyoulearn,themoreacutelyawareyoubeeofyourignoranc.Thus,acorporationcaotbeexcellentintheseeofhavingarrivedatapermanentexcellence;itisalwaysinthestateofpracticingthedisciplinesoflearningofbeingbetterorworse.Practicingadisciplineisdifferentfromemulatingamodel.Alltoooften,newmanagementiovatioaredescribedintermsofthebestpracticesofso-calledleadingfirms.Whileinteresting,Ibelievesuchdescriptiocanoftendomoreharmthangood,leadingtopiecemealcopyingandplayingcatch-up.Idonotbelievegreatorganizatiohaveeverbeenbuiltbytryingtoemulateanother,anymorethanindividualgreatneisachievedbytryingtocopyanothergreatperson.（收到时间-1998年十一月17日星期二8:8:10）5disciplinesoftheLEARNINGORGANISATIONDISCIPLINESOFALEARNINGORGANIZATIONThereare5disciplinesoftheLEARNINGORGANISATIONPersonalMastery自我超越MentalModels改善心智模式BuildingSharedVision建立共同愿景TeamLearning团队学习SystemsThinking系统性思考PERSONALMASTERYMasterymightsuggestgainingdominanceoverpeopleorthings.Butmasterycanalsomeanaeciallevelofproficiency.Amastercraftsmandoetdominatepotteryorweaving.Peoplewithahighlevelofpersonalmasteryareabletocoistentlyrealizetheresultsthatmattermostdeeplytothem-ineffect,theyaroachtheirlifeasanartistwouldaroachaworkofart.Theydothatbybeingmittedtotheirownlifelonglearning.Personalmasteryisthedisciplineofcontinuallyclarifyinganddeepeningourpersonalvision,offocusingourenergies,ofdevelopingpatience,andofseeingrealityobjectively.Assuch,itisaneentialcornerstoneofthelearningorganisation-thelearningorganisationsiritualfoundation.Anorganisationsmitmenttoandcapacityforlearningcanbenogreaterthanthatofitsmembers.TherootsofthisdisciplinelieinbothEasternandWesterniritualtraditio,andinseculartraditioaswell.Butsurprisinglyfeworganisatioencouragethegrowthoftheirpeopleinthismaer.Thisresultsinvastuntaedresources:Peopleenterbusineasbright,well-educated,high-energypeople,fullofenergyanddesiretomakeadifference,saysHanoversOBrien.Bythetimetheyare30,afewareonthefasttrackandtherestputintheirtimetodowhatmatterstothemontheweekend.Theylothemitment,theseeofmiion,andtheexcitementwithwhichtheystartedtheircareers.Wegetdamnlittleoftheirenergyandalmostnoneoftheiririt.Andsurprisinglyfewadultsworktorigorouslydeveloptheirownpersonalmastery.Whenyouaskmostadultswhattheywantfromtheirlives,theyoftentalkfirstaboutwhattheydliketogetridof:Idlikemymother-in-lawtomoveout,theysay,orIdlikemybackproblemstoclearup.Thedisciplineofpersonalmastery,bycontrast,startswithclarifyingthethingsthatreallymattertous,oflivingourlivesintheserviceofourhighestairatio.Here,Iammostinterestedinthecoectiobetweenpersonallearningandorganisationallearning,inthereciprocalmitmentsbetweenindividualandorganisation,andintheecialiritofanenterprisemadeupoflearners.MENTALMODELSMentalmodelsaredeeplyingrainedaumptio,generalisatio,orevenpicturesorimagesthatinfluencehowweunderstandtheworldandhowwetakeaction.Veryoften,wearenotcociouslyawareofourmentalmodelsortheeffectstheyhaveonourbehaviour.Forexample,wemaynoticethataco-workerdreeselegantly,andsaytoourselves,shesacountryclubperson.Aboutsomeonewhodreesshaily,wemayfeel,hedoetcareaboutwhatothersthink.Mentalmodelsofwhatcanorcaotbedoneindifferentmanagementsettingsarenoledeeplyentrenched.Manyiightsintonewmarketsoroutmodedorganisationalpracticesfailtogetputintopracticebecausetheyconflictwithpowerful,tacitmentalmodels.RoyalDutch/Shell,oneofthefirstlargeorganisatiotounderstandtheadvantagesofaeleratingorganisationallearningcametothisrealisationwhentheydiscoveredhowpervasivewastheinfluenceofhiddenmentalmodels,eeciallythosethatbeewidelyshared.Shellsextraordinarysueinmanagingthroughthedramatihangesanduredictabilityoftheworldoilbusineinthe1970sand1980scameinlargemeasurefromlearninghowtosurfaceandchallengemanagersmentalmodels.(Intheearly1970sShellwastheweakestofthebig7oilpaniebythelate1980sitwasthestrongest.)AriedeGeus,ShellsrecentlyretiredCoordinatorofGroupPlaing,saysthatcontinuousadaptationandgrowthinachangingbusineenvironmentdependsonititutionallearning,whichistheprocewherebymanagementteamschangetheirsharedmentalmodelsofthepany,theirmarkets,andtheirpetitors.forthisreason,wethinkofplaingaslearningandofcorporateplaingasititutionallearning.Thedisciplineofworkingwithmentalmodelsstartswithturningthemirrorinward;learningtounearthourinternalpicturesoftheworld,tobringthemtothesurfaceandholdthemrigorouslytoscrutiny.Italsoincludestheabilitytocarryonlearningfulconversatiothatbalanceinquiryandadvocacy,wherepeopleexposetheirownthinkingeffectivelyandmakethatthinkingopentotheinfluenceofothers.（收到时间-1998年十一月20日星期五18:45:29）BUILDINGSHAREDVISIONIfanyoneideaaboutleadershiphasiiredorganisatioforthousandsofyears,itsthecapacitytoholdasharedpictureofthefutureweseektocreate.Oneishardpreedtothinkofanyorganisationthathassustainedsomemeasureofgreatneintheaenceofgoals,values,andmiiothatbeedeeplysharedthroughouttheorganisation.IBMhadservice;Polaroidhaditantphotography;FordhadpublictraortationforthemaesandAlehadputingpowerforthemaes.Thoughradicallydifferentincontentandkind,alltheseorganisatiomanagedtobindpeopletogetheraroundamonidentityandseeofdestiny.Whenthereisagenuinevision(asoosedtotheall-too-familiarvisionstatement),peopleexcelandlearn,notbecausetheyaretoldto,butbecausetheywantto.Butmanyleadershavepersonalvisiothatnevergettralatedintosharedvisiothatgalvanizeanorganisation.Alltoooften,apanyssharedvisionhasrevolvedaroundthecharismsofaleader,oraroundacrisisthatgalvanizeseveryoemporarily.But,givenachoice,mostpeopleoptforpursuingaloftygoal,notonlyintimesofcrisisbutatalltimes.Whathasbeenlackingisadisciplinefortralatingindividualvisionintosharedvision-notacook-bookbutasetofprinciplesandguidingpractices.Thepracticeofsharedvisioninvolvestheskillsofunearthingsharedpicturesofthefuturethatfostergenuinemitmentandenrollmentratherthanpliance.Inmasteringthisdiscipline,leaderslearnthecounterproductiveneoftryingtodictateavision,nomatterhowheartfelt.TEAMLEARNINGHowcanateamofmittedmanagerswithindividualIQsabove120haveacollectiveIQof63?Thedisciplineofteamlearningconfrontsthisparadox.Weknowthatteamscanlearinorts,intheperformingarts,inscience,andevenoasionally,inbusine,therearestrikingexampleswheretheintelligenceoftheteamexceedstheintelligenceoftheindividualsintheteam,andwhereteamsdevelopextraordinarycapacitiesforcoordinatedaction.Whenteamsaretrulylearning,notonlyaretheyproducingextraordinaryresultsbuttheindividualmembersaregrowingmorerapidlythancouldhaveourredotherwise.Thedisciplineofteamlearningstartswithdialogue,thecapacityofmembersofateamtosuendaumptioandenterintoagenuinethinkingtogether.TotheGreeksdia-logosmeantafree-flowingofmeaningthroughagroup,allowingthegrouptodiscoveriightsnotattainableindividually.Interestingly,thepracticeofdialoguehasbeenpreservedinmanyprimitivecultures,suchasthatoftheAmericanIndian,butithasbeenalmostpletelylosttomodernsociety.Today,theprinciplesandpracticesofdialoguearebeingrediscoveredandputintoacontemporarycontext.(Dialoguediffersfromthemoremondiscuion,whichhasitsrootswithpercuionandconcuion,literallyaheavingofideasbackandforthinawier-takes-allpetition.)Thedisciplineofdialoguealsoinvolveslearninghowtorecognizethepatterofinteractioninteamsthatunderminelearning.Thepatterofdefeiveneareoftendeeplyengrainedinhowateamoperates.Ifunrecognized,theyunderminelearning.Ifrecognizedandsurfacedcreatively,theycanactuallyaeleratelearning.Teamlearningisvitalbecauseteams,notindividuals,arethefundamentallearningunitinmodernorganisatio.Thiswheretheruermeetstheroad;unleteamscanlearn,theorganisationcaotlearn.SYSTEMSTHINKINGAcloudmaes,theskydarke,leavestwistupward,andweknowthatitwillrain.Wealsoknowthatafterthestorm,therunoffwillfeedintogroundwatermilesaway,andtheskywillgrowclearbytomorrow.Alltheseeventsaredistantintimeandace,andyettheyareallcoectedwithinthesamepattern.Eachhasaninfluenceontherest,aninfluencethatisusuallyhiddenfromview.Youcanonlyunderstandthesystemofaraitormbycontemplatingthewhole,notanyindividualpartofthepattern.Busineandotherhumanendeavorsarealsosystems.They,too,areboundbyinvisiblefabricsofinterrelatedactio,whichoftentakeyearstofullyplayouttheireffectsoneachother.Sincewearepartofthatlaceworkourselves,itsdoublyhardtoseethewholepatternofchange.Itead,wetendtofocusonahotsofisolatedpartsofthesystem,andwonderwhyourdeepestproblemsneverseemtogetsolved.Systemsthinkingisaconceptualframework,abodyofknowledgeandtoolsthathasbeendevelopedoverthepastfiftyyears,tomakethefullpatterclearer,andtohelpusseehowtochangethemeffectively.Thoughthetoolsarenew,theunderlyingworldviewisextremelyintuitive;experimentswithyoungchildrenshowthattheylearnsystemsthinkingveryquickly.Itisvitalthatthefivedisciplinesdevelopasaneemble.Thisischallengingbecauseitismuchhardertointegratenewtoolsthansimplyalythemseparately.Butthepayoffsareimmee.ThisiswhySYSTEMSTHINKINGisthefifthdiscipline.Itisthedisciplihatintegratesthedisciplines,fusingthemintoacoherentbodyoftheoryandpractice.Itkeethemfrombeingseparategimmicksorthelatestorganisationchangefads.Withoutasystemicorientation,thereisnomotivationtolookathowthedisciplinesinterrelate.Byenhancingeachoftheotherdisciplines,itcontinuallyremindsusthatthewholecanexceedthesumofitsparts.下一次，我们看看甚麽是组织学习智障(OrganisatioLearningDisability)（收到时间：1998-11-26，byMC&amXM）LEARNINGDISABILITYChapter2DOESYOURORGANISATIONHAVEALEARNINGDISABILITY?(TY在这儿介绍了企业的生命周期，PeterSenge在第二章的开头，提及了企业的寿命。)大企业的寿命很少超过人类寿命的一半。1983年RoyalDutch/Shell的调查发现，1970年列名Fortune500排行榜的公司，有三分之一已经消声匿迹。依RoyalDutch/Shell的估计，大型企业的平均寿命不及四十年，约为人类寿命的一半！大部份失败的企业，事先都会有许多的徵兆显示它们已出了问题，然而即使有少数管理者已微略察觉这些现象，也不会太留意。整体而言，组织往往无法辨清逼近的危机，无法体认这些危机的后果，或提出正确的对策。也许在适者生存的法则下，如此汰旧换新对社会是好的，可把经济土壤重新翻过，重新把生产资源分配给新的企业和新的文化。然而对於员工及企业主，这是很痛苦的事。但如果高死亡率并非那些问题企业才会面临的威胁，而是所有企业都会面临的问题时，要怎办？如果即使是目前最成功的企业，其实还是很差劲的学习者，那怎办？Learningdisabilitiesaretragicinchildren,eeciallywhentheygoundetected.Theyarenoletragicinorganisatio,wheretheyalsogolargelyundetected.Thefirststepincuringthemistobegintoidentifythesevenlearningdisabilities:1.IAMMYPOSITION(思考局限)Wearetrainedtobeloyaltoourjo-somuchsothatweconfusethemwithourownidentities.WhenalargeAmericansteelpanybeganclosingplantsintheearly1980s,itofferedtotrainthedilacedsteelworkersfornewjo.Butthetrainingnevertook;theworkersdriftedintounemploymentandoddjoitead.ychologistscameintofindoutwhy,andfoundthesteelworkerssufferingfromacuteidentitycrises.HowcouldIdoanythingelse?askedtheworkers.Iamalatheoperator.Whenaskedwhattheydoforaliving,mostpeopledescribethetaskstheyperformeveryday,notthepurposeofthegreaterenterpriseinwhichtheytakepart.Mostseethemselveswithinasystemoverwhichtheyhavelittleornoinfluence.Theydotheirjob,putintheirtime,andtrytocopewiththeforcesoutsideoftheircontrol.Coequently,theytendtoseetheirreoibilitiesaslimitedtotheboundariesoftheirposition.Recently,managersfromaDetroitautomakertoldmeofstriingdownaJapaneseimporttounderstandwhytheJapanesewereabletoachieveextraordinaryprecisionandreliabilityatlowercostonaparticularaemblyproce.Theyfoundthesamestandardtypeofboltusedthreetimesontheengineblock.Eachtimeitmountedadifferenttypeofponent.OntheAmerciancar,thesameaemblyrequiredthreedifferentbolts,whichrequiredthreedifferentwrenchesandthreedifferentinventoriesofbolts-makingthecarmuchslowerandmorecostlytoaemble.WhydidtheAmericausethreeseparatebolts?BecausethedesignorganisationinDetroithadthreegrouofengineers,eachreoiblefortheirponentonly.TheJapanesehadonedesignerreoiblefortheentireenginemounting,andprobablymuchmore.TheironyisthateachofthethreegrouofAmericanengineerscoideredtheirworksuefulbecausetheirboltandaemblyworkedjustfine.Whenpeopleinorganisatiofocusonlyontheirposition,theyhavelittleseeofreoibilityfortheresultsproducedwhenallpositiointeract.Moreover,whenresultsaredisaointing,itcanbeverydifficulttoknowwhy.Allyoucandoisaumethatsomeonescrewedup.2.THEENEMYISOUTTHERE(归罪於外)AfriendoncetoldthestoryofaboyhecoachedinLittleleague,whoafterdroingthreeflyballsintherightfield,threwdownhisgloveandmarchedintothedugout.Noonecancatchaballinthatdarnfield,hesaid.Thereisineachofusapropeitytofindsomeoneorsomethingoutsideourselvestoblamewhenthingsgowrong.Someorganisatioelevatethispropeitytoamandment:Thoushaltalwaysfindanexternalagenttoblame.Marketingblamesmanufacturing:Thereasonwekeepmiingsalestargetsisthatourqualityisnotpetitive.Manufacturingblamesengineering.Engineeringblamesmarketing:Iftheydonlyquitscrewingupourdesigandletusdesigntheproductswearecapableof,wedbeanindustryleader.Theenemyisouttheresyndromeisactuallyaby-productofIaminmyposition,andthenon-systemicwaysoflookingattheworldthatitfosters.Whenwefocusonlyonourposition,wedonotseehowourownactioextendbeyondtheboundaryofthatposition.Whenthoseactiohavecoequencesthatebacktohurtus,wemierceivethesenewproblemsasexternallycaused.Likethepersonbeingchasedbyhisownshadow,wecaotseemtoshakethem.Theenemyisouttheresyndromeisnotlimitedtoaigningblamewithintheorganisation.Duringitslastyearsofoperation,theoncehighlysuefulPeopleExpreAirlinesslashedprices,boostedmarketing,andboughtFrontierAirlines-allinafranticattempttofightbackagaittheperceivedcauseofitsdemise:increasinglyaggreivepetitors.Yet,noneofthesemovesarrestedthepanysmountinggloesorcorrecteditscoreproblem,servicequalitythathaddeclinedsofarthatlowfareswereitsonlyremainingpulloncustomers.FormanyAmericanpanies,theenemyhasbeeJapanesepetition,labourunio,governmentregulators,orcustomerswhobetrayedusbybuyingproductsfromsomeoneelse.Theenemyisoutthere,however,isalmostalwaysaninpletestory.Outthereandinthereareusuallypartofasinglesystem.Thislearningdisabilitymakesitalmostimpoibletodetecttheleveragewhichwecanuseinthereonproblemsthatstraddletheboundarybetweenusandoutthere.3.THEILLUSIONOFTAKINGCHARGE(缺乏整体思考的主动积极)Beingproactiveisinvogue.Managersfrequentlyproclaimtheneedfortakingchargeinfacingdifficultproblems.Whatistypicallymeantbythisisthatweshouldfaceuptodifficultiues,stopwaitingforsomeoneelsetodosomething,andsolveproblemsbeforetheygrowintocrises.Inparticular,beingproactiveisfrequentlyseenasanantidotetobeingreactive-waitinguntilasituationgetsoutofhandbeforetakingastep.Butistakingaggreiveactionagaitanexternalenemyreallysynonymouswithbeingproactive?Nottoolongago,amanagementteaminaleadingpropertyandliabilityiurancepanywithwhomwewereworkinggotbittenbytheproactivenebug.Theheadoftheteam,atalentedvicepresidentforclaims,wasabouttogiveaeechproclaimingthatthepanywatgoingtogetpushedaroundanymorebylawyerslitigatingmoreandmoreclaimssettlements.Thefirmwouldbeefupitsownlegalstaffsothatitcouldtakemorecasesthroughtotrialbyverdict,iteadofsettlingthemoutofcourt.Thenweandsomemembersoftheteambegantolookmoresystemicallyattheprobableeffectsoftheidea:thelikelyfractionofcasesthatmightbewonincourt,thelikelysizeofcaseslost,themonthlydirectandoverheadcostsregardleofwhowonorlost,andhowlongcaseswouldprobablystayinlitigation.(Thetoolweusedismicroworlds)Interestingly,theteamsscenariospointedtoincreasingtotalcostsbecause,giventhequalityofinvestigationdoneinitiallyonmostclaims,thefirmsimplycouldnotwinenoughofitscasestooffsetthecostsofincreasedlitigation.Thevicepresidenttoreuphiseech.Alltoooften,proactiveneisreactiveneindisguise.Ifwesimplybeemoreaggreivefightingtheenemyoutthem,wearereacting-regardleofwhatwecallit.Trueproactiveneesfromseeinghowwecontributetoourownproblems.Itisaproductofourwayofthinking,notouremotionalstate. INTRODUCTIONFromaveryearlyage,wearetaughttobreakapartproblems,tofragmenttheworld.Thisaarentlymakesplextasksandsubjectsmoremanageable,butwepayahidden,enormousprice.Wecannolongerseethecoequencesofouractioweloseourintriicseeofcoectiontoalargerwhole.Whenwethentrytoseethebigpicture,wetrytoreae