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Systems Theory and Learning Organisations

Senge, P. (1990). The fifth discipline: the art and practice of the learning organisation. New York: Doubleday.

In his compelling book, Senge writes that the world is not a series of separate, unrelated forces, but is an interconnected whole. He argues that realising and acting upon this interrelatedness will allow organisations to become:

... 'learning organisations' where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together. (p. 3)

Senge proposes five components (or dimensions or disciplines) that can encourage innovation. In this sense, discipline means 'a body of theory and technique that must be studied and mastered to be put into practice' (p. 10).

Senge's five disciplines are:

  • systems thinking - contemplating the whole, seeing the patterns
  • personal mastery - continually clarifying and deepening our vision, focusing energy, developing patience and seeing reality objectively
  • mental models - explicitly reflecting upon and scrutinising ingrained assumptions, generalisations, pictures and images that influence how we see the world and take action
  • building shared vision - developing common identity and sense of destiny
  • team learning - beginning with dialogue, suspending assumptions, overcoming defensiveness and freely thinking together so that the whole is greater than the sum of its parts.

Systems thinking is the fifth discipline - the discipline that 'integrates the disciplines, fusing them into a coherent body of theory and practice' (p. 12).

Senge proposes that the five disciplines can work together to assist organisations in overcoming their learning disabilities. Organisational learning disabilities include the following.

  • I am my position - where job and personal identity become intertwined
  • The enemy is out there - someone or something is to blame when things go wrong
  • The illusion of taking charge - reactivity in an aggressive disguise
  • The fixation on events - looking only at short-term, small-picture happenings
  • The parable of the boiled frog - moving too fast to see the gradual processes
  • The delusion of learning from experience - our actions have consequences beyond our learning horizons
  • The myth of the management team - maintaining the appearance of a cohesive team, but not asking the hard questions

Senge refers to the work of Argyris and Schön, in particular the necessity for lifelong learners to engage in 'reflection-in-action' and 'reflection-on-action' (p. 192), and the need for productive, non-defensive discussion where thinking and thinkers can grow together.

Related articles can be found at:
The School as a System
Tacit Knowledge
Reflective Practice