The Primacy of the Fifth Discipline - Research Paper Example

?The Primacy of the Fifth Discipline Introduction At the time of this writing, dominating the events of the world are news about the imminent fall ofthe Libyan ruler, the uprising in Syria, the economic woes of the United States, the threat of a new world recession and the looming increases in the price of oil in the world market. All these events, taken alone and or seen from a larger viewfinder, either dramatizes a still parochial self-serving posture of nations or the present reality of the world’s interconnectedness. Peter Senge (1990) convincingly drives home a similar point of individuality or interconnectedness in his The Fifth Discipline, although his examples are in the context of a learning organization. It is the objective of this paper to take a close look at these learning modes and examine how the five disciplines impact on organizational growth. More particularly, the paper shall focus on Senge’s affirmation and advocacy of the Fifth Discipline as the most important of all. The Learning Organization The Fifth Discipline is a book and a philosophy about the development of the learning organization. With globalization and modern technology prying the world open to all, change has happened and grown so fast that business has to move faster than change to be ahead and stay in front of competition. But moving faster would mean discarding old habits and practices because of fiercer competition and advances in technology. It is no longer practicable to be following the same old procedures. What is needed, according to Garvin (2008), is a new attitude or a new posture towards learning. What is needed, add Kouzes and Posner (1991), is a new model fit for the world. What is needed is a learning organization (Senge, 1990). Senge (1990) describes a learning organization as “an organization that is continually expanding its capacity to create its future.” It is an organization that is not only “adaptive” allowing itself to continue surviving but more so “generative” to enable itself to enhance its capacity to attain its peak productivity (Senge, 1990). The Five Disciplines Such generative capacity is inherent in organizations, except that organizations do not develop their generative capacity because of lack of skills, knowledge and proven paths for development. Hence, his advocacy for the adoption or the mastery of the five disciplines of learning organizations. Systems Thinking. Systems thinking is a theoretical framework that views business and human activity as parts of a larger network, and which are in fact, in themselves, made up of such different parts that are interconnected to form a whole. Systems thinking is the cornerstone of Senge’s (1990) five disciplines, putting the other four in an interconnected web or network to produce a learning and dynamic organization. Senge suggests the adoption of this systems framework as a frame of mind in order to solve complex problems caused by the actions and reactions of different parts against each other. Systems thinking in effect advocates viewing the whole rather than the individual parts. Personal Mastery. Even as Senge pushes strongly for a macro-view of things, he does not abandon the examination of the individual parts. In fact, he recommends the development of the individual to the point of his maximum proficiency so he can exhibit his best self in his chosen craft. Senge admonishes the individual member of the organization to never lose the initiative and the desire to be a learning individual in order to gain such mastery. He suggests for the individual to continually clarify and deepen his personal vision and focus his energies towards bringing out his full potential as a member of his organization. Senge thinks that for this personal mastery to be developed as a discipline, it must be encouraged, and in fact facilitated, by the organization by creating an environment where the individual can fully develop. Mental Models. Senge (1990) advises the individual and the organization to examine their frames of mind, their ingrained assumptions and generalizations of the world around them. This examination of the mental models must be accompanied by a willingness to expose these models to the view and examination of others in order that learning be shared rather than be limited to the individual. When the examination is conducted for other people’s evaluation, it enables the individual to check the validity of such mental frames and to reframe them if necessary for his own good and that of his organization (Senge, 1990). Building Shared Vision. For an organization to soar to its grandest heights, it has to involve the entire organization in the process. A successful learning organization cannot “happen” just be releasing a grand vision statement of what the leaders want or envision (Senge, 1990). This vision has to be shared by the least member of the organization and must be galvanized at the base, springing from the genuine commitment of each and every member to be part of the grand undertaking. Team Learning. Much as an individual is made up of body parts, an organization is similarly composed of its leaders and followers, each one performing its assigned role. An organization can only function at its best if the members are sufficiently performing according to their organizational roles. Thus, the team, which is the prototype of the organization reduced to size, emerges. Teams have been tested for their effectiveness and efficiency. They have been found to be capable of exhibiting a performance that far exceeds the members’ individual capacities. But the team concept, just like any “idea whose time has come,” suffers from its own lifecycle – that of instead of continually performing at its best, it goes back full circle to its storming start. What is needed, as Senge (1990) puts it, is the discipline of team learning - for the individual team members and the team to exhibit the other disciplines of personal mastery, systems thinking, shared vision and mental models – in order to sustain the team’s best self. Senge (1990) suggests the “dialogue,” a thinking-together process of suspending assumptions and judgments and entering into a free flow of thoughts and feelings among the team members. The team thus becomes the fundamental model of the organization, not the individual, so that if the team works according to its maximum discipline, through team learning, it can speak much about the future of the organization. The Primacy of the Fifth Discipline It is easy to see why Senge (1990) considers systems thinking as the most important discipline, inspiring him even to label it the “fifth discipline.” Systems thinking integrates all the four disciplines into one whole system. He recommends adopting them as an “ensemble.” Just like an orchestra, the orchestra music cannot be generated using one or two instruments. It has to have all the assigned equipment performing as one, on beat, in cadence, on cue, with all the feelings of personal mastery and shared vision. With systems thinking integrating, and pervading, the other four, the result can only be beautiful chamber music that soothes and fills the heart and soul. By looking at individual roles, team roles, organizational roles, people, functions, relationships, positions, processes, goals and needs in the organization as interconnected, the Fifth Discipline serves a constant reminder that the whole can exceed the sum of its parts. Benefits from a Systems Approach Senge (1990) is not the only advocate of systems thinking and the learning organization. There are also other scholars before and after his book publication who dwelt on these concepts and related topics (e.g. Kottler, 1995; Schein, 1992; Hernando, 1999; Jackson, 2000; Wick, 2006; Zulanf, 2000; Peters and Waterman, 1982). But it would appear that it was Senge’s work that created quite a stir (Jackson, 2000). Jackson (2000) cites the distinct and brilliant way Senge brought together the five disciplines to produce a synergistic dimension. He particularly admires the profoundness and dedication he gave towards the development of the learning organization. Other authors, inspired by his book, continue to quote and cite Senge and his work. Hernando (1999) agrees with him in considering systems thinking as the most important discipline. Systems thinking looks at the organization as made up of different parts that are integrated and interconnected into one system, which approach is particularly important in team learning (Hernando, 1999). Verzuh (2005) supports that view adding that the capability of continuous team learning lifts a team out of the rut of seeing a problem the old-fashioned way and instead puts the problem under a new magnifying glass. In this way, it unleashes the true creativity of the team (Verzuh, 2005). Jackson (2000) is more articulate. He identifies several reasons systems thinking is the most important, supporting the position of Senge. Systems thinking reveals the systemic structures of organizations, not just simple linear frames, a characteristic which is often overlooked. The systems approach makes the other four disciplines valid in the effort to create a learning organization. It can clarify the more subdued aspects of personal mastery such as people’s interconnectedness to the world. It can help improve the mental models as these are exposed to scrutiny. It can solidify convictions regarding the shared vision by defining its relevance to current realities. It can facilitate the management of complexity in a complex world. (Jackson, 2000). Conclusion The great virtue of Peter Senge’s work is in the way he puts systems theory to work (Smith, 2001). The Fifth Discipline masterfully magnifies the value and importance of systems thinking in organizations and in everyday life. As one begins to think in terms of networks and interconnectedness, it leads him to an appreciation that indeed nobody is an island and therefore must live and function as a member of a societal group. It gives a sense of membership and belonging to a whole. At the same time that Senge succeeds in awakening the oneness with the whole, he also creates a hunger for personal mastery which is an individualistic role. One may seem to find some oddness in such a posture in the light of the systems approach, but in a deeper analysis, indeed as an individual, mastery can only be achieved on a personal basis but its application can only be realized at its best by its influence on society, on the organization, on the team. When the five are moved to functioning like an orchestra with its music reverberating around the hall, it will be like the shared vision has been reached and the mission has been accomplished. References: Garvin, D. (2008). Building a Learning Organization, Harvard Business Review, Harvard Business School Publishing Corporation Hernando, S. (1999). Emergent Institutions in Asia: Cases and Concepts. Manila: JMC Press Jackson, M. (2000). Systems Approaches to Management. New York: Springer Kouzes, J. and Posner, B. (1991. The Leadership Challenge. California: Jossey-Bass Publishers Senge, P. (1990). The Fifth Discipline. London: Random House Smith, M. (2001). Peter Senge and the Learning Organization, The Encyclopedia of Informal Education. Accessed August 19, 2011: www.infed.org/thinkers/senge.htm Verzuh, E. (2005). The Fast-Forward MBA in Project Management. New Jersey: John Wiley & Sons Wick, C. (2006). The Six Disciplines of Breakthrough Learning. California: John Wiley & Sons Zulanf, C. (2000). Systems Thinking. Massachusetts: ASTD Read More