学习型组织英文论文摘要

[经理秘书英文简历表格]很多求职者在编辑个人简历时对求职意向都没有一个清晰的认识，或者说在编辑个人简历是对求职意向都没有一个明确的目标。因为以上原因导致很多求职者在编辑个人简历时都会特别...+阅读

INTRODUCTION

Fromeryearlyage,wearetaughttobreakapartproblems,tofragmenttheworld.Thisaarentlymakesplextasksandsubjectsmoremanageable,butwepayahidden,enormousprice.Wecannolongerseethecoequencesofouractioweloseourintriicseeofcoectiontoalargerwhole.Whenwethentryto"seethebigpicture",wetrytoreaemblethefragmentsinourminds,tolistandaniz

eallthepieces.But,asphysicistDidBohmsays,thetaskisfutile--similartotryingtoreaemblethefragmentsofabrokenmirrortoseeatruereflection.Thus,afterawhilewegiveuptryingtoseethewholealtogether.

Thetoolsandideaspresentedinthisbookarefordestroyingtheillusionthattheworldiscreatedofseparate,unrelatedforces.Whenwegiveupthisillusion--wecanthenbuild

"learninganizatio",anizatiowherepeoplecontinuallyexpandtheircapacitytocreatetheresultstheytrulydesire,wherenewandexpaivepatterofthinkingarenurtured,wherecollectiveairationissetfree,andwherepeoplearecontinuallylearninghowtolearntogether.

AsFortunemagazinerecentlysaid,"fetyourtiredoldideasaboutleadership.Themostsuccefulcorporationofthe1990swillbesomethingcalledaLearninganization."

"Theabilitytolearnfasterthanyourpetitors,"saidArieDeGeus,headofplaingforRoyalDutch/Shell,"maybetheonlysustainablepetitiveadvantage."

Astheworldbeesmoreintercoectedandbusinebeesmoreplexanddynamic,workmustbeemore"learningful."Itisnolongersufficienttoheonepersonlearningfortheanization.It'sjustnotpoibleanylongerto"figureitout"fromthetop,andheeveryoneelsefollowingtheordersofthe"grandstrategist."Theanizatiothatwilltrulyexcelinthefuturewillbetheanizatiothatdiscoverhowtotappeople'smitmentandcapacitytolearnatalllevelsinananization.

（收到时间-1998年十一月10日星期二18:14:8）

PeterSenge对DISCIPLINE的说明

Ifalearninganizationwasanengineeringiovation,suchastheairplaneorthepersonalputer,theponentswouldbecalled"technologies".Foraniovationinhumanbehior,theponentsneedtobeseenasDISCIPLINES.By"discipline",Idonotmeanan"enforcedorder"or"meaofpunishment",butABODYOFTHEORYANDTECHNIQUETHATMUSTBESTUDIEDANDMASTEREDTOBEPUTINTOPRACTICE.Adisciplineisadevelopmentalpathforacquiringcertainskillsorpetencies.Aswithanydiscipline,fromplayingpianotoelectricalengineering,somepeopleheania12全文查看tegift,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.You"neverarrive";youendyourlifemasteringdisciplines.Youcanneversay,"wearealearninganization,"anymorethanyoucansay"Iananenlightenedperson."Themoreyoulearn,themoreacutelyawareyoubeeofyourignoranc.Thus,acorporationcaotbe"excellent"intheseeofhingarrivedatapermanentexcellence;itisalwaysinthestateofpracticingthedisciplinesoflearningofbeingbetterorworse.

Practicingadisciplineisdifferentfromemulating"amodel".Alltoooften,newmanagementiovatioaredescribedintermsofthe"bestpractices"ofso-calledleadingfirms.Whileinteresting,Ibelievesuchdeiocanoftendomoreharmthangood,leadingtopiecemealcopyingandplaying

catch-up.Idonotbelievegreatanizatioheeverbeenbuiltbytryingtoemulateanother,anymorethanindividualgreatneisachievedbytryingtocopyanother"greatperson".

（收到时间-1998年十一月17日星期二8:8:10）

5disciplinesoftheLEARNINGANISATION

DISCIPLINESOFALEARNINGANIZATION

Thereare5disciplinesoftheLEARNINGANISATION

PersonalMastery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

PERSONALMASTERY

Masterymightsuggestgainingdominanceoverpeopleorthings.Butmasterycanalsomeanaeciallevelofproficiency.Amastercraftsmandoe'tdominatepotteryorweing.Peoplewithahighlevelofpersonalmasteryareabletocoistentlyrealizetheresultsthatmattermostdeeplytothem-ineffect,theyaroachtheirlifeasanartistwouldaroachaworkofart.Theydothatbybeingmittedtotheirownlifelonglearning.

Personalmasteryisthedisciplineofcontinuallyclarifyinganddeepeningourpersonalvision,offocusingourenergies,ofdevelopingpatience,andofseeingrealityobjectively.

Assuch,itisaneentialcornerstoneofthelearninganisation-thelearninganisation'siritualfoundation.Ananisation'smitmenttoandcapacityfor

learningcanbenogreaterthanthatofitsmembers.TherootsofthisdisciplinelieinbothEasternandWesterniritualtraditio,andinseculartraditioaswell.

Butsurprisinglyfewanisatioencouragethegrowthoftheirpeopleinthismaer.Thisresultsinvastuntaedresources:"Peopleenterbusineasbright,well-educated,

high-energypeople,fullofenergyanddesiretomakeadifference,"saysHanover'sO'Brien."Bythetimetheyare30,afewareonthe'fasttrack'andtherest'putintheirtime'todowhatmatterstothemontheweekend.Theylothemitment,theseeofmiion,andtheexcitementwithwhichtheystartedtheircareers.Wegetdamnlittleoftheirenergyandalmostnoneoftheiririt."

Andsurprisinglyfewadultsworktorigorouslydeveloptheirownpersonalmastery.Whenyouaskmostadultswhattheywantfromtheirlives,theyoftentalkfirstaboutwhatthey'dlike

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

Here,Iammostinterestedinthecoectiobetweenpersonallearningandanisationallearning,inthereciprocalmitmentsbetweenindividualandanisation,andintheecialiritofanenterprisemadeupoflearners.

MENTALMODELS

"Mentalmodels"aredeeplyingrainedaumptio,generalisatio,orevenpicturesorimagesthatinfluencehowweunderstandtheworldandhowwetakeaction.Veryoften,wearenotcociouslyawareofourmentalmodelsortheeffectstheyheonourbehiour.Forexample,wemaynoticethataco-workerdreeselegantly,andsaytoourselves,"she'sacountryclubperson."Aboutsomeonewhodreesshaily,wemayfeel,"hedoe'tcareaboutwhatothersthink."Mentalmodelsofwhatcanorcaotbedoneindifferentmanagementsettingsarenoledeeplyentrenched.Manyiightsintonewmarketsoroutmodedanisationalpracticesfailtogetputintopracticebecausetheyconflictwithpowerful,tacitmentalmodels.

RoyalDutch/Shell,oneofthefirstlargeanisatiotounderstandtheadvantagesofacceleratinganisationallearningcametothisrealisationwhentheydiscoveredhow

pervasivewastheinfluenceofhiddenmentalmodels,eeciallythosethatbeewidelyshared.Shell'sextraordinarysucceinmanagingthroughthedramaticchangesanduredictabilityoftheworldoilbusineinthe1970sand1980scameinlargemeasurefromlearninghowtosurfaceandchallengemanager'smentalmodels.(Intheearly1970s

Shellwastheweakestofthebig7oilpaniebythelate1980sitwasthestrongest.)AriedeGeus,Shell'srecentlyretiredCoordinatorofGroupPlaing,saysthatcontinuous

adaptationandgrowthinachangingbusineenvironmentdependson"ititutionallearning,whichistheprocewherebymanagementteamschangetheirsharedmentalmodelsofthepany,theirmarkets,andtheirpetitors.forthisreason,wethinkofplaingaslearningandofcorporateplaingasititutionallearning.

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

（收到时间-1998年十一月20日星期五18:45:29）

BUILDINGSHAREDVISION

Ifanyoneideaaboutleadershiphasiiredanisatioforthousandsofyears,it'sthecapacitytoholdasharedpictureofthefutureweseektocreate.Oneishardpreedtothinkofanyanisationthathassustainedsomemeasureofgreatneintheaenceofgoals,values,andmiiothatbeedeeplysharedthroughouttheanisation.IBMhad

"service";Polaroidhaditantphotography;FordhadpublictraortationforthemaesandAlehadputingpowerforthemaes.Thoughradicallydifferentincontentandkind,alltheseanisatiomanagedtobindpeopletogetheraroundamonidentityandseeofdestiny.

Whenthereisagenuinevision(asoosedtotheall-too-familiar"visionstatement"),peopleexcelandlearn,notbecausetheyaretoldto,butbecausetheywantto.Butmanyleadershepersonalvisiothatnevergettralatedintosharedvisiothatgalvanizeananisation.Alltoooften,apany'ssharedvisionhasrevolvedaroundthecharismsofaleader,oraroundacrisisthatgalvanizeseveryoemporarily.But,givenachoice,mostpeopleoptfor

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

Thepracticeofsharedvisioninvolvestheskillsofunearthingshared"picturesofthefuture"thatfostergenuinemitmentandenrollmentratherthanpliance.Inmasteringthisdiscipline,leaderslearnthecounterproductiveneoftryingtodictateision,nomatterhowheartfelt.

TEAMLEARNING

HowcanateamofmittedmanagerswithindividualIQsabove120heacollectiveIQof63?Thedisciplineofteamlearningconfrontsthisparadox.Weknowthatteamscanlearinorts,intheperformingarts,inscience,andevenoccasionally,inbusine,therearestrikingexampleswheretheintelligenceoftheteamexceedstheintelligenceoftheindividualsintheteam,andwhereteamsdevelopextraordinarycapacitiesforcoordinatedaction.Whenteamsaretrulylearning,notonlyaretheyproducingextraordinaryresultsbuttheindividualmembersaregrowingmorerapidlythancouldheoccurredotherwise.

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

meantafree-flowingofmeaningthroughagroup,allowingthegrouptodiscoveriightsnotattainableindividually.Interestingly,thepracticeofdialoguehasbeenpreservedinmany"primitive"cultures,suchasthatoftheAmericanIndian,butithasbeenalmostpletelylosttomodernsociety.Today,theprinciplesandpracticesofdialoguearebeingrediscoveredandputintoacontemporarycontext.(Dialoguediffersfromthemoremon"discuion",whichhasitsrootswith"percuion"and"concuion",literallyaheingofideasbackandforthinawier-takes-allpetition.)

Thedisciplineofdialoguealsoinvolveslearninghowtorecognizethepatterofinteractioninteamsthatunderminelearning.Thepatterofdefeiveneareoftendeeplyengrainedinhowateamoperates.Ifunrecognized,theyunderminelearning.Ifrecognizedandsurfacedcreatively,theycanactuallyacceleratelearning.

Teamlearningisvitalbecauseteams,notindividuals,arethefundamentallearningunitinmodernanisatio.Thiswhere"theruermeetstheroad";unleteamscanlearn,the

anisationcaotlearn.

SYSTEMSTHINKING

Acloudmaes,theskydarke,leestwistupward,andweknowthatitwillrain.Wealsoknowthatafterthestorm,therunoffwillfeedintogroundwatermilesaway,andtheskywill

growclearbytomorrow.Alltheseeventsaredistantintimeandace,andyettheyareallcoectedwithinthesamepattern.Eachhasaninfluenceontherest,aninfluencethatisusuallyhiddenfromview.Youcanonlyunderstandthesystemofaraitormbycontemplatingthewhole,notanyindividualpartofthepattern.

Busineandotherhumanendeorsarealsosystems.They,too,areboundbyinvisiblefabricsofinterrelatedactio,whichoftentakeyearstofullyplayouttheireffectsoneach

other.Sincewearepartofthatlaceworkourselves,it'sdoublyhardtoseethewholepatternofchange.Itead,wetendtofocusonahotsofisolatedpartsofthesystem,andwonderwhyourdeepestproblemsneverseemtogetsolved.Systemsthinkingisaconceptualframework,abodyofknowledgeandtoolsthathasbeendevelopedoverthepastfiftyyears,tomakethefullpatterclearer,andtohelpusseehowtochangethemeffectively.

Thoughthetoolsarenew,theunderlyingworldviewisextremelyintuitive;experimentswithyoungchildrenshowthattheylearnsystemsthinkineryquickly.

Itisvitalthatthefivedisciplinesdevelopasaneemble.Thisischallengingbecauseitismuchhardertointegratenewtoolsthansimplyalythemseparately.Butthepayoffsare

immee.

ThisiswhySYSTEMSTHINKINGisthefifthdiscipline.Itisthedisciplihatintegratesthedisciplines,fusingthemintoacoherentbodyoftheoryandpractice.Itkeethemfrombeingseparategimmicksorthelatestanisationchangefads.Withoutasystemicorientation,thereisnomotivationtolookathowthedisciplinesinterrelate.Byenhancingeachoftheotherdisciplines,itcontinuallyremindsusthatthewholecanexceedthesumofitsparts.

下一次，我们看看甚麽是组织学习智障(anisatioLearningDisability)

（收到时间：1998-11-26，byMC&amXM）

LEARNINGDISABILITY

Chapter2

DOESYOURANISATIONHAVEALEARNINGDISABILITY?

(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.Theyarenoletragicinanisatio,wheretheyalsogolargelyundetected.Thefirststepincuringthemistobegintoidentifythesevenlearningdisabilities:

1.IAMMYPOSITION(思考局限)

Wearetrainedtobeloyaltoourjo--somuchsothatweconfusethemwithourownidentities.WhenalargeAmericansteelpanybeganclosingplantsintheearly1980s,itofferedtotrainthedilacedsteelworkersfornewjo.Butthetrainingnever"took";theworkersdriftedintounemploymentandoddjoitead.ychologistscameintofindoutwhy,andfoundthesteelworkerssufferingfromacuteidentitycrises."HowcouldIdoanythingelse?"askedtheworkers."Iamalatheoperator."

Whenaskedwhattheydoforaliving,mostpeopledescribethetaskstheyperformeveryday,notthepurposeofthegreaterenterpriseinwhichtheytakepart.Mostseethemselveswithina"system"overwhichtheyhelittleornoinfluence.They"dotheirjob",putintheirtime,andtrytocopewiththeforcesoutsideoftheircontrol.Coequently,theytendtoseetheirreoibilitiesaslimitedtotheboundariesoftheirposition.

Recently,managersfromaDetroitautomakertoldmeofstriingdownaJapaneseimporttounderstandwhytheJapanesewereabletoachieveextraordinaryprecisionandreliabilityatlowercostonaparticularaemblyproce.Theyfoundthesamestandardtypeofboltusedthreetimesontheengineblock.Eachtimeitmountedadifferenttypeofponent.OntheAmerciancar,thesameaemblyrequiredthreedifferentbolts,whichrequiredthreedifferentwrenchesandthreedifferentinventoriesofbolts--makingthecarmuchslowerandmorecostlytoaemble.WhydidtheAmericausethreeseparatebolts?BecausethedesignanisationinDetroithadthreegrouofengineers,eachreoiblefor"theirponentonly".TheJapanesehadonedesignerreoiblefortheentireenginemounting,andprobablymuchmore.TheironyisthateachofthethreegrouofAmericanengineerscoideredtheirworksuccefulbecausetheirboltandaemblyworkedjustfine.

Whenpeopleinanisatiofocusonlyontheirposition,theyhelittleseeofreoibilityfortheresultsproducedwhenallpositiointeract.Moreover,whenresultsaredisaointing,itcanbeverydifficulttoknowwhy.Allyoucandoisaumethat"someonescrewedup."

2.THEENEMYISOUTTHERE(归罪於外)

AfriendoncetoldthestoryofaboyhecoachedinLittleleague,whoafterdroingthreeflyballsintherightfield,threwdownhisgloveandmarchedintothedugout."Noonecancatchaballinthatdarnfield,"hesaid.

Thereisineachofusapropeitytofindsomeoneorsomethingoutsideourselvestoblamewhenthingsgowrong.Someanisatioelevatethispropeitytoamandment:"Thoushaltalwaysfindanexternalagenttoblame."Marketingblamesmanufacturing:"Thereasonwekeepmiingsalestargetsisthatourqualityisnotpetitive."Manufacturingblamesengineering.Engineeringblamesmarketing:"Ifthey'donlyquitscrewingupourdesigandletusdesigntheproductswearecapableof,we'dbeanindustryleader."

The"enemyisoutthere"syndromeisactuallyaby-productof"Iaminmyposition",andthenon-systemicwaysoflookingattheworldthatitfosters.Whenwefocusonlyonourposition,wedonotseehowourownactioextendbeyondtheboundaryofthatposition.Whenthoseactiohecoequencesthatebacktohurtus,wemierceivethesenewproblemsasexternallycaused.Likethepersonbeingchasedbyhisownshadow,wecaotseemtoshakethem.

The"enemyisoutthere"syndromeisnotlimitedtoaigningblamewithintheanisation.Duringitslastyearsofoperation,theoncehighlysuccefulPeopleExpreAirlinesslashedprices,boostedmarketing,andboughtFrontierAirlines--allinafranticattempttofightbackagaittheperceivedcauseofitsdemise:increasinglyaggreivepetitors.Yet,noneofthesemovesarrestedthepany'smountinggloesorcorrecteditscoreproblem,servicequalitythathaddeclinedsofarthatlowfareswereitsonlyremainingpulloncustomers.

FormanyAmericanpanies,"theenemy"hasbeeJapanesepetition,labourunio,governmentregulators,orcustomerswho"betrayedus"bybuyingproductsfromsomeoneelse."Theenemyisoutthere,"however,isalmostalwaysaninpletestory."Outthere"and"inthere"areusuallypartofasinglesystem.Thislearningdisabilitymakesitalmostimpoibleto

detecttheleveragewhichwecanuse"inthere"onproblemsthatstraddletheboundarybetweenusand"outthere".

3.THEILLUSIONOFTAKINGCHARGE

(缺乏整体思考的主动积极)

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

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

Nottoolongago,amanagementteaminaleadingpropertyandliabilityiurancepanywithwhomwewereworkinggotbittenbytheproactivenebug.Theheadoftheteam,atalentedvicepresidentforclaims,wasabouttogiveaeechproclaimingthatthepanywa'tgoingtogetpushedaroundanymorebylawyerslitigatingmoreandmoreclaimssettlements.Thefirmwouldbeefupitsownlegalstaffsothatitcouldtakemorecasesthroughtotrialbyverdict,iteadofsettlingthemoutofcourt.

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

Alltoooften,"proactivene"isreactiveneindisguise.Ifwesimplybeemoreaggreivefightingthe"enemyoutthem",wearereacting--regardleofwhatwecallit.Trueproactiveneesfromseeinghowwecontributetoourownproblems.Itisaproductofourwayofthinking,notouremotionalstate.

12全文查看ITRODUCTIO

Fromvryrly,wruhobrkprproblms,ofrmnhworld.Thisrnlymksplsksndsubjcsmormnbl,buwpyhiddn,normouspric.Wcnnolonrshcoquncsofourciowlosourinriicsofcocionolrrwhol.Whnwhnryo"shbipicur",wryormblhfrmnsinourminds,olisndorniz

llhpics.Bu,sphysicisDvidBohmsys,hskisfuil--similroryinormblhfrmnsofbroknmirrorosrurflcion.Thus,frwhilwivupryinoshwhollohr.

Thoolsndidsprsndinhisbookrfordsroyinhillusionhhworldiscrdofspr,unrldforcs.Whnwivuphisillusion--wcnhnbuild

"lrninornizio",orniziowhrpoplconinullypndhircpciyocrhrsulshyrulydsir,whrnwndpivprofhinkinrnururd,whrcollcivirionissfr,ndwhrpoplrconinullylrninhowolrnohr.

AsForunmzinrcnlysid,"foryourirdoldidsbouldrship.Thmossuccfulcorporionofh1990swillbsomhinclldLrninOrnizion."

"Thbiliyolrnfsrhnyourpiors,"sidAriDGus,hdofplinforRoylDuch/Shll,"mybhonlysusinblpiivdvn."

Ashworldbsmorinrcocdndbusinbsmorplnddynmic,workmusbmor"lrninful."Iisnolonrsufficinohvonprsonlrninforhornizion.I'sjusnopoiblnylonro"fiuriou"fromhop,ndhvvryonlsfollowinhordrsofh"rndsris."Thorniziohwillrulyclinhfuurwillbhorniziohdiscovrhowoppopl'smimnndcpciyolrnlllvlsinnornizion.

（收到时间-1998年十一月10日星期二18:14:8）

rSn对DISCILIE的说明

Iflrninornizionwsnninriniovion,suchshirplnorhprsonlpur,hponnswouldbclld"chnolois".Forniovioninhumnbhvior,hponnsndobsnsDISCILIES.By"disciplin",Idonomnn"nforcdordr"or"