team learning senge: chapter 12 the fifth discipline

Team Learning

Senge: Chapter 12Senge: Chapter 12

THE FIFTH DISCIPLINETHE FIFTH DISCIPLINE

19 February, 2000 Prepared by James R. Burns

The Potential of Wisdom Teams

Bill Russell’s Experience of Alignment Bill Russell’s Experience of Alignment and Synergismand Synergism– His play would rise to a new levelHis play would rise to a new level– He would be in the white heat of He would be in the white heat of

competition, yet not feel competitivecompetition, yet not feel competitive– Every fake, cut and pass would be Every fake, cut and pass would be

surprising, yet nothing could surprise mesurprising, yet nothing could surprise me– Like we were playing in slow motionLike we were playing in slow motion


Alignment

A A necessary conditionnecessary condition for for EMPOWERMENTEMPOWERMENT– Empowering non-aligned individuals Empowering non-aligned individuals

worsens the chaos and makes managing worsens the chaos and makes managing the team even more difficultthe team even more difficult

For Jazz musicians, it is called “being in For Jazz musicians, it is called “being in the groove”the groove”


Alignment and Synergism

Meetings will last for hours, yet fly byMeetings will last for hours, yet fly by No one remembers who said what, but No one remembers who said what, but

knowing we had really come to a knowing we had really come to a shared understandingshared understanding

Of never having to voteOf never having to vote


Team Learning: A definition

The process of aligning and developing The process of aligning and developing the capacity of a team to create the the capacity of a team to create the results its members truly desireresults its members truly desire

It builds on the capacity of shared visionIt builds on the capacity of shared vision It also builds on personal masteryIt also builds on personal mastery Knowing how to play togetherKnowing how to play together Teams are the key learning unit in Teams are the key learning unit in

organizationsorganizations


The Discipline of Team Learning

The team’s accomplishments can set The team’s accomplishments can set the tone and establish a standard for the tone and establish a standard for learning together for the larger learning together for the larger organizationorganization

Has three critical dimensionsHas three critical dimensions


Three critical dimensions First, there is a need to think insightfully about complex First, there is a need to think insightfully about complex

issuesissues– Teams must learn how to tap the potential for many minds to Teams must learn how to tap the potential for many minds to

be more intelligent than one mindbe more intelligent than one mind Second, there is a need for innovative, coordinated Second, there is a need for innovative, coordinated

actionaction Third, there is the role of team members on other teamsThird, there is the role of team members on other teams

– A learning team fosters other learning teams through A learning team fosters other learning teams through inculcating the practices and skills of team learninginculcating the practices and skills of team learning


The discipline of team learning Is a collective oneIs a collective one It is meaningless to say that “I,” as an It is meaningless to say that “I,” as an

individual, am mastering the discipline of individual, am mastering the discipline of team learningteam learning– In the same sense that it is meaningless to say In the same sense that it is meaningless to say

“I am mastering the practice of being a great “I am mastering the practice of being a great jazz ensemble.”jazz ensemble.”

Involves mastering the practices of dialogue Involves mastering the practices of dialogue and discussionand discussion


Dialogue and Discussion

Are potentially complementary, but most teams Are potentially complementary, but most teams lack the ability to distinguish between the twolack the ability to distinguish between the two

Teams must learn how to deal creatively with Teams must learn how to deal creatively with the powerful forces opposing productive the powerful forces opposing productive dialogue and discussiondialogue and discussion– Argyris: defensive routines--ways of interacting Argyris: defensive routines--ways of interacting

that protect us from threat or embarrassment, but that protect us from threat or embarrassment, but which also prevent us from learningwhich also prevent us from learning


Skills!!

Inquiry Reflection

Dialogue Discussion


Defensive postures

Systems thinking is especially prone to Systems thinking is especially prone to evoking defensiveness because of its evoking defensiveness because of its central message, central message, that our actions that our actions create our realitycreate our reality

The problems we perceive are caused The problems we perceive are caused by our actions, not by external, by our actions, not by external, exogenous forces outside of usexogenous forces outside of us


Practice The discipline of team learning requires The discipline of team learning requires

practicepractice Teams do not practice enough, generallyTeams do not practice enough, generally A great play or great orchestra does not A great play or great orchestra does not

happen without practicehappen without practice Neither does a great sports teamNeither does a great sports team Such teams learn by continual movement Such teams learn by continual movement

between between performanceperformance and and practicepractice


The State of Team Learning

TL is poorly understoodTL is poorly understood We cannot describe the phenomenon We cannot describe the phenomenon

well--no measureswell--no measures There are no overarching theoriesThere are no overarching theories We cannot distinguish team learning from We cannot distinguish team learning from

groupthinkgroupthink There are few reliable methods for There are few reliable methods for

building team learningbuilding team learning


Need for Team Learning

Has never been greaterHas never been greater Complexity of today’s problems Complexity of today’s problems

demands itdemands it Actions of teams must be innovative Actions of teams must be innovative

and coordinatedand coordinated


Skills Underlying Team Learning

Team Learning

PersonalMastery

SharedVision

SystemsThinking


Werner Heisenberg

Science is rooted in conversationsScience is rooted in conversations Cooperation of different people may Cooperation of different people may

culminate in scientific results of the culminate in scientific results of the utmost importanceutmost importance

Collectively, we can be more insightful, Collectively, we can be more insightful, more intelligent than we can possibly be more intelligent than we can possibly be individuallyindividually


David Bohm

A leading quantum theoristA leading quantum theorist Developed a theory and method of Developed a theory and method of

“dialogue” when a group “becomes “dialogue” when a group “becomes open to the flow of a larger intelligenceopen to the flow of a larger intelligence

Quantum theory implies that the Quantum theory implies that the universe is basically an indivisible wholeuniverse is basically an indivisible whole


Bohm’s recent research on dialogue

A unique synthesis of the two major A unique synthesis of the two major intellectual currentsintellectual currents– systems or holistic view of naturesystems or holistic view of nature– interactions between our internal models and interactions between our internal models and

our perceptions and actionsour perceptions and actions Reminiscent of systems thinking which Reminiscent of systems thinking which

calls attention to how behavior is often the calls attention to how behavior is often the consequence of our own actions as guided consequence of our own actions as guided by our perceptionsby our perceptions


Bohm on the PURPOSE OF SCIENCE

not the accumulation of knowledge, not the accumulation of knowledge, since all scientific theories are since all scientific theories are eventually proved falseeventually proved false

Rather, the creation of mental maps that Rather, the creation of mental maps that guide and shape our perception and guide and shape our perception and action, bringing about a constant action, bringing about a constant “mutual participation between nature “mutual participation between nature and consciousness”and consciousness”


Bohm’s most distinctive contribution Thought is “largely a collective Thought is “largely a collective

phenomenon”phenomenon” Analogy between the collective Analogy between the collective

properties of electrons vs. way our properties of electrons vs. way our thoughts workthoughts work

Leads to an understanding of the Leads to an understanding of the general counter productiveness of general counter productiveness of thoughtthought

Bohm’s contribution, continued

““our thought is incoherent… and the our thought is incoherent… and the resulting counter-productiveness lies at resulting counter-productiveness lies at the root of the world’s problems”the root of the world’s problems”

Prepared by James R. Burns


More Bohm

As electrons, we must look on thought As electrons, we must look on thought as a systemic phenomena arising from as a systemic phenomena arising from how we interact and discourse with one how we interact and discourse with one anotheranother


Dialogue and Discussion

Suspending assumptionsSuspending assumptions Seeing each other as colleaguesSeeing each other as colleagues A Facilitator Who Holds the Context of A Facilitator Who Holds the Context of

DialogueDialogue Balancing Dialogue and DiscussionBalancing Dialogue and Discussion Reflection, Inquiry and DialogueReflection, Inquiry and Dialogue


Dialogue and Discussion Their power lies in their synergyTheir power lies in their synergy No synergy without an understanding of their No synergy without an understanding of their

distinctionsdistinctions DISCUSSION--like a ping/pong game where DISCUSSION--like a ping/pong game where

the topic gets hit aroundthe topic gets hit around– subject is analyzed and diagnosed from many subject is analyzed and diagnosed from many

points of viewpoints of view Emphasis is on winning--having one’s view Emphasis is on winning--having one’s view

accepted by the groupaccepted by the group


More Dialogue and Discussion

A sustained emphasis on winning is not A sustained emphasis on winning is not compatible with giving first priority to compatible with giving first priority to coherence and truthcoherence and truth

To bring about a change of priorities To bring about a change of priorities from “winning” to “pursuit of the truth”, a from “winning” to “pursuit of the truth”, a dialogue is necessarydialogue is necessary


Dialogue

From the Greek, it means “through the From the Greek, it means “through the meaning”; “meaning passing or moving meaning”; “meaning passing or moving through”through”

Through dialogue, a group accesses a Through dialogue, a group accesses a larger “pool of common meaning” which larger “pool of common meaning” which cannot be accessed individually.cannot be accessed individually.

““The whole organizes the parts”The whole organizes the parts”


More Dialogue

Purpose is not to win, but to go beyond Purpose is not to win, but to go beyond any one individual’s understandingany one individual’s understanding

In dialogue, individuals gain insights that In dialogue, individuals gain insights that simply could not be gained individuallysimply could not be gained individually

In dialogue, individuals explore difficult, In dialogue, individuals explore difficult, complex issues from many points of viewcomplex issues from many points of view

Dialogue reveals the incoherence in our Dialogue reveals the incoherence in our thoughtthought


The Purpose of Dialogue To reveal the incoherence in our thought--three To reveal the incoherence in our thought--three

types of incoherencetypes of incoherence Thought denies that it is participativeThought denies that it is participative Thought stops tracking reality and just goes, Thought stops tracking reality and just goes,

like a programlike a program We misperceive the thoughts as our own, because we fail We misperceive the thoughts as our own, because we fail

to see the stream of collective thinking from which they to see the stream of collective thinking from which they arisearise

Thought establishes its own standard of Thought establishes its own standard of reference for fixing problemsreference for fixing problems


Incoherent thought Thought stands in front of us and pretends Thought stands in front of us and pretends

that it does not representthat it does not represent We become trapped in the theater of our We become trapped in the theater of our

thoughtsthoughts Dialogue is a way of helping people to “see Dialogue is a way of helping people to “see

the representative and participative nature of the representative and participative nature of thought”thought”

In dialogue, people become observers of In dialogue, people become observers of their own thinkingtheir own thinking


Suspending Assumptions

[HOLDING THEM IN FRONT OF [HOLDING THEM IN FRONT OF YOU]YOU]

Difficult because thought deludes us Difficult because thought deludes us into a view that this is the way it isinto a view that this is the way it is


Seeing each other as Colleagues

Necessary because thought is Necessary because thought is participativeparticipative

Necessary to establish a positive tone Necessary to establish a positive tone and offset the vulnerability that dialogue and offset the vulnerability that dialogue bringsbrings

Does not mean that you need to agree Does not mean that you need to agree or share the same viewsor share the same views


Dialogue, Colleagues, and Hierarchy

Choosing to view “adversaries” as Choosing to view “adversaries” as “colleagues with different views” has the “colleagues with different views” has the greatest benefitsgreatest benefits

Hierarchy is antithetical to dialogue, yet Hierarchy is antithetical to dialogue, yet is difficult to escape in organizationsis difficult to escape in organizations

Dialogue, Colleagues, and Hierarchy

People who are used to holding the People who are used to holding the prevailing view because of their senior prevailing view because of their senior position, must surrender that privilege in position, must surrender that privilege in dialogue, AND CONVERSELYdialogue, AND CONVERSELY

Dialogue must be playful--playing with Dialogue must be playful--playing with the ideas, evaluating and testing themthe ideas, evaluating and testing them



A Facilitator Who “Holds the Context” of Dialogue

In the absence of a skilled facilitator, our In the absence of a skilled facilitator, our habits pull us toward discussion and habits pull us toward discussion and away from dialogueaway from dialogue

Carries out many of the basic duties of Carries out many of the basic duties of a good “process facilitator”a good “process facilitator”

A Facilitator, Continued

But the facilitator is allowed to influence But the facilitator is allowed to influence the flow of development simply through the flow of development simply through participatingparticipating

As teams develop skill in dialogue, the As teams develop skill in dialogue, the role of the facilitator becomes less role of the facilitator becomes less crucialcrucial



Balancing Dialogue and Discussion

Discussion is the necessary counterpart of Discussion is the necessary counterpart of dialoguedialogue

In discussion different views are presented In discussion different views are presented and defended, which may provide a useful and defended, which may provide a useful analysis of the whole situationanalysis of the whole situation

In dialogue, different views are presented In dialogue, different views are presented as a means toward discovering a new viewas a means toward discovering a new view


Dialog Vs. Discussion

Dialogue established the view that leads Dialogue established the view that leads to courses of actionto courses of action

Discussion leads to new courses of Discussion leads to new courses of action without establishing that new action without establishing that new viewview

Teams that dialogue regularly develop a Teams that dialogue regularly develop a deep trust that cannot help but carry deep trust that cannot help but carry over to discussionover to discussion


Dealing with “Current Reality”: Conflict, and Defensive Routines An overbearing, charismatic, and An overbearing, charismatic, and

intimidating postureintimidating posture Craig Bean: his experiences at TI and Craig Bean: his experiences at TI and

why TI does not today own any share in why TI does not today own any share in the huge personal computer businessthe huge personal computer business

Is there a conflict between alignment Is there a conflict between alignment and being open to dialogue???and being open to dialogue???


Great Teams vs. Mediocre Teams A team that is continually learning is the A team that is continually learning is the

visible conflict of ideasvisible conflict of ideas In great teams, conflict becomes productive, In great teams, conflict becomes productive,

inducing the need for ongoing dialogueinducing the need for ongoing dialogue Argyris: the difference between great teams Argyris: the difference between great teams

and mediocre teams lies in how they face and mediocre teams lies in how they face conflict and deal with the defensiveness that conflict and deal with the defensiveness that invariably surrounds conflictinvariably surrounds conflict


Defensive Routines

Entrenched habits we use to protect Entrenched habits we use to protect ourselves from the embarrassment and ourselves from the embarrassment and threat that come with exposing our threat that come with exposing our thinking. thinking.

Form a protective shell around our Form a protective shell around our deepest assumptionsdeepest assumptions

Forceful, articulate, intimidating CEO’sForceful, articulate, intimidating CEO’s Cannot be seenCannot be seen


Defensive Routines In some organizations, to have incomplete or In some organizations, to have incomplete or

faulty understanding is a sign of weakness or faulty understanding is a sign of weakness or incompetenceincompetence

IT IS SIMPLY UNACCEPTABLE FOR IT IS SIMPLY UNACCEPTABLE FOR MANAGERS TO ACT AS THOUGH THEY DO MANAGERS TO ACT AS THOUGH THEY DO NOT KNOW WHAT IS CAUSING A PROBLEMNOT KNOW WHAT IS CAUSING A PROBLEM

To protect their belief, managers must close To protect their belief, managers must close themselves to alternative views and make themselves to alternative views and make themselves uninfluenceablethemselves uninfluenceable


Defensive Routines

Defensive becomes an accepted part of Defensive becomes an accepted part of organizational cultureorganizational culture

We are the carriers of defensive We are the carriers of defensive routines and organizations are the hostsroutines and organizations are the hosts

Defensive routines block the flow of Defensive routines block the flow of energy in a team that might otherwise energy in a team that might otherwise contribute toward a common visioncontribute toward a common vision


A Shifting the Burden Archetype

Defensive Routines

THREAT

Learning Gap

Perceived need for new understanding and behavior

Need for Inquiry and change

Delay

Current Understanding and behavior


The Missing Link: Practice

Team learning is a team skillTeam learning is a team skill A group of talented learners will not A group of talented learners will not

necessarily produce a learning teamnecessarily produce a learning team Learning teams learn how to learn Learning teams learn how to learn

togethertogether Team skills are more challenging to Team skills are more challenging to

develop than individual skillsdevelop than individual skills Learning teams need practice fieldsLearning teams need practice fields


Learning How to Practice Two distinct practice fields are developingTwo distinct practice fields are developing 1) Practicing dialogue1) Practicing dialogue

so that a team can begin to develop its joint skill so that a team can begin to develop its joint skill in fostering a team IQin fostering a team IQ

2) Creating learning laboratories and 2) Creating learning laboratories and microworldsmicroworlds

computer supported environments where team computer supported environments where team learning confronts the dynamics of complex learning confronts the dynamics of complex business realitiesbusiness realities


Necessary conditions for Dialogue Sessions

Have all members of the team come Have all members of the team come togethertogether

Explain the ground rules of dialogueExplain the ground rules of dialogue

Necessary conditions, cont’d

Enforce those ground rules Enforce those ground rules – if anyone is not able to suspend his if anyone is not able to suspend his

assumptions, the team acknowledges that assumptions, the team acknowledges that is now discussing and not dialoguingis now discussing and not dialoguing

Make it possible for team members to Make it possible for team members to raise the most difficult, subtle and raise the most difficult, subtle and conflictual issues essential to the team’s conflictual issues essential to the team’s workwork



John MacCarthy’s Example Memo

Session is the first in a series of Session is the first in a series of DIALOGUESDIALOGUES– to help clarify assumptions, programs, to help clarify assumptions, programs,

responsibilitiesresponsibilities– not to make decisions as much as to not to make decisions as much as to

examine directions and the assumptions examine directions and the assumptions underlying themunderlying them

– to be together as colleaguesto be together as colleagues


The conflict between R&D and Marketing

New Product DevelopmentNew Product Development Two different strategies--make or buyTwo different strategies--make or buy

– R&D took the MAKE viewR&D took the MAKE view– Marketing took the BUY viewMarketing took the BUY view– No meeting of the mindsNo meeting of the minds


Results of the DataQuest Dialogue

A 30-year first was healedA 30-year first was healed The end-run that marketing had been The end-run that marketing had been

doing to augment product lines was no doing to augment product lines was no longer necessarylonger necessary

R&D and Marketing learned that they R&D and Marketing learned that they really wanted to work together, under really wanted to work together, under one coordinated new-product one coordinated new-product development plandevelopment plan


Team Learning and the Fifth Discipline

All of the tasks of management teams All of the tasks of management teams involve wrestling with enormous involve wrestling with enormous complexitycomplexity– developing strategy, shaping visions, developing strategy, shaping visions,

designing policy and organizational structuresdesigning policy and organizational structures Too often, however, teams confront this Too often, however, teams confront this

dynamic complexity with a language dynamic complexity with a language designed for simple, static problemsdesigned for simple, static problems

Team Learning and the FD, Continued

This accounts for why managers are so This accounts for why managers are so drawn to low-leverage interventionsdrawn to low-leverage interventions

We see the world in simple obvious We see the world in simple obvious terms and implement simple, obvious terms and implement simple, obvious solutionssolutions



Solution A new language for describing A new language for describing

complexitycomplexity Traditional languages--financial Traditional languages--financial

accounting, competitive analysis, total accounting, competitive analysis, total quality, and Shell’s scenario methodsquality, and Shell’s scenario methods– None of these deals with dynamic None of these deals with dynamic

complexity very well at allcomplexity very well at all

Solution, continued

Instead, consider the systems Instead, consider the systems archetypesarchetypes– These offer a potentially powerful basis for These offer a potentially powerful basis for

a language by which management teams a language by which management teams can deal productively with complexitycan deal productively with complexity



System Archetypes

When used in conversations about When used in conversations about complex, conflictual issues, the objectify complex, conflictual issues, the objectify the conversationthe conversation

The focus in on the structure, the The focus in on the structure, the systemic forces at plan, not on systemic forces at plan, not on personalities or leadership stylespersonalities or leadership styles

System Archetypes, Continued

Makes it easier to discuss complex Makes it easier to discuss complex issues objectively and dispassionatelyissues objectively and dispassionately

Without a shared language for dealing Without a shared language for dealing with complexity, team learning is limitedwith complexity, team learning is limited



Benefits of using the System Archetypes

Common understanding of possible Common understanding of possible structural causesstructural causes

A way to easily communicate structure A way to easily communicate structure and behavior and behavior

Copyright C 2000 by James R. Burns

All rights reserved world-wide. CLEAR All rights reserved world-wide. CLEAR Project Steering Committee members Project Steering Committee members have a right to use these slides in their have a right to use these slides in their presentations. However, they do not presentations. However, they do not have the right to remove this copyright have the right to remove this copyright or to remove the “prepared by….” or to remove the “prepared by….” footnote that appears at the bottom of footnote that appears at the bottom of each slide.each slide.

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