Kim Woods (81 4.1)
Astroorange
OLCU602_SelfSystemsandLeadership_Teamsummarypaper.pdf
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Running head: SELF, SYSTEMS, AND LEADERSHIP
OLCU 602: Self, Systems, and Leadership
Team: Irma Barrios, Mia Beattie, Lareisha Johnson, Michael Larger, Tim Morris
Brandman University
OLCU: 681 Leadership Capstone Seminar
July 15, 2018
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Self, Systems, and Leadership
In an ever evolving and fast-paced global economy, there are many challenges that
followers and leaders face within organizations and communities at large. Reflecting on the
teachings of the OLCU 602: Self, Systems, and Leadership course at Brandman University, our
team highlighted several core concepts and theories, emphasizing the teachings of Peter Senge,
founder of the Society for Organizational Learning, a systems scientist, author and lecturer.
Systems Thinking
What is Systems Thinking?
The most challenging problems to solve are those that have complex intertwined
elements, characterized by the interplay between attempts to solve the problem and how it is
framed and the ambiguity of what is the causal factor over time. (Ritel & Weber in Grohs, Kirk,
Soledad, & Knight, 2018). These situations call for a flexible way of framing, reasoning, and
acting within multiple dimensions, which is Systems Thinking (Grohs, Kirk, Soledad, & Knight,
2018). Systems thinking is a framework for seeing things as interrelated wholes, for seeing
patterns that link different elements, rather than looking at one snapshot of a system as a separate
entity (Senge, 2006).
Laws of Systems Thinking
To further understand the fifth discipline, Senge (2006) postulates 11 laws that apply to it:
1. Today's problems come from yesterday's "solutions", 2. The harder you push, the harder the
system pushes back, 3. Behavior grows better before it grows worse, 4. The easy way out usually
leads back in, 5. The cure can be worse than the disease, 6. Faster is slower, 7. Cause and effect
are not closely related in time and space, 8. Small changes can produce big results--but the areas
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of highest leverage are often the least obvious, 9. You can have your cake and eat it too--but not
at once, 10. Dividing an elephant in half does not produce two small elephants, and 11. There is
no blame.
Learning Disabilities
I Am My Position
There are several learning disabilities which are detrimental within any organization and
one major disability is highlighted in this section. Senge (2006) describes I Am My Position as
follows:
When people in organizations focus only on their position, they have little sense of
responsibility for the results produced when all positions interact. Moreover, when results
are disappointing, it can be very difficult to know why. All you can do is assume that
“someone has screwed up” (p 19).
Staff members limit themselves with the I Am My Position syndrome as it creates disconnects in
the organization.
Team Learning
Senge, Kleiner, Roberts, Ross, and Smith, (1994), emphasize a call to action as they
share their invaluable suggestions in creating team learning, “Keep it simple and seek what will
provide multiple business and personal payoffs; See the glass as half full; Seek what unifies;
Acknowledge people’s contributions” (p. 526-528). Remain steadfast and tenacious and reap the
positive results from these seeds of knowledge. Ray, Decker, Mitsch, and Rocchetti (2017),
highlight the importance of making sure that each person on the team has a voice and is heard,
which is very important to each team member. Maintaining a team learning environment creates
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a positive atmosphere for team members to challenge themselves and remain innovative and
creative. These are key elements that keep organizations ever-evolving, growing and
competitive.
Mental Models
The mental model is one of Peter Senge’s five disciplines of a learning organization.
According to Senge (2006), “mental models are deeply ingrained assumptions, generalizations,
or even pictures or images that influence how we understand the world and how we take action”
(p.8). They frame our perceptions and act as a maps to help us navigate the world we live in,
however we are often unaware of them (Senge et al., 1994). Lack of awareness and knowledge
of one’s mental models can stifle generative learning, critical thinking (Krejci, 1997). Although
highly personal, shared mental models by key decision makers if unexamined can limit an
organization and their ability for long term sustainability (Senge, 2006). Therefore, the central
task of this discipline is to become of aware of our mental models through reflection and inquiry
(Senge et al., 1994).
Shared Vision
“The shared vision discipline is essentially focused around building shared meaning”
(Senge et al., 1994, p.299). Fully building a shared meaning involves more than just a shared
vision. In order to truly guide an organization’s aspirations, leaders must develop the
organization’s vision, values, purpose, and goals. Vision identifies a desired future state, values
address how the organization plans to operate, purpose states what the organization is there to
accomplish, and goals identify milestones to track and guide progress toward the vision (Senge
et al., 1994).
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“To maximize the performance outcomes, managers should also communicate the vision,
motivate and empower employees to act on the vision, and align organizational systems to
support the vision” (Kantabutra & Avery, 2010, p. 44). Senge et al. (1994) additionally highlight
a five-stage strategy to help leaders “build both the listening capacity of the top leaders, and the
leadership capacity of the rest of the organization.” (p.313). The stages are telling, selling,
testing, consulting, and co-creating. On one end of the spectrum, authoritative leaders and telling
followers what the organization’s vision should be. On the other end, members are identifying a
vision that they individually and collectively want to pursue (Senge et al., 1994).
Personal Mastery
Peter Senge States, “ Personal Mastery , is the phrase we use for the discipline of
personal growth and learning. People with high levels of personal mastery are continually
expanding their ability to create the results in life they truly seek (p. 131)”. Personal mastery is
working towards self improvement by abiding by certain beliefs, values, ethics, and morals. It is
not something that can be accomplished overnight. One must put into practice various
approaches and strategies in order to achieve self satisfaction. Over time and with practice,
reflection, and experience one can become a better individual and continue to grow as the leader
we hope to be.
Summary
Reflecting on the core concepts of OLCU 602: Self, Systems, and Leadership, such as
Systems Thinking, Problem Archetypes, Mental Models, and Learning Disabilities, it is evident
that the course offered many methods to overcome challenges. There were many lessons learned
that can create positive change such as Team Learning, and creating a Shared Vision. Above all,
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the insights gained from the course remind us of how invaluable it is to practice the art and
discipline of Personal Mastery.
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References
Grohs, J. R., Kirk, G. R., Soledad, M. M., & Knight, D. B. (2018). Assessing systems thinking:
A tool to measure complex reasoning through ill-structured problems. Thinking skills and
Creativity, 28, 110-130.
Kantabutra, S., & Avery, G. (2010). The power of vision: Statements that resonate. Journal of
Business Strategy, 31(1), 37-45. doi:10.1108/02756661011012769
Krejci, J. (1997). Imagery: stimulating critical thinking by exploring mental models. Journal of
Nursing Education, 36(10), 482-484.
Ray, K., Decker, S., Mitsch, B., & Rocchetti, R. (2017). Creating a sustainable advantage
through team building. Employment Relations Today, 44, 45–50. doi:10.1002/ert.21625
Senge, P.M. (2006). The fifth discipline: The art of practice of the learning organization. New
York, N.Y.: Doubleday.
Senge, P., Kleiner, A., Roberts, C., Ross, R., & Smith, B.J. (1994). The fifth discipline fieldbook:
Strategies and tools for building a learning organization. New York, NY: Doubleday.
