Learning organization Personal Mastery Mental Models Shared Vision Team Learning Systems Thinking

MENTAL MODELS THEY ARE PRIZED PERSONAL POSSESSIONS THEY GIVE MEANING TO EVENTS EVEN THOUGH THEY ARE NOT FACTS THEY SHAPE THE WAY WE SEE THE WORLD THEY HAVE A DASH OF HOPE

MENTAL MODELS CHILDREN ARE TROUBLESOME/ACTIVE POLITICIANS ARE BAD/CORRUPT/GOOD MEN AND WOMEN ARE EQUAL/DIFFERENT

MENTAL MODELS THE USES OF EXAMINING ARE CREATE THE BUSINESS CONTEXT CORELATE WITH EXTERNAL CIRCUMSTANCES PROMOTE GENERATIVE LEARNING FOR ACCELERATED CHANGE DECIDE WHETHER MENTAL MODEL SYSTEM IS FUNCTIONAL OR DYSFUNCTIONAL OVERCOME BASIC DISEASES OF HIERARCHY AND PROMOTE OPENNESS AND MERIT EXAMINE BIASES IN THINKING

MENTAL MODELS FACILITATIVE QUESTIONING REDEFINING PROBLEM CHALLENGING THE DOMINANT IDEA ASKING FIVE WHYS SHIFTING PERSPECTIVES

MENTAL MODELS BOSSES CRIB ABOUT SANCTINING LEAVEFOR THEIR SUBORDINATES. A SHOW CAUSE NOTICE PUTS THE DEALER ON THE RIGHT TRACK. FINANCE PEOPLE DO NOT UNDESTAND MARKETING.  

PRODUCTIVE CONVERSATIONS LADDER OF INFERENCE TAKE DECISION & ACT He thinks I am incompetent BELIEFS ASSUMPTIONS VALUES He think this isn’t important DRAW CONCLUSION ADD MEANING TO THE DATA Bill is bored with my presentation SELECT THE DATA FROM OBSERVATION THE ONLY VISIBLE EFFECTS ARE THE ACTION TAKEN & THE OBSERVABLE DATA. Bill hasn’t said a word this morning OBSERVABLE DATA & EXPERIENCE

Left-Hand Column Analysis The left-hand column details what you were thinking The right-hand column details what was actually said Sample case: Raj is an R&D project manager. Raj assumes his supervisor Sabir feels harshly about him. Raj just had a conversation with Sabir. Raj writes out the conversation with Sabir in the right-hand column and his thoughts at the time in the left.

I don’t think he knew. I was hoping we could catch up I need to make it clear that I’m willing to take responsibility for this, but I don’t want to volunteer for more work He never offers this help in the planning stages, when I could really use it. It’s too late now to bring that up. The changes he keeps making are the real reason we’re late. He must have another one. It’s a shame I can’t tell him that he’s the cause of the delays. If I can hold him off two more weeks, I think we’ll be ready SABIR: Jim, I’d like to come down there next week. We’re a few weeks behind, and I think we might all benefit from a meeting at your office. RAJ: I’ve been very concerned about these deadlines. As you know, we’ve had some tough luck here, and we’re working around the clock. But of course, we’ll squeeze in a meeting at your convenience. sABIR: Well, its occurred to me that we could use better coordination. There are some ways I could help. RAJ: Well, I’m happy to talk through any changes you have in mind. SABIR: I don’t have anything specific in mind

BALANCING ADVOCACY & INQUIRY High TELLING GENARATING ASSERTIVE DIALOG SKILLFUL DISCUSSION EXPLAINING DICTATING ADVOCACY POLITIKING OBSERVING ASKING BYSTANDING CLARIFYING SENSING INTERVIEWING WITHDRAWING INTERROGATING Low High INQUIRY MOST DAGNGEROUS CONVERSATION IS POLITIKING

Inquiry/advocacy matrix Testing: “Here’s what I say, what do you think of it?” Generating Telling Dictating: “Here’s what I say, and never mind why.” Productive conversation: Balancing advocacy and inquiry, genuinely curious, makes explicit reasoning, asks others about assumptions. Dialogue: Suspending all assumptions, creating a container in which collective thinking can emerge. Asserting: “Here’s what I say, and here’s why I say it.” Explaining: “Here’s how the world works and why I can see it that way.” Politicking: Giving the impression of balancing inquiry and advocacy while being close-minded. ADVOCACY Bystanding: Making comments which pertain to group process and not to content. Interrogating: “Why can’t you see that your point of view is wrong?” Clarifying: “What is the question we are trying to answer?” Sensing: Watching the conversation flow without saying much, but keenly aware of all that transpires. Interviewing: Exploring others’ points of view and their reasons behind them. Withdrawing: Mentally checking out of the room and not paying attention. Observing Asking INQUIRY LOW

Telling Dictating: “Here’s what I say, and never mind Why” ( dysfunctional ) Asserting: “Here’s want I say, and here’s want I say it.” Explaining: “Here’s how the world works and why I can see it that why.” Telling Dictating: “Here’s what I say, and never mind Why” ( dysfunctional ) Asserting: “Here’s want I say, and here’s want I say it.” Explaining: “Here’s how the world works and why I can see it that why.”

Generating Skillful discussion: (Balancing advocacy and inquiry) genuinely curious makes reasoning explicit asks others about assumptions without being critical or accusing) Dialogue: suspending all assumptions creating a “container” in which collective thinking can emerge Politicking: giving the impression of balancing advocacy and inquiry, while being close-minded (dysfunctional) Generating Skillful discussion: (Balancing advocacy and inquiry) genuinely curious makes reasoning explicit asks others about assumptions without being critical or accusing) Dialogue: suspending all assumptions creating a “container” in which collective thinking can emerge Politicking: giving the impression of balancing advocacy and inquiry, while being close-minded (dysfunctional)

Asking Interrogating: “Why can’t you see that your point of view is wrong?” (dysfunctional) Clarifying: “What is the question we are trying to answer?” Interviewing: Exploring others’ points of view, and the reasons behind them. Asking Interrogating: “Why can’t you see that your point of view is wrong?” (dysfunctional) Clarifying: “What is the question we are trying to answer?” Interviewing: Exploring others’ points of view, and the reasons behind them.

Observing Bystanding: Making comments which pertain to the group process, but not to content. Sensing: Watching the conversation flow without saying much, but keenly aware of all that transpires. Withdrawing: Mentally checking out of the room, and not paying attention. (dysfunctional) Observing Bystanding: Making comments which pertain to the group process, but not to content. Sensing: Watching the conversation flow without saying much, but keenly aware of all that transpires. Withdrawing: Mentally checking out of the room, and not paying attention. (dysfunctional)

ADVOCACY A’s vehemence B’s vehemence Threat to B’s Threat to A’s position Threat to A’s position B’s vehemence

ADVOCACY AND INQUIRY LET GO OF WIN/LOSE MIND SET TRY BRINGING IN PEOPLE WHO HAVE NOT SPOKEN SUSPEND ROLE AND STATUS DURING CONVERSATIONS AVOID DEFENSIVENESS WHEN IDEAS ARE QUESTIONED

VALUE ESPOUSED VALUE IN USE THIS BUSINESS IS GOVERNED BY ALMOST CONSTANT MARKET SHARE. MARKETING HAS TO SELL ANYTHING THAT THE REFINERY PRODUCES THROUGH DISCOUNTS. ONLY HQO CAN FORMULATE POLICIES FOR THE RETAIL BUSINESS LINE INDIVIDUAL WILL BE REWARDED FOR OUTSTANDING RESULTS. GROWTH COMES THROUGH SATISFIED AND MOTIVATED EMPLOYEES . CUSTOMER GETS DELIGHTED BY HIGH QUALITY PRODUCT AT THE LEAST POSSIBLE COST. RETAIL IA A SITE SPECIFIC BUSINESS. TEAM WORK IS THE ONLY WAY TO ACHIEVE GREAT RESULTS.

BASIC ASSUMPTIONS AND VALUES HOW PEOPLE THINK MENTAL MODELS HOW PEOPLE TALK THEORIES ESPOUSED ESPOUSED VALUES HOW PEOPLE EXHIBIT THEORIES IN USE ARTIFACTS

WHEEL OF PERSPECTIVES PROBLEM SALES OFFICER MANAGER- OPERATIONS FINANCE SALES OFFICER MANAGER- OPERATIONS MANAGER- ENGINEERING PROBLEM REGIONAL MANAGER DEPOT MANAGER