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

2. 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

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

4. 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

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

6. 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.

7. 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

8. 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.

9. 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

10. 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

11. 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

12. 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.”

13. 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)

14. 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.

15. 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)

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

17. 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

18. 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.

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

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