Overview of the Fifth Overview of the Fifth DisciplineDiscipline

Edwin D. BellEdwin D. Bell

BackgroundBackground

► Ludwig von Ludwig von BertalanffyBertalanffy introduced the introduced the concept of general concept of general systems theory systems theory from his work in from his work in biology.biology.

Von Bertalanfy’s DefinitionVon Bertalanfy’s Definition► While in the past, science tried to explain observable While in the past, science tried to explain observable

phenomena by reducing them to an interplay of phenomena by reducing them to an interplay of elementary units investigable independently of each elementary units investigable independently of each other, conceptions appear in contemporary science other, conceptions appear in contemporary science that are concerned with what is somewhat vaguely that are concerned with what is somewhat vaguely termed 'wholeness', i.e. problems of organization, termed 'wholeness', i.e. problems of organization, phenomena not resolvable into local events, dynamic phenomena not resolvable into local events, dynamic interactions manifest in difference of behaviour of interactions manifest in difference of behaviour of parts when isolated or in a higher configuration, etc.; parts when isolated or in a higher configuration, etc.; in short, 'systems' of various order not in short, 'systems' of various order not understandable by investigation of their respective understandable by investigation of their respective parts in isolation. Conceptions and problems of this parts in isolation. Conceptions and problems of this nature have appeared in all branches of science, nature have appeared in all branches of science, irrespective of whether inanimate things, living irrespective of whether inanimate things, living organisms, or social phenomena are the object of organisms, or social phenomena are the object of study. (von Bertalanffy, 1968, par. 8)study. (von Bertalanffy, 1968, par. 8)

DefinitionDefinition

►DEFINITION OF SYSTEM THEORY: DEFINITION OF SYSTEM THEORY: System theory is basically concerned System theory is basically concerned with problems of relationships, of with problems of relationships, of structures, and of interdependence, structures, and of interdependence, rather than with the constant rather than with the constant attributes of object (Katz and Kahn, attributes of object (Katz and Kahn, 1966). 1966).

CharacteristicsCharacteristics

►Haas & Drabek (1973) described eight Haas & Drabek (1973) described eight characteristics of organizations as characteristics of organizations as open systems:open systems: Organizations are systems within systemsOrganizations are systems within systems The systems are open, they cannot The systems are open, they cannot

survive in isolation from their environmentsurvive in isolation from their environment Open systems follow the principle of Open systems follow the principle of

equifinality, i.e., the same final state can equifinality, i.e., the same final state can be reached from different starting be reached from different starting positions in different wayspositions in different ways

Characteristics (continued)Characteristics (continued)

Open systems have feedback and Open systems have feedback and regulatory mechanisms that allow regulatory mechanisms that allow adaptive responses to environmental adaptive responses to environmental changechange

Open systems should be viewed as Open systems should be viewed as patterned sets of eventspatterned sets of events

Open systems have boundaries that Open systems have boundaries that differentiate them from various differentiate them from various environments, the boundaries vary in environments, the boundaries vary in permeability, i.e. what and how can get permeability, i.e. what and how can get through, and the situation at handthrough, and the situation at hand

Characteristics (continued)Characteristics (continued)

System interaction, internally and System interaction, internally and externally, reflects differing levels of externally, reflects differing levels of control and autonomycontrol and autonomy

The open systems perspective is not The open systems perspective is not reductionistic – you cannot explain what reductionistic – you cannot explain what happens in the organization by focusing happens in the organization by focusing on individual partson individual parts

CritiqueCritique

► One of the criticisms of the open One of the criticisms of the open systems perspective is that the systems perspective is that the concepts are difficult to operationally concepts are difficult to operationally define (Haas & Drabek, 1973)define (Haas & Drabek, 1973)

►Peter M. Senge (2006) attempts to Peter M. Senge (2006) attempts to address this criticism in his 2006 address this criticism in his 2006 edition of edition of The fifth disciplineThe fifth discipline

The Fifth DisciplineThe Fifth Discipline

►Senge (2006) used Katz & Kahn’s Senge (2006) used Katz & Kahn’s (1966) definition and Hass & Drabek’ s (1966) definition and Hass & Drabek’ s (1973) characteristics in his work on (1973) characteristics in his work on the art and practice of the learning the art and practice of the learning organization.organization.

►He argues that there are five core He argues that there are five core disciplines necessary for a learning disciplines necessary for a learning organization: personal mastery, organization: personal mastery, mental models, shared visions, team mental models, shared visions, team learning, and systems thinkinglearning, and systems thinking

EDU 6301EDU 6301

► In EDU 6301 we will focus on three of In EDU 6301 we will focus on three of the five disciplines, personal mastery, the five disciplines, personal mastery, mental models, and systems thinking.mental models, and systems thinking.

Personal MasteryPersonal Mastery

►““Personal mastery” is the phrase we Personal mastery” is the phrase we use for the discipline of personal use for the discipline of personal growth and learning. People with high growth and learning. People with high levels of personal mastery are levels of personal mastery are continually expanding their ability to continually expanding their ability to create the results in life that they truly create the results in life that they truly seek (Senge, 2006, p. 131)seek (Senge, 2006, p. 131)

Underlying MovementsUnderlying Movements

► Continually clarifying what is important to Continually clarifying what is important to you.you.

► Continually learning how to see current Continually learning how to see current reality more clearly.reality more clearly.

► Commitment to truth, “it means a relentless Commitment to truth, “it means a relentless willingness to root out the ways we limit or willingness to root out the ways we limit or deceive ourselves from seeing what is, and deceive ourselves from seeing what is, and to continually challenge our theories of why to continually challenge our theories of why things are the way they are” (Senge, 2006, things are the way they are” (Senge, 2006, p. 148).p. 148).

Personal Mastery & Systems Personal Mastery & Systems ThinkingThinking

►“… “… integrating reason and intuition; integrating reason and intuition; continually seeing more of our continually seeing more of our connectedness to the world; connectedness to the world; compassion; and commitment to the compassion; and commitment to the whole” (Senge, 2006, p. 156).whole” (Senge, 2006, p. 156).

Mental ModelsMental Models

►Our mental models determine what we Our mental models determine what we see and what we do not see. They are see and what we do not see. They are the symbols that we use to mentally the symbols that we use to mentally process the environment in which we process the environment in which we function.function.

Mental Model Tools & SkillsMental Model Tools & Skills

►Pay attention to the distinction Pay attention to the distinction between espoused theories (what we between espoused theories (what we say) and theories-in-use (the implied say) and theories-in-use (the implied theory in what we do)theory in what we do)

►Recognizing leaps of abstraction – Recognizing leaps of abstraction – attributionattribution

►Balancing inquiry and advocacyBalancing inquiry and advocacy►Pay attention to what we think, but do Pay attention to what we think, but do

not say (Senge, 2006)not say (Senge, 2006)

Systems ThinkingSystems Thinking

►Understand the patterns of behavior in Understand the patterns of behavior in your organization.your organization.

►Figure out how to gain Figure out how to gain leverage/influence of the patterns in leverage/influence of the patterns in your organization (your organization (force-field analysis)force-field analysis)

Rationale for EDU 6301Rationale for EDU 6301

►Senge’s (2006) perspective is why our Senge’s (2006) perspective is why our course deals with cultural course deals with cultural competence/personal mastery.competence/personal mastery.

►Commitment to truth, “it means a Commitment to truth, “it means a relentless willingness to root out the relentless willingness to root out the ways we limit or deceive ourselves ways we limit or deceive ourselves from seeing what is, and to continually from seeing what is, and to continually challenge our theories of why things challenge our theories of why things are the way they are” (Senge, 2006, p. are the way they are” (Senge, 2006, p. 148).148).

ReferencesReferences

►Von Bertalanffy, L. (1968). Passages Von Bertalanffy, L. (1968). Passages from from General Systems TheoryGeneral Systems Theory. . Retrieved from Retrieved from http://www.panarchy.org/vonbertalanffhttp://www.panarchy.org/vonbertalanffy/systems.1968.htmly/systems.1968.html

► Haas, J. E. and Drabek, T. E. (1973). Haas, J. E. and Drabek, T. E. (1973). Complex organizations: A sociological Complex organizations: A sociological perspective. perspective. New York, NY: MacMillan.New York, NY: MacMillan.

References (continued)References (continued)

►Katz, D. and Kahn, R. L. 1966. Katz, D. and Kahn, R. L. 1966. The The social psychology of organizations.social psychology of organizations. New York, NY: Wiley.New York, NY: Wiley.

► Senge, P. M. (2006). Senge, P. M. (2006). The fifth The fifth discipline: The art and practice of the discipline: The art and practice of the learning organizationlearning organization. New York, NY: . New York, NY: DoubledayDoubleday