The Fifth Discipline by Peter Senge Essay

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Indeed, not all external knowledge may be easily used and transformed into new artefacts. If external knowledge is easily accessible, transformable into new artefacts and exposed to many actors (such as customers and suppliers), then innovative entry may take place (Winter, 1984). On the contrary, if advanced integration capabilities are necessary (Cohen and Levinthal, 1989), the industry may be concentrated and formed of large established firms. Third, the domain relates to the degree of accessibility of knowledge (Malerba and Orsenigo,
2000), i.e. opportunities of gaining knowledge that are external to firms. Knowledge that is accessible may be internal or external to the sector. In both cases, greater accessibility of knowledge
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Bason stresses that when it comes to their development efforts, public sector organisation “seem to spend 80 per cent of their energies on understanding the past and (at best) managing the present, and perhaps only 20 per cent of their efforts on systematically exploring future directions for better policies and services” (p. 19).
Therefore, the best way for somebody’s development is adequate, timely and inspiring feedback.
Alternatively, an important influence is to give somebody also a new and more ambitious task, which requires more effort and external knowledge accruing. And finally, a classical and formal schooling, carefully planned and executed, is also important.
As seen, the key component of a high-performance organisation is a dynamic learning mode. A learning organisation places a premium on innovation, risk taking, training, the right tools, communication, and measurement (Hale, 1996). Senge (1990b: 7) quoted W. Edwards Deming’s belief that we have been systematically destroying the very attributes needed by a high performance organisation: “People are born with intrinsic motivation, self-esteem, dignity, curiosity to learn, joy in learning. The forces of destruction begin with toddlers – a price for the best Halloween costume, grades in school, gold stars, and on up through the university.
On the job, people, teams, divisions are ranked – reward for one at the top, punishing at the bottom. MBO, quotas, incentive pay, business plans …
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