1. THINKING CREATIVELY, BUILDING EFFECTIVELY

2. BY CARMAN DE VOER MAIS

3. *SCROOGE CREATES A LEARNING ORGANIZATION

4. NEW WINESKINS FOR NEW WINE SCROOGE WILL LEARN THAT NEW WINE (LEARNING ORGANIZATION CONCEPTS LIKE FREEDOM, LOVE, COMPASSION, CONNECTEDNESS) DEMANDS NEW WINESKINS (A NEW TYPE OF ORGANIZATION AND LEADER)

5. SCROOGE WILL LEARN  WHAT A LEARNING ORGANIZATION IS AND IS NOT  HOW, LIKE A ‘NEW PATCH’ ON A ‘WORN OUT GARMENT,’ THE LEARNING ORGANIZATION IS INCONGRUOUS WITH THE TRADITIONAL ORGANIZATION  WHY A LEARNING ORGANIZATION REQUIRES HIS PERSONAL TRANSFORMATION  WHY THE LEARNING ORGANIZATION REQUIRES BOTH A MIND AND POWER SHIFT  WHAT A LEARNING ORGANIZATION IS AND IS NOT  HOW, LIKE A ‘NEW PATCH’ ON A ‘WORN OUT GARMENT,’ THE LEARNING ORGANIZATION IS INCONGRUOUS WITH THE TRADITIONAL ORGANIZATION  WHY A LEARNING ORGANIZATION REQUIRES HIS PERSONAL TRANSFORMATION  WHY THE LEARNING ORGANIZATION REQUIRES BOTH A MIND AND POWER SHIFT

6. WHAT IS A LEARNING ORGANIZATION? AN ORGANIZATION “DEDICATED TO THE WELL-BEING AND GROWTH OF EMPLOYEES AS WELL AS TO SUCCESS” -THE FIFTH DISCIPLINE AN ORGANIZATION “DEDICATED TO THE WELL-BEING AND GROWTH OF EMPLOYEES AS WELL AS TO SUCCESS” -THE FIFTH DISCIPLINE

7. THE LEARNING ORGANIZATION MANAGERS AND NON-MANAGERS ASK:  WHAT KIND OF ORGANIZATION CAN WE CREATE? [PERSONAL MASTERY]  WHAT FORCES PREVENT US FROM CREATING THAT ORGANIZATION? [MENTAL MODELS]  HOW CAN WE FREELY DISCUSS OUR ASSUMPTIONS ABOUT ORGANIZATION? [TEAM LEARNING]  HOW CAN WE CULTIVATE THE ABILITY TO SEE THE WHOLE AND THE PARTS OF THE ORGANIZATION? [SYSTEMS THINKING]  HOW CAN WE CREATE AN ORGANIZATION THAT EACH CAN WHOLLY COMMIT TO? [SHARED VISION] MANAGERS AND NON-MANAGERS ASK:  WHAT KIND OF ORGANIZATION CAN WE CREATE? [PERSONAL MASTERY]  WHAT FORCES PREVENT US FROM CREATING THAT ORGANIZATION? [MENTAL MODELS]  HOW CAN WE FREELY DISCUSS OUR ASSUMPTIONS ABOUT ORGANIZATION? [TEAM LEARNING]  HOW CAN WE CULTIVATE THE ABILITY TO SEE THE WHOLE AND THE PARTS OF THE ORGANIZATION? [SYSTEMS THINKING]  HOW CAN WE CREATE AN ORGANIZATION THAT EACH CAN WHOLLY COMMIT TO? [SHARED VISION]

8. HUMBUG! “I ALREADY HAVE A LEARNING ORGANIZATION” SAYS SCROOGE

9. SCROOGE’S “LEARNING ORGANIZATION”  PERSONAL MASTERY-I HAVE ACQUIRED TECHNICAL PROFICIENCY  MENTAL MODELS- I AM ‘IN CONTROL’  SHARED VISION-I COMMAND COMPLIANCE  TEAM LEARNING-CRATCHIT AND I WORK HARD ON MY GOALS  SYSTEMS THINKING-ALL RELATIONSHIPS ARE MEANS TO MY ENDS  PERSONAL MASTERY-I HAVE ACQUIRED TECHNICAL PROFICIENCY  MENTAL MODELS- I AM ‘IN CONTROL’  SHARED VISION-I COMMAND COMPLIANCE  TEAM LEARNING-CRATCHIT AND I WORK HARD ON MY GOALS  SYSTEMS THINKING-ALL RELATIONSHIPS ARE MEANS TO MY ENDS

10. SCROOGE’S LEARNING DISABILITIES  HE IS THE EMPLOYER (HIS WHOLE IDENTITY)  THE ENEMY IS OUT THERE RATHER THAN WITHIN HIMSELF  HE DOES NOT SEE HOW HE IS CONTRIBUTING TO HIS OWN PROBLEMS  HE FIXATES ON EVENTS RATHER THAN THE SLOW, GRADUAL THREATS  HE REFUSES TO SLOW DOWN AND SEE HOW GRADUAL PROCESSES POSE THE GREATEST THREATS  HE IGNORES THE CONSEQUENCES OF HIS MAJOR DECISIONS  HE FINDS SELF-INQURY PAINFUL AND THREATENING TO HIS POSITION  HE IS THE EMPLOYER (HIS WHOLE IDENTITY)  THE ENEMY IS OUT THERE RATHER THAN WITHIN HIMSELF  HE DOES NOT SEE HOW HE IS CONTRIBUTING TO HIS OWN PROBLEMS  HE FIXATES ON EVENTS RATHER THAN THE SLOW, GRADUAL THREATS  HE REFUSES TO SLOW DOWN AND SEE HOW GRADUAL PROCESSES POSE THE GREATEST THREATS  HE IGNORES THE CONSEQUENCES OF HIS MAJOR DECISIONS  HE FINDS SELF-INQURY PAINFUL AND THREATENING TO HIS POSITION

11. FOUR GHOSTLY AUDITORS EVALUATE WHETHER SCROOGE HAS ACTUALLY PROVIDED “THE ENABLING CONDITIONS FOR [BOB AND OTHERS] TO LEAD THE MOST ENRICHING LIVES THEY CAN?” THE FIFTH DISCIPLINE PAGE 140

12. SCROOGE AND BOB MUST COLLABORATE TO ACHIEVE CORPORATE EXCELLENCE SCROOGE VIEWS CRATCHIT AS A MEANS TO AN END RATHER THAN A PERSON VALUED FOR HIMSELF PROBLEM STATEMENT

13. SWOT ANALYSIS  STRENGTHS: SCOOGE IS COMPETENT  WEAKNESSES: SCROOGE RESISTS LEARNING (TRANSFORMATION)  OPPORTUNITIES: SCROOGE CAN CHANGE  THREATS: ONLY TRANSFORMATION CAN SAVE HIM  OTHERS? WHAT ABOUT BOB?  STRENGTHS: SCOOGE IS COMPETENT  WEAKNESSES: SCROOGE RESISTS LEARNING (TRANSFORMATION)  OPPORTUNITIES: SCROOGE CAN CHANGE  THREATS: ONLY TRANSFORMATION CAN SAVE HIM  OTHERS? WHAT ABOUT BOB?

14. THE TRADITIONAL ORGANIZATION  FOCUS ON SURVIVAL.  DRIVEN BY BOTTOM LINE  POWER IS CONCENTRATED AND WEILDED ARBITRARILY  EMPHASIS ON CONTROL  ASSUMES EMPLOYEES ARE GROSSLY LIMITED IN THEIR ABILITIES AND MOTIVATION  HUMAN QUALITIES NOT AMENABLE TO CALCULATION AND CONTROL ARE ACTIVELY DISCOURAGED

15. PERSONAL MASTERY SCROOGE MUST BUILD AN ORGANIZATION WHERE HE AND BOB  CREATE A VISION OF THE IDEAL ORGANIZATION  COMMIT TO THE TRUTH NO MATTER HOW UNPLEASANT  CHALLENGE THE STATUS QUO  CREATE A VISION OF THE IDEAL ORGANIZATION  COMMIT TO THE TRUTH NO MATTER HOW UNPLEASANT  CHALLENGE THE STATUS QUO

16. MENTAL MODELS SCROOGE MUST OVERCOME THE BASIC DISEASES OF THE HIERARCHY  VISION, VALUES, AND MENTAL MODELS MUST REPLACE MANAGING, ORGANIZING, AND CONTROLLING  SCROOGE MUST SURFACE, TEST, AND IMPROVE HIS INTERNAL PICTURES OF HOW THE WORLD WORKS

17. HOW DID SCROOGE LIMIT OR DECEIVE HIMSELF FROM SEEING WHAT IS? "At this festive season of the year, Mr. Scrooge," "it is more than usually desirable that we should make some slight provision for the Poor and Destitute, who suffer greatly at the present time. Many thousands are in want of common necessaries; hundreds of thousands are in want of common comforts, sir."

18. MENTAL MODELS ARE PICTURES OF REALITY HELD BY DECISION-MAKERS. MENTAL MODELS ACTIVELY SHAPE HOW WE ACT AFFECT WHAT WE ‘SEE’ DETERMINE WHAT WE MEASURE “Are there no prisons?" asked Scrooge. "Plenty of prisons," said the gentleman, laying down the pen again. "And the Union workhouses?" demanded Scrooge. "Are they still in operation?" "They are. Still," returned the gentleman, "I wish I could say they were not." "The Treadmill and the Poor Law are in full vigor, then?" said Scrooge. "Both very busy, sir.”

19. THEORY X "You'll want all day to-morrow, I suppose?" said Scrooge. "If quite convenient, sir." "It's not convenient," said Scrooge, "and it's not fair. If I was to stop half-a-crown for it, you'd think yourself ill-used, I'll be bound?" The clerk smiled faintly. "And yet," said Scrooge, "you don't think me ill-used, when I pay a day's wages for no work." The clerk observed that it was only once a year. "A poor excuse for picking a man's pocket every twenty-fifth of December!" said Scrooge. "But I suppose you must have the whole day. Be here all the earlier next morning."

20. THEORY X DOES SCROOGE HOLD THEORY X ASSUMPTIONS ABOUT BOB? BOB DISLIKES WORK AND ATTEMPTS TO AVOID IT HAS NO AMBITION, WANTS NO RESPONSIBILITY WOULD RATHER FOLLOW THAN LEAD IS SELF-CENTERED AND THEREFORE DOES NOT CARE ABOUT ORGANIZATIONAL GOALS RESISTS CHANGE IS GULLIBLE AND NOT PARTICULARLY INTELLIGENT HOW MIGHT THEORY X ASSUMPTIONS UNDERMINE THE LEARNING ORGANIZATION?

21. SYSTEMS THINKING IS ABOUT SEEING A WEB OF RELATIONSHIPS AND HOW OUR ACTIONS IMPACT THOSE OVER TIME. AT THIS STAGE OF HIS DEVELOPMENT, SCROOGE’S THINKING IS SIMPLISTIC AND LINEAR. THE GHOSTS WILL FACILITATE SYSTEMS THINKING LET’S CONSIDER HOW SCROOGE’S WORLDVIEW IMPACTED OTHERS

22. HOW DID SCROOGE’S WORLDVIEW IMPACT HIS NEPHEW AND BOB? ”My clerk, with fifteen shillings a week, and a wife and family, talking about a merry Christmas”

23. HOW DID SCROOGES LINEAR THINKING IMPACT BOB’S FAMILY? “ In came little Bob, the father … his threadbare clothes darned up and brushed, to look seasonable; and Tiny Tim upon his shoulder. Alas for Tiny Tim, he bore a little crutch, and had his limbs supported by an iron frame ”

24. COMPASSION AND EMPATHY ARE ESSENTIAL IN THE LEARNING ORGANIZATION. HOW DOES SCROOGE MEASURE UP? “ Bob's voice was tremulous when he told them [about Tim in church] and trembled more when he said that Tiny Tim was growing strong and hearty”

25. DOES SCROOGE YET SEE THE REALITY OF HIS PAST? “ Scrooge took his melancholy dinner in his usual melancholy tavern; and having read all the newspapers, and beguiled the rest of the evening with his banker's-book, went home to bed”

26. SCROOGE LEARNS THAT HE IS ABOUT TO BE AUDITED

27. TEAM LEARNING THROUGH DIALOGUE, SCROOGE MUST EXPERIENCE A FREE FLOW OF CONFLICTING IDEAS FOR CREATIVE THINKING

28. DEFENSIVE ROUTINES

29. REFLECTION AND MUTUAL INQUIRY SOME ISSUES WERE UNDISCUSSABLE TO SCROOGE--HIS OSTRACISM AS A YOUNG MAN AND HIS SISTER’S DEATH. THE GHOST AND SCROOGE ENGAGE IN MUTUAL INQUIRY TO SURFACE THESE ISSUES

30. “ Scrooge entered timidly, and hung his head before this Spirit. He was not the dogged Scrooge he had been; and though the Spirit's eyes were clear and kind, he did not like to meet them ”

31. A SHIFT OF MIND

32. FOR SCROOGE, “LEARNING” WAS PAINFUL BECAUSE IT REQUIRED A FUNDAMENTAL SHIFT IN HIS BELIEFS ABOUT THE WORLD

33. SYSTEMS THINKING SCROOGE MUST LEARN HOW HE CREATED HIS ‘REALITY’ HOW HE (AND BOB) CAN RE-CREATE REALITY

34. SCROOGE BEGINS TO SEE THE GAP BETWEEN CAUSE AND EFFECT.

35. SCROOGE GRADUALLY SEES THE NON- OBVIOUS

36. “ Scrooge resolved to treasure up every word he heard, and everything he saw; and especially to observe the shadow of himself when it appeared ”

37. “Human beings are controlled by forces we have not yet learned how to perceive “ “All of us are trapped in structures, embedded both in our ways of thinking and in the interpersonal and social milieus in which we live” THE FIFTH DISCIPLINE P.171

38. SCROOGE BEGINS TO SEE HIS CONNECTEDNESS TO THE WORLD

39. SCROOGE ULTIMATELY SEES THAT SMALL CHANGES CAN PRODUCE LARGE EFFECTS

40. Scrooge sees the reality of his likely future

41. " I will live in the Past, the Present, and the Future!" Scrooge repeated, as he scrambled out of bed. The Spirits of all Three shall strive within me”

42. SCROOGE BEGINS TO UNDERSTAND THE ENORMOUS RESERVOIR OF UNTAPPED POTENTIAL IN PEOPLE

43. SCROOGE’S ‘CONVERSION’ IS INSPIRING

44. SCROOGE MOVES FROM A PUNITIVE TO A VALUE-BASED, VISION-DRIVEN ENVIRONMENT

45. SCROOGE DEDICATES TO HARNESSING THE COMMITMENT OF BOB AND TO BUILDING A BETTER WORLD

46. SHARED VISION TOGETHER, SCROOGE AND CRATCHIT WILL EXPLORE THE QUESTION: WHAT KIND OF ORGANIZATION DO WE WANT TO CREATE?

47. "A merrier Christmas, Bob, my good fellow, than I have given you for many a year. I'll raise your salary, and endeavor to assist your struggling family, and we will discuss your affairs this very afternoon, over a Christmas bowl of smoking bishop, Bob. Make up the fires, and buy another coal-scuttle before you dot another i, Bob Cratchit!"

48. “He became as good a friend, as good an employer, and as good a man, as the good old city knew”

49. “Scrooge was better than his word. He did it all, and infinitely more; and to Tiny Tim, who did not die, he was a second father”

50. HOW DID SCROOGE CREATE A LEARNING ORGANIZATION?  HE BECAME A NEW MAN  HE BECAME A NEW TYPE OF LEADER  HE AND BOB CREATED A NEW TYPE OF ORGANIZATION ESSENTIALLY, HE ABANDONED HIS WHOLE PARADIGM OF WHO HE WAS AS A MANAGER TO MASTER THE NEW WORK OF THE LEARNING ORGANIZATION--THE FIFTH DISCIPLINE, P.345  HE BECAME A NEW MAN  HE BECAME A NEW TYPE OF LEADER  HE AND BOB CREATED A NEW TYPE OF ORGANIZATION ESSENTIALLY, HE ABANDONED HIS WHOLE PARADIGM OF WHO HE WAS AS A MANAGER TO MASTER THE NEW WORK OF THE LEARNING ORGANIZATION--THE FIFTH DISCIPLINE, P.345

51. AS A NEW LEADER SCROOGE WILL  DESIGN NEW WORK PROCESSES TO ENABLE ALL TO ACHIEVE THE RESULTS THEY TRULY CARE ABOUT  STEWARD A SHARED VISION  TEACH PEOPLE TO SEE THE ‘BIG PICTURE’ THE FIFTH DISCIPLINE, CHAPTER 18  DESIGN NEW WORK PROCESSES TO ENABLE ALL TO ACHIEVE THE RESULTS THEY TRULY CARE ABOUT  STEWARD A SHARED VISION  TEACH PEOPLE TO SEE THE ‘BIG PICTURE’ THE FIFTH DISCIPLINE, CHAPTER 18

52. PERSONAL AND ORGANIZATIONAL TRANSFORMATION

53. LOVE “LOVE IS A DIFFICULT WORD TO USE IN THE CONTEXT OF BUSINESS AND MANAGEMENT. THE BEST DEFINITION..IS THE FULL AND UNCONDITIONAL COMMITMENT TO ANOTHER’S “COMPLETION,” TO ANOTHER BEING ALL THAT SHE OR HE CAN AND WANTS TO BE” --THE FIFTH DISCIPLINE P.285 “LOVE IS A DIFFICULT WORD TO USE IN THE CONTEXT OF BUSINESS AND MANAGEMENT. THE BEST DEFINITION..IS THE FULL AND UNCONDITIONAL COMMITMENT TO ANOTHER’S “COMPLETION,” TO ANOTHER BEING ALL THAT SHE OR HE CAN AND WANTS TO BE” --THE FIFTH DISCIPLINE P.285

54. HOW DID THE FOUR GHOSTLY AUDITORS SHOW LOVE?

55. CONFRONT HIS ‘LEARNING DISABILITIES’? HOW DID SCROOGE

56. FOCUS ON QUALITY OF LIFE RATHER THAN CONTROL? CHALLENGE ORGANIZATIONAL *POLITICS? (*DYSFUNCTIONAL SELF- SERVING BEHAVIOR) THE FIFTH DISCIPLINE PAGE 374 FOCUS ON QUALITY OF LIFE RATHER THAN CONTROL? CHALLENGE ORGANIZATIONAL *POLITICS? (*DYSFUNCTIONAL SELF- SERVING BEHAVIOR) THE FIFTH DISCIPLINE PAGE 374 HOW DID SCROOGE

57. WHEN DID SCROOGE REALIZE THAT THE LEARNING ORGANIZATION IS INCONGRUOUS WITH THE TRADITIONAL ORGANIZATION? DISCOVER THAT A LEARNING ORGANIZATION REQUIRED HIS PERSONAL TRANSFORMATION? LEARN THAT THE LEARNING ORGANIZATION REQUIRES BOTH A MIND AND POWER SHIFT ?

58. BIBLIOGRAPHY Morgan, G. (1997). Images of Organization. Second Edition. Sage Publications. London. Senge, Peter. (1990). The Fifth Discipline: the art and practice of the Learning Organization. Doubleday: New York. Pictures by WWW.SHEEPLAUGHS.COMWWW.SHEEPLAUGHS.COM