A key component of the learning organization is a widespread understanding of the concept of mental models and of how they affect our interpersonal communication and understanding. This brief presentation is intended to introduce mental models. It describes how they develop and what it means to LEARN at the level of our mental maps.
29. Implement Categories
Solution Problem Priorities
Cause Assumptions
30.
31. • Teach your staff to
recognize their own
mental maps.
32. • Teach your staff to
recognize their own
mental maps.
• Develop a culture of
psychological safety
where people feel
free to expose their
mental maps.
33. • Teach your staff to
recognize their own
mental maps.
• Develop a culture of
psychological safety
where people feel
free to expose their
mental maps.
• As a leader, be willing
to set the example.
34. “Get your model out there where it can be
shot at. Invite others to challenge your
assumptions and add their own. Instead of
becoming a champion for one possible
explanation or hypothesis or model, collect as
many as possible.”
Donella Meadows, "Dancing With Systems: What to Do When Systems Resist
Change," 2001; available from http://www.wholeearthmag.com/ArticleBin/447.html
35. Sources
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institutions. Washington University: Center for the Study of Political Economy. Accessed
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Richards, D. (2001) Coordination & shared mental models. Journal of Political Science 45(2),
259-276. Retrieved October 4, 2006, from Academic Search Premier, EBSCOhost
Senge, P. M. (2006). The fifth discipline: The art & practice of the learning organization
(Revised ed.). New York: Currency/Doubleday. (Original work published 1996).
Argyris, C. & Schön, D. A. (1996). Organizational learning II: Theory, method, & practice.
Reading, MA: Addison-Wesley.
Kim, D. H. (1993) The link between individual & organizational learning. Sloan Management
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