1.

PETER SENGE AND THE LEARNING ORGANISATION

INTRODUCTION:
Peter sange was named a strategist of the country by the journal of the business strategy, he had
studied how firms and organization develop adaptive capabilities for many years at MIT. The
Fifth Discipline that brought him firmly into the limelight and popularized the concept of the
‘learning organization. Peter Senge describes himself as an ‘idealistic pragmatist. This
orientation has allowed him to explore and advocate some quite ‘utopian’ and abstract ideas
(especially around systems theory and the necessity of bringing human values to the workplace.
The areas of special interest are said to focus on decentralizing the role of leadership in
organizations to enhance the capacity of all people to work productively toward common goals.
BODY OF ARTICLE:
Learning organizations: organizations where people continually expand their capacity to create
the results they truly desire, where new and expansive patterns of thinking are nurtured, where
collective aspiration is set free, and where people are continually learning to see the whole
together. The basic rationale for such organizations is that in situations of rapid change only
those that are flexible, adaptive and productive will excel. Organizations that are continually
expanding their capacity to create their future require a fundamental shift of mind among their
members. The dimension that distinguishes learning from more traditional organizations is the
mastery of certain basic disciplines or ‘component technologies. The five that Peter Senge
identifies are said to be converging to innovate learning organizations. They are:

 Systems thinking

 Personal mastery

 Mental models

 Building shared vision

 Team learning

Systems thinking
Systemic thinking is the conceptual cornerstone the fifth discipline of his approach. Systems
theory’s ability to comprehend and address the whole, and to examine the interrelationship
between the parts provides, for Peter Senge, both the incentive and the means to integrate the
disciplines.

The core disciplines

Alongside systems thinking, there stand four others ‘component technologies’ or disciplines. A
‘discipline’ is viewed by Peter Senge as a series of principles and practices that we study, master
and integrate into our lives. The five disciplines can be approached at one of three levels:
Personal mastery:
Organizations learn only through individuals who learn. Individual learning does not guarantee
organizational learning. Personal mastery is the discipline of continually clarifying and
deepening our personal vision, of focusing our energies, of developing patience, and of seeing
reality objectively. People with a high level of personal mastery live in a continual learning
mode. They never ‘arrive’.
Mental models:
These are ‘deeply ingrained assumptions, generalizations, or even pictures and images that
influence how we understand the world and how we take action. The discipline of mental models
starts with turning the mirror inward; learning to unearth our internal pictures of the world, to
bring them to the surface and hold them rigorously to scrutiny.
Building shared vision:
The practice of shared vision involves the skills of unearthing shared ‘pictures of the future’ that
foster genuine commitment and enrolment rather than compliance. In mastering this discipline,
leaders learn the counter-productiveness of trying to dictate a vision, no matter how heartfelt.
Visions spread because of a reinforcing process. Increased clarity, enthusiasm and commitment
rub off on others in the organization.
Team learning:
The discipline of team learning starts with ‘dialogue’, the capacity of members of a team to
suspend assumptions and enter a genuine ‘thinking together’. To the Greeks dia-logos meant a
free-flowing if meaning through a group, allowing the group to discover insights not attainable
individually.
Leader as teacher:
“Leader as teacher” is not about “teaching” people how to achieve their vision. It is about
fostering learning, for everyone. Such leaders help people throughout the organization develop
systemic understandings. Accepting this responsibility is the antidote to one of the most common
downfalls of otherwise gifted teachers.

CONCLUSION:
John van Maurik has suggested that Peter Senge has been ahead of his time and that his
arguments are insightful and revolutionary. He goes on to say that it is a matter of regret ‘that
more organizations have not taken his advice and have remained geared to the quick fix. The
drawing together of the elements via the Fifth Discipline of systemic thinking, while not being to
everyone’s taste, also allows us to approach a more holistic understanding of organizational life
although Peter Senge does himself stop short of asking some important questions in this respect
2. SENGE’S FIVE DISCIPLINES OF LEARNING ORGANIZATIONS
INTRODUCTION:
Senge’s Five Disciplines of Learning Organizations:
The Senge’s five disciplines of learning organizations or Senge’s learning organisation describes
how to manage the success and development of an organization and how employees give the
extra mile that goes beyond the expectations of the company.

ANALYSIS:
Building a Shared vision:
In learning organizations, the vision should be created through interaction with the employees in
the enterprise. leaders have personal visions that lack transferring them to a shared vision. The
only way to create a shared vision is by compromising the organization’s and individual’s
visions. leaders have personal visions that lack transferring them to a shared vision. The only
way to create a shared vision is by compromising the organization’s and individual’s visions.
Systems Thinking:
systems thinking reflects the observational process of an entire system. Managers must
understand that every action and consequence is correlated with another. Many times, it happens
that managers focus on individual actions, and therefore, forget about seeing the big picture.
Mental Models

 A correct understanding of who we are will enable us to visualize where to go and how to
develop further. The organization must be flexible in accepting changes to new mental models
and a new image of the company. The most successful companies are those who can learn and
adapt to new models to become faster than its competitors.
Team Learning

It is the discipline by which personal mastery and shared vision are brought together. It is crucial
for the workforce to consider its colleagues as team members instead of rivals. It is the first step
to set up dialogues wherein people dare to be vulnerable and express their real personality.
Personal Mastery

Personal mastery occurs when an individual has a clear vision of a goal, combined with an
accurate perception of reality. The gap between the vision and reality drives the employee to
practice all necessary related activities to realize the vision. This creative tension depends on a
clear understanding of current reality.
Conclusion:
The key point of understanding and applying the five disciplines of learning organizations is that
they are all interrelated. Each discipline cannot stand independently. Even though the focus can
be set at one or two disciplines before preceding to the other, the interrelation will enable the
organization to identify complexities and opportunities both internal and external the
organization.
3. Building a Learning Organization
Introduction:
Learning Organisation Garvin Defines the learning organisation as follows: Learning organisation is
skilled at five main activities such as
1. Systematic Problem Solving
2. Experimentation with new approaches
3. Learning from past experiences
4. Learning from best practices from others
5. Transferring knowledge quickly and
efficiently 3 M’s of framework for Learning organisation:
Meaning, Management, and Measurement No learning organisation is built overnight. Success
comes from carefully cultivated attitudes, commitments, management processes that accrue slowly
and steadily.
 Role of learning for improvement It’s not possible for any organisation to improve without learning
first. It’s a first step in order to produce large result set for the desired output. Continuous
improvement requires a commitment to learning is the basic truth of improvement.
Basic functionality of organisation involves:
1. Solving a problem
2. Introducing a product
3. Reengineering a process
Analysis of 3 Ms:
Scholars are always found talking about various things regarding learning. Their discussion of
learning organisations have often been reverential and utopian, filled with near mystical
terminologies. e.g. Peter Senge with his book “The fifth Discipline” describes, “where people
continually expand their capacity to create the result the truly desire, where new and expansive
patterns of thinking are nurtured, where collective aspiration is set free and where people are
continually learning how to learn together”. Senge thus suggested use of 5 component technologies:
1. Systems Thinking 2. Personal Mastery 3. Mental models 4. Shared Vision 5. Team Learning
According to him, these 5 components play very important part in learning organisations, pursuing
the goal with these 5 polished components takes the organisation to the new heights of achievements.
What is a Learning Organisation:
Surprisingly, a clear definition of learning organisation has proved to be elusive over the years.
Organizational theorists have studied learning for a long time; the accompanying quotations suggest
that there is still considerable disagreement. Most scholar view organizational learning as a process
that unfolds over time and link it knowledge acquisition and improved performance. Some, for
example, believe that behavioral change is required for learning; others on other hand insists that new
ways of thinking are enough, nothing extra is requires to do. Some cite information processing as the
mechanism through which learning takes place; others proposed shared insights, organizational
routines, and even sometimes memory. And some think that organizational learning is common,
while others believed that flawed, self-serving interpretations are the norms.

Conclusion: The organisation must create some learning culture in workspace like Formalize
training and development plans, give recognition to learning, get feedback, promote from within,
develop knowledge and information sharing into a formal process

4. THE ROLE OF TRAINING IN A COMPANY

5. CORPORATE TRAINER RESPONSIBILITIES

INTRODUCTION:
 The role of a trainer is to develop a competency and skill sets in an individual to perform
his/her effectively and efficiently in the workplace. The trainer should communicate to the
 trainees about what is expected out of training in a simple and professional way. And A
Corporate Trainer is a specialist responsible for increasing a company's productivity by
teaching new skills and knowledge to employees. They use seminars, lectures, and team
exercises to update employees on company goals and procedures. Also referred to as a
Technical Trainer.
 A Corporate Trainer is a specialist responsible for increasing a company's productivity by
teaching new skills and knowledge to employees. They use seminars, lectures, and team
exercises to update employees on company goals and procedures. Also referred to as a
Technical Trainer

ANALYSIS:
The trainer plays a pivotal role from start to end of the training that includes the following:

- Training plan
- Timing of different training sessions
- Choosing the relevant training methods
- Preparing the training materials and aids
- Conducting training sessions and
- Evaluating the past training sessions
- Evaluating the post training session

Trainer Responsibilities
The responsibilities the trainee have in the corporate companies those are main and the trainee should
follow while training the trainees
Competencies, assessments, design, delivery, management and here are some of duties and
responsibilities
 Develop a schedule to assess training needs.
 Conduct employee surveys and interviews.
 Consult with other trainers, managers, and leadership.
 Track and compile collected data.
 Conceptualize training materials based on data and research.
 Communicate training needs and online resources.

CONCUSION:
One of the most important and most obvious characteristics of a good trainer is the ability to
effectively communicate. Often, an organization decides to offer training on a very challenging topic
or sensitive material. For this reason, a trainer must be able to clearly and concisely teach the content.

6. THE ROLES AND RESPONSIBILITIES OF MODERN TRAINER

INTRODUCTION:
The role of a trainer is quite well established. When you ask a trainer a question "What do you do for
a living" then he/she will tell you about leading people to change, moderating discussions, building
moments of reflection, being an expert and sharing his/her expertise, presenting, mentoring.

ANALYSIS:

The Traditional Roles of a Trainer are that of:

• Designer: A designer adapts training programmed to trainees needs and knows and uses the
principles of learning adults. He/she introduces adequate training methods, designs training manual
and learning methods and materials.
• Organizer: As an organizer, a trainer needs to learn about the participants and place of training.
He/ She needs to design the training materials and arrange the training rooms. During the training,
he/she needs to take care of training resources and participants. A trainer’s job is to make all possible
efforts to make learning more effective and interesting. Trainer’s today is required to come out of
their traditional mindset of just imparting classroom training, but the need of the hour is the
exploration of innumerable possibilities of utilizing interesting methodologies to impart training.
• Leader: As a leader, a trainer needs to define the training situation, manage the work of the training
group and act towards managing the training goal. A leader understands and controls the group
process. He/ she also respond in difficult situations.
• Moderator: As a moderator, a leader uses discussions as a learning method and stimulates
engagement of trainees. A leader is one who activates the process of sharing experiences.

The Roles and Responsibilities of the Modern Trainer can be discussed as below:
• Content Curation: The modern trainer has the advantage of using the huge available data on
the web. But the problem lies in sorting, analyzing and presenting the already available data in a
meaningful way. Content curation does not mean discovering new ideas or creating anything
new, but a modern trainer needs to have good working knowledge about using the internet or the
legal complications of using the already available data.
• Knowledge of E-Learning activities: Knowledge of E-learning schedules and activities
becomes an absolute necessity for the modern trainer. A modern trainer needs to be appreciative
of the E-Learning techniques and methods in order to use them in his training schedules and
blend the best of training methods together for his trainees.
• Analyzing and Interpreting the entire picture of imparting training: The ability to forecast
and analyze the entire picture of training will not only be beneficial for the trainer but also for the
organization as well as the trainees. This would help the trainer to choose the most effective
method of imparting training suiting the budget of the organization.
• Creating and using visuals for effective delivery: Nowadays, visuals play a very important
role in training delivery. A modern trainer should effectively create and use visuals to make his
presentations worth listening to. The visuals need not be artistic but must be attractive enough to
catch attention of the trainees.
Conclusion:
Modern Corporate Trainers need to be smarter than their trainees. With the changing profile of
work force and corporate sectors hiring more educated and eloquent executives than ever before,
the job of modern-day Corporate Trainer has become more complicated at the same time.
Efficient trainers can train their trainees not only to perform their job efficiently but
also, to shoulder higher responsibilities in the long run.

7. ATD COMPETENCY MODEL

The ATD Competency Model defines the skills and knowledge required for talent development
professionals to be successful now and in the future. It captures changes driven by digital,
mobile, and social technology; demographic shifts; globalization; and economic forces

 defined the competencies needed for success across the entire TD industry
 provided a professional development roadmap for TD leaders and practitioners.
 provided the opportunity to align individual and organizational goals against an industry
standard backed by research and forward-thinking.
The model emphasized foundational competencies that are important to everyone in the field and
specific areas of expertise AOEs which are the specialized knowledge and actions required by
specific roles.
 Certified Professional in Learning and Performance (CPLP)
 candidates are tested on all ten 10 areas of expertise.
 Associate Professional in Talent Development (APTD)
 candidates are tested on three 3 primary areas of expertise:
Training Delivery,
Instructional Design and
Learning Technologies.

8. Trends 2020: The Broadening Role of L&D

Introduction:
Strategic and proactive role in planning and developing training that's aligned with business
goals and, therefore, improves organizational performance.
The key trends for 2020 reflect the broadening role of L&D to deliver effective learning
solutions at the speed of change.
Analysis:
The business market is changing at a rapid pace, requiring organizations to become more agile
and responsive to change. Technology is only accelerating this rate of change through
innovations in areas like automation and artificial intelligence. Organizations must now reskill
and upskill employees at a faster rate, deploying learning experiences that quickly close technical
and soft skills gaps and prepare everyone employees and customers alike for the future. The
business market continues to evolve, so will the role of the learning leader. The key trends for
2020 reflect the broadening role of L&D to deliver effective learning solutions at the speed of
change.
L&D Trends for 2020
User-generated content: Content created for learners by learners. Not only does this accelerate
content creation, but it also creates a community of creative learners. There is a great deal of
knowledge in the minds of your employees; how could you harness that knowledge so it could be
shared throughout your organization
Content curation: The ability to aggregate, filter, and customize content. There’s also a lot of
knowledge that exists outside of your organization. Identifying and strategically leveraging that
content can help you ensure you’re staying on top of key trends and issues that impact your
organization and your industry.
Video learning: Video is becoming a mainstream training tool. With the proliferation of smartphone
devices, video can readily be consumed on the go, no matter where employees may be. And, by
offering both synchronous and asynchronous formats, employees can access this information when
they need it.
Mobility: Better, faster, and smarter connectivity is a boon to workforces as they grow and for
workplaces that are increasingly dispersed—even remote. Mobile L&D allows employees to take
learning on the go.
In the flow of work: Informal training embedded into everyday work tools offers just-in-time access
to important information—adapted learning that delivers the right content, at the right time, to the
right person.
Influencers: A new power driving employee decision-making. Work mentors can influence
employees in their personal and professional lives.
Data: The high value of information is not going to diminish anytime soon. Data allow training
managers to personalize the training experience based on individual user needs and preferences.
Open education: Welcome to the gig economy—the rise of nonsalaried jobs makes it necessary to
rethink training methods. Platforms must allow training outside the scope of the company.
Rewards: L&D professionals have an opportunity to incentivize knowledge and rethink training as a
benefit.

9. THREE ADULT LEARNING THEORIES THAT EVERY E-LEARNING

DESINGER MUST KNOW
INTODUCTION:
There are three theories those are explained as follows:
Theory 1: Andragogy: Tapping into Prior Experience 
Theory 2: Transformational Learning: Revealing Perspectives to Create Aha Moments 
Theory 3: Experiential Learning: Tying Reality to Create Meaning 
Andragogy: Tapping into Prior Experience:
 Need for knowledge
 Motivation
 Willingness
 Foundation or experience
 Self-direction
 Orientation to learning
Transformational Learning: Revealing Perspectives to Create Aha Moments:
Transformational learning theory explains how adults learn through such aha moments. The theory is
rooted in the belief that learning takes place when the new meaning is imparted to an earlier
experience
 Identification of a Dilemma or a Crisis: 
 Establishment of Personal Relevance
 Critical Thinking
Experiential Learning: Tying Reality to Create Meaning:
The Experiential Learning Theory states that the essence of adult learning is making sense of
experiences. Adults learn best when they learn by doing. They learn best when they are directly
involved with “experiencing” the learning instead of memorizing numbers
 Concrete experience
 Reflective observation
 Abstract conceptualization
 Active experimentation
Conclusion:
The adult learning theories helps the designer in experience, identifying the crisis and improve
knowledge and willing to get motivation.

10. IS TRAINING AND DEVELOPMENT RIGHT CAREER FOR YOU

To know learning and development is best career for you must have the following skills
- Communication Skills
- Interpersonal Skills
- Creative Thinking
- Planning and Attention to Detail
- Technology Skills
The Most Effective Personality Traits:
- Extroverted
- Idea Person
- Flexibility
- The Most Prospective Industries
All types of companies hire training and development professionals. The industries that hire the most
learning professionals are:
- health care
- professional, scientific, and technical services
- educational services
- financial and insurance.
 11. WHAT IS THE ROLE OF A TRAINER IN A COMPANY? TRAINING AND
DEVELOPMENT

The role of a trainer is to develop a competency and skill sets in an individual to perform his/her
effectively and efficiently in the workplace. The trainer should communicate to the trainees
about what is expected out of training in a simple and professional way.

The trainer plays a pivotal role from start to end of the training that includes the following:

- Training plan
- Timing of different training sessions
- Choosing the relevant training methods
- Preparing the training materials and aids
- Conducting training sessions and
- Evaluating the post training session

- What qualities does a company expect in a trainer?

The qualities of a good trainer are as follows:

- Methodical and well-planned

- Highly knowledgeable and competent enough
- Possess relevant industry experience
- Good in communication/presentation and
- Be practical enough to make the overall training session fruitful to the trainees.

As a trainer, what are the steps you would undertake to make the long training session not
boring to the employees?

- The following are the steps to be undertaken to make the long training session not boring
to the trainees/employees:

- Give appropriate breaks to refresh

- Use both audio-visual aids as and when necessary
- Keep avoiding mono dialogue session; make the session highly interactive
- Include management games like ice breakers etc. to energize the whole team
- Introduce different learning principles like showing live industry examples and case
study analysis