Ending the war between work and family

Chapter 16 says about how you can manage both family and why it is important
The problem there was people who in managerial position who and pressurised by organisational
goals and that burden let them into a trauma.
How can personal mastery and learning flourish At work and at home?
Research shows that 36% of children of executives in the same companies receive psychiatric or
substance abuse treatment each year, compared to 15% of children of non-executives.
The author advises that influential managers need to learn how to boost their children's "self-esteem."
Others, however, simply accept the fact that work inevitably interferes with family life and that
organizations cannot play a role in remediating the work-family imbalance.
Because one organization simply said: "If you want to succeed here, you have to be willing to make
sacrifices." increase. And as we know, no learning organization can support individual mastery
without supporting individual mastery in all aspects of life. We all have to make an artificial boundary
work and family

THE STRUCTURE OF WORK/FAMILY IMBALANCE

He found that "successful to successful" consists of two complex growth
processes, each of which tends to increase success.

Top amplifies (amplifies) time and engagement growth at work: more time
leads to more success; bottom amplifies time and engagement growth at
home: more at home Time leads to more "success"

The “success to success” archetype is inherently unstable. Once you start

drifting in one direction, you tend to keep drifting. There are several
reasons why it tends to drift in more directions
I get more time to work. First, there is the issue of income. A drastic reduction in working hours
creates less income and pressure to work more hours. Second, the process of amplifying "time at
home" tends to be particularly strong in the negative direction of the "vicious cycle."
Reinforcement feedback prevailing in "Success to Success". Imbalances are not self-correcting and
will only get worse over time. This is why work and home issues are so thorny.
THE INDIVIDUAL'S ROLE
Is really your vision to have a balance between work and family. Making a conscious choice will
entail setting clear personal goals for time at
home.
In some organizations, managers may pay a price in their career opportunities if
they take a stand for a vision of balance between work and family
principles of personal mastery and enrolment:
• Identify what is truly important to you
• Make a choice (commitment)
• Be truthful with those around you regarding your choice
• Do not try to manipulate them into agreement or superficial sup port

THE ORGANIZATION'S ROLE

Currently, only 51.5% of households with children in which at least one member is in a managerial
position have husbands who are stay-at-home mothers. At the core of this agreement is the
commitment of the organization to support the full development of each employee and the mutual
commitment of individuals to the organization.
 That organizations must undo the divisive pressures and demands that make balancing work
and family so burdensome today.
 Support personal mastery as a part of the organization's philosophy and strategy
  Make it acceptable for people to acknowledge family issues as well as business issues and to
interject these into pertinent discussions, especially discussions involving time commitments.
 people obtain counselling and guidance for how to make effective use of their family time.

Chapter 17

MICRO WORLDS: THE TECHNOLOGY OF THE LEARNING ORGANIZATION

Humans are the best learners. You learn to walk, ride a bike, drive a car, etc., but as long as you are
given feedback, learning only works by actually doing it. Chapter 2: We learn best from experience,
but we never experience the consequences of our most important decisions. Microworld allows
managers and leadership teams to 'learn by doing' on the most important systematic topics. , teaches
himself the basic principles of spatial geometry and mechanics. By the age of 3 or 4, children learn
the basic principles of geometry and mechanics. They master natural language, managers also have
transitional objects and micro-worlds. As your work team goes white water rafting or participates in
other outdoor team building exercises, create a micro world to reflect and improve your collaboration.
Role-playing games help develop interpersonal management skills, but they don't.
Please indicate if our personnel policy is in line with our production and marketing
guidelines. Now a new kind of microworld is emerging. With the PC, learning about complex team
interactions can be integrated with learning about complex business interactions. The author believes
it will prove to be an important technology for implementing the learning organization field. There,
the problems and dynamics of complex business situations can be explored by trying out new
strategies and policies and observing what happens. Today, the micro world for managers explores a
variety of topics, from managing growth to product development to quality improvement in both
service and manufacturing companies.
These three different microworlds
FUTURE LEARNING
Behind every strategy there are often implicit and untested assumptions. if you
However, the strategy also has internal contradictions that make its implementation difficult or
impossible.
SEEING HIDDEN STRATEGIC OPPORTUNITIES
Microworlds are crucial in uncovering different hypotheses and discovering ways to relate them to
one another in a larger understanding. Like the proverbial 'blind man', different managers with
different levels of business experience are just looking at 'different parts of the elephant'. You may be
able to "see an elephant" for the first time in the microscopic world.
DISCOVERING UNTAPPED LEVERAGE
The micro world described so far was used in one- or two-day management meetings to uncover
implicit assumptions and initiate rethinking of key issues. However, these are just some of the “future
practice areas” where management regularly returns to strategy development, discusses key issues as
they arise, and continually expands business understanding and learning skills.
MICROWORLDS AND ORGANIZATIONAL LEARNING
 Integrating the microworld and the "real" world
The unique power of the microworld is to uncover hidden assumptions, especially those
underlying important policies and strategies, expose their contradictions and imperfections,
and develop new and more systematic ways to improve practical systems. to develop
hypotheses.
 Speeding up and slowing down time
In the microworld, the pace of action can be slowed down or accelerated. You can condense
years of phenomena to see the long-term consequences of your decisions more clearly. It also
often slows down interactions between team members so they can find subtle ways to stop
investigating or test different views.
 Compressing space
In Microworld, administrators can learn about the consequences of actions that occur in
remote parts of the system where actions are performed. Does it help them see such results in
real life and make "systematic choices"?
 Theory-based strategy
The business practices of most companies are firmly "fixed" to standard industry practices.
Systems thinking and the microworld, by contrast, offer potentially new foundations for
evaluating policy and strategy. They can lead to “theories” of important business dynamics
and clarify the implications of alternative policies and strategies.

Chapter 18
THE LEADER'S NEW WORK
WHAT DOES IT TAKE TO LEAD A LEARNING ORGANIZATION?
A learning organization needs a new perspective on leadership. The new perspective of
leadership in learning organizations is more nuanced and
more important tasks. In a learning organization, leaders are shapers, managers,
said the teacher.
LEADER AS DESIGNER
If your organisation is ocean liner-
Some say "captain", others say navigator after asking this question to various managers, but
the neglected leadership role is the ship's designer., "Leaders as Designers" touches on code
that goes back thousands of years. Those who practice it find deep satisfaction in
empowering others and being part of an organization that can produce results that people
truly care about.
For Example: - Key design features essential to the DC-3
It was successful and included the integration of five elemental technologies. for example,
Designing engine specifications required understanding the impact of the engine. Also,
variable pitch propellers, wing flaps and retractable landing gear Stress behaviour of the new
monocoque body. So are the wings, The design of the body depends on the thrust of the
engine.
LEADER AS STEWARD
He taught after interviewing traditional service companies, traditional manufacturing
companies, and high-tech manufacturing companies. Each recognized the deep story and
purpose behind the vision. Purpose of the Leader His story is personal and universal. It
defines her or his lifework. It enables his efforts, but leaves a lasting humility that keeps him
from taking his successes or failures too seriously. The best way to assess is to see how
individuals engage in their work and describe their purpose. He talks about different type of
environment based on certain criteria –
If people are most concerned with getting along and putting together coalitions to wield power, that's
a political environment.
If you believe that once you're on top the secret is staying on top, that's a bureaucratic environment.
If people that can be channelled more productively than it is, you try to build a value-based, vision-
driven environment.

After experiment
As has been observed, humanity tends to drift towards the primacy of consciousness and the
primacy of thought, and it is only through training that one truly comes to accept reality as a
judge. The "pragmatist" of modern philosophy, you should do what works, and what works
today may not work tomorrow. This is because sophisticated theoretical systems with no real
counterparts previously dominated. A key challenge for emerging learning organizations is to
see the big picture and develop the tools and processes to put ideas to the test. The purpose
stories of the three leaders illustrate the context of profound issues beyond single
organizational issues, imply a sense of urgency that compels action, and reveal their own
personal visions. In any case, it is a new type of organization "in tune with humanity." In a
learning organization, leaders can start pursuing their own vision, but as they learn to listen
carefully to the visions of others, they realize that their personal vision is part of a larger one.
LEADER AS TEACHER
Building at the hierarchy of rationalization first brought in Chapter 3, leaders can have an
impact on human beings to view fact at 4 wonderful degrees: events, styles of behaviour,
systemic structures, and a "reason story." Systemic shape is the area of structures wondering
and intellectual models. At this level, leaders are always assisting human beings see the large
picture: how special elements of the company interact, how special conditions parallel each
other due to not unusual place underlying structures, how nearby movements have longer-
time period and broader affects than nearby actors regularly realize, "visionary strategist," the
chief with a feel of imaginative and prescient who operates on the degrees of styles of extrude
in addition to events. "charismatic" leaders, notwithstanding having a deep feel of reason and
imaginative and prescient "Leader as teacher" isn't about "teaching" human beings a way to
obtain their imaginative and prescient. It is set fostering learning, for everyone. Many leaders
who've been destroyed through their imaginative and prescient." This happens, nearly always,
due to the fact the leaders lose their ability to look contemporary fact.
CREATIVE TENSION
The creative strain of a leader is not fear, but psychological strain. A leader's story, purpose,
values, and vision set direction and purpose. His constant commitment to truth and
exploration of the forces underlying current reality consistently highlight the gap between
reality and vision.
TIME TO CHOOSE
Choice is different from desire. Experiment. Say "I want". Say "I vote". What is the
difference? For most people, "want" is passive. "I choose"
Active. For most people wanting is a state of want - we want what we don't have. The
purpose of this book is not to persuade people that they should choose to build a learning
organization. As always, the choice is yours.

Chapter 19

A SIXTH DISCIPLINE?
Chapter 19 talks about the immediate task are to master the possibilities presented by the
present learning discipline! to establish a foundation for the future. For example, of DC-3 it
takes 10 years to make it commercial, the jet engine and radar the jet engine and radar
fostered a burgeoning infrastructure of airports, pilots and mechanics, aircraft manufacture,
and commercial airlines. This was the Foundation upon which the modern airline industry
was built.

Chapter 20
REWRITING THE CODE
Human beings have a "limit of cognition". Our conscious information processing circuitry
can easily become overwhelmed by the complexity of the details, forcing us to use
simplification heuristics to make sense of things.
For example, F1 racing Game Driver Must respond rapid changes that must be recognized
and responded to immediately. Clearly there is an aspect of our minds that deals quite well
with detail Complexity In the chapter on personal mastery, we called this the "subconscious
mind" and indicated the aspect of the mind that lies "below" or "behind" normal conscious
mental processes. There are many ways the subconscious can be programmed. Culture
programs the subconscious, language programs the subconscious. The effects of language are
particularly subtle, as language does not seem to affect the content of the subconscious much,
but rather the way in which we organize and structure the content it contains. Chapter 5
would be too tedious to describe the circular feedback process in normal verbal form. All this
starts to change when you start learning a systematic language. The subconscious mind is
subtly trained to organize data in circles instead of straight lines. The subconscious is not
limited by the number of feedback processes it can accommodate. Just as we deal with much
more detail than our consciousness, we can also deal with much more complex and dynamic
complexity. Humans are adept at recognizing and responding to threats to survival in the
form of sudden and dramatic events. The learning organization itself can be a form of
leveraging complex systems of human effort. Building a learning organization involves
training people to learn to see what systems thinkers see, developing their own proficiency,
and learning how to collaboratively discover and reconstruct mental models.
Chapter 21 THE INDIVISIBLE WHOLE

This chapter tells the story of an "individual as a whole" meeting a man at a conference, none
other than Rusty Schwikert, who is participating in his leadership program. He explained that
there are no boundaries found in everything from the Indian Ocean to Los Angeles to
Phoenix to New Orleans. And the next thing I realize is that I only sympathize with North
Africa. Looking down there, I can't imagine how many boundaries and boundaries he's
crossed over and over again. And you don't even see them. We know that hundreds of people
are killing each other across invisible imaginary lines. It all comes together from there, and
it's beautiful. He applied the first principles of systems thinking and found that this was done
at the level of immediate experience rather than at the rational or intellectual level. Hmm. It
consists of the whole within the whole. All borders, all borders, we invent them and find
ourselves trapped in them. Another thing he talks about in this chapter is the "Gaia
Hypothesis." It's a biology, and all life on Earth is a living organism in its own right, says
Rusty: "For the first time, a scientist has been given the opportunity to talk about aspects of
my experience in space. I did. I have experienced the Earth in ways that cannot be described
in words. I experienced her vividly.
Someone naturally asked, "Rusty, how was it there?" he stopped for a long time. he then said
he "It was like watching a baby about to be born."