Education 3.0

Bestselling organizational, behavioral, and academic authors such as Dan Pink, Peter Senge, John Medina, Clayton Christensen, and dozens more illustrate that despite research-based, proven actions regarding organizational, managerial, and strategic planning best practices as well as innovative thinking that is impactful or efficacious, organizations continue to employ behaviors that are dysfunctional, ineffective, and lead to poor outcomes. Some of these same authors amongst others point out that this is as true in higher education as any sector. But while other industries are primed for innovative solutioning to these issues, education employs systems and processes that prohibit transformation. Reaching Education 3.0, meaning to leverage the best learning practices through the confluence of neuroscience, research-based learning design, and educational technology, will require innovative strategies and practices. The question is whether colleges and universities can push through existing, dysfunctional infrastructure and move forward to help students learn, succeed, and thrive.

Team building technology use during the organization of innovative activities of preschool education teachers

The article purpose is to present the methodical experience of team building technology usingб based on the theory of U in the organization of innovative activities of preschool education teachers. A theoretical analysis of the problem of organizing teamwork in order to design and test innovative educational projects implemented at the preschool education level is given. A highly effective tool that can be used to create innovative solutions in team building is the U Theory, founded by Otto Sharmer and Peter Senge. The U theory is based on three principles: an open mind, an open heart and an open will. The study of the possibilities of using team building technology in the organization of innovative activities of preschool education teachers (on the example of the municipal state preschool educational institution No. 362 in Novosibirsk) was conducted during several stages: organizational, diagnostic, approbation and reflexive-evaluative. A comprehensive assessment model was created, including motivational, cognitive, activity and personal criteria, to diagnose the level of teachers’ readiness for innovative activities. A team of kindergarten teachers presented an innovative long-term project “Touch the heart”. The project was focused on the interaction of the family with the kindergarten through the pupils’ socio-cultural development and the revival of the spiritual and moral traditions of our country. During the three years of the project implementation, the creative group work was rested on the team building technology use based on the theory of U, and took place in several stages: adaptation; grouping and cooperation; activities regulation; functioning. The results allowed to make it possible to develop a managing the innovative activities model of a creative group of a preschool educational organization and formulate psychological and pedagogical conditions for the team building technology use in the organization of innovative activities of preschool education teachers.

Articulación De Arquetipos Organizacionales Con Base A Raúl Espejo Y Peter Senge

En el siguiente texto se explica la estrecha relación que existe entre los cuatro elementos de la quinta disciplina de Peter Senge y los cuatro aspectos de Raúl Espejo para formar una organización recursiva. Para complementar esta relación, se identifican los elementos (dominio personal, modelos mentales, visión compartida y aprendizaje en equipo) y aspectos (identidad, cohesión, ciudadanía y desempeño) dentro de los arquetipos organizacionales y cómo estos sirven de herramienta para establecerlos.

Theoretical-practical articulation of the continuous learning of leadership in Nursing in light of Peter Senge

ABSTRACT Objective: To analyze the theoretical-practical articulation of the continuous learning of leadership in undergraduate Nursing. Methods: Case study carried out at a Northeast federal public university. For data collection, semi-structured interview techniques, workshops, and document analysis were applied. Forty Nursing students participated in the interviews, and 26 in the workshops. The data were submitted to Minayo’s operative analysis using the Nvivo software. Peter Senge’s concepts were adopted. Results: The students demonstrated a greater understanding of the theme throughout the course and recognized contributing elements to the continuous learning of leadership, such as behavioral characteristics and the use of methodological approaches integrated with theoretical and practical spaces. Final considerations: The teaching of leadership is relevant in Nursing education, and this has been recognized by students, but still requires changes for it to become operational, with an improvement and a theoretical-practical integration of the cultivated experiences, suitable to the reality of the craft.

Methodological approaches that facilitate the constant learning in nursing leadership

ABSTRACT Objective: To know the methodological approaches that facilitate the constant learning of leadership by undergraduate nursing students. Method: Qualitative research, of case study type, carried out with 26 nursing students from a federal public university in the Northeast Region. For the collection, the workshop technique was applied in July and December 2017, with two different groups. Analyzed with the support of content analysis and Nvivo®11 software. Interpreted with the theoretical contribution of Peter Senge. Results: They listed two codes, understood as, essential to the formation of leaders, emerging the categories: Adoption of a leadership style; Qualities and attributes of the leader; Methodological approaches that facilitate the constant learning of leadership. Final considerations: It was identified that the application of teaching techniques and strategies, brings students closer to the performance scenarios. It is necessary to offer more stimuli during training since there are shortages in teaching for the development of leadership.

Perspectiva sobre el pensamiento sistémico

Peter Senge en su libro titulado “La quinta disciplina. El arte y la práctica de la organización abierta al aprendizaje” publicado en 1994 expresa que el pensamiento sistémico es una sensibilidad hacia los entrelazamientos sutiles que confieren a los sistemas vivos su carácter singular, es decir, que el pensamiento sistémico surge de la necesidad de solventar problemas de toda índole, pero, ¿cuáles son los rasgos más importantes del pensamiento sistémico dentro de las organizaciones?, el presente ensayo pretende dar respuesta a esta incógnita. La revisión documental sustentó mediante un estado del arte el método, permitiendo concluir que el pensamiento y comportamiento sistémico en conjunto con la conducta humana son claves para lograr que la planeación estratégica sea alcanzada con éxito.

The influence of Senge’s book The Fifth Discipline on an academic career: a research journey into the learning organization and some personal reflections

Purpose In this paper, the author explores his research journey into the learning organization and its impact on his academic career. This paper describes how Peter Senge’s book The Fifth Discipline: The Art and Practice of The Learning Organization (1990) was the spark that led to the author’s focus on empirical research in the field. Design/methodology/approach This paper provides author’s personal reflections on how this decision put him on a path to a variety of serendipitous experiences, exciting research areas and also enabled him to engage in productive collaborative research with many of his colleagues. Findings The findings conclude with a discussion on what the author see as new challenges and perspectives for advancing research into the learning organization. Originality/value This paper provides a unique perspective on how The Fifth Discipline by Peter Senge has influenced an academic career. It presents a personal reflection of a research journey into the learning organization that spans over 30 years.

A influência dos vínculos empregatícios para a aprendizagem de uma organização pública federal

O presente estudo buscou verificar a influência de diferentes vínculos modais de uma instituição pública federal no contexto da aprendizagem na organização, utilizando o modelo de pensamento de Peter Senge, idealizador do modelo das cinco disciplinas da aprendizagem. O método utilizado foi o estudo de caso, de caráter descritivo, com abordagem quantitativa, e o instrumento de coleta de dados um questionário, respondido com base na Escala de Likert, por um universo censitário de 10 (dez) colaboradores, com tratamento e análise estatística dos dados apresentados. Assim, após o tratamento e análise dos dados obteve-se um resultado de satisfação parcial para todas as cincos disciplinas estudadas, havendo uma variação apenas em relação à concordância plena dos servidores efetivos na disciplina de pensamento sistêmico. Concluindo-se, portanto, que a existência de diferentes vínculos modais no ambiente estudado, não gera efeitos adversos na aprendizagem, possibilitando, inclusive, a promoção de um espaço propício para que o processo ocorra.

Learning organization thought leaders interview series

Purpose The purpose of this paper is to synthesize the learnings from prior interviews with thought leaders in learning organization conceptual development. Prior interviews with Karen Watkins, Victoria Marsick, Michael Marquardt, Bob Garratt and Peter Senge are included in the summary, which is an interim step as The Learning Organization continues to explore the learning organization history and evolution. Design/methodology/approach The paper summarizes prior interviews to uncover commonalities and differences in the development and evolution of the learning organization concepts as described by thought leaders. Findings Both commonalities and differences exist in definition, development of theory and resilience since original publication. Common threads in concept develop appear across the authors mainly in influences by Revans, Argyris and Schön. Differences also exist in how each author developed learning organization constructs. Originality/value The synthesis reveals that although the learning organization may have differing definitions, there are commonalities that tie some concepts together. Additional interviews will be continued in the exploration of the learning organization evolution.