Transcript of Mental models (The Fifth Discipline)
- 1. MENTAL MODELS Presented By: RUHI BERI
- 2. HOW MANY OF YOU HAVE GREAT IDEAS FOR YOURSELF?
- 3. DO THOSE IDEAS REALLY GET PUT INTO PRACTICE?
- 4. WHERE DOES THE REAL PROBLEM LIE?
- 5. THE ANSWER IS Mental Models
- 6. MENTAL MODELS Many of the best ideas never get put into
practice because: They conflict with deeply held internal images of
how the world works. (e.g. Anger) These images limit us to familiar
ways of thinking and acting. Images Assumptions Stories
Generalizations Our viewpoint How we ACT???
- 7. EXAMPLE Mom: Son, it is 7 'o clock already. Get up! You are
getting late for school Son: I don't want to go to school Ma.. The
teachers don't like me and all the students laugh at me. Mom: Son..
that is no reason to skip school. You have to go to school --
besides, you are the Principal of the school!!
- 8. MENTAL MODELS Our mental models determine what we see and
what we do not see. They are the symbols that we use to mentally
process the environment in which we function. Mental models can be
simple generalizations such as "people are untrustworthy," or they
can be complex theories, such as my assumptions about why members
of my family interact as they do. But what is most important to
grasp is that mental models are active; they shape how we act.
These are the mental constructs that dictate: The decisions that we
take. The actions that we engage in.
- 9. THE SECOND DISCIPLINE The second discipline in the art of
building learning organizations is the discipline of MENTAL MODELS.
Discipline of working with 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. It involves: Surfacing these models Testing these models
Improving our internal pictures of how the world works It promises
to be a major breakthrough for building Learning Org.
- 10. POWER OF MENTAL MODELS ON OUR ACTIONS The inherent power of
the Mental Models on our actions lie in the following: They become
the cognitive lens through which we view the world Two people with
different Mental Models can see the same situation and describe it
differently. Therefore, it can be said that people observe
selectively, based on their Mental Models, and act accordingly.
(e.g. Argument)
- 11. MENTAL MODELS SHAPE OUR PERCEPTIONS An Example of Detroit
Auto Executives: Japan was steadily gaining market and profit share
in automobile industry US automakers felt that the reason behind
their success might be attributed to their management (apart from
cheap labour and protected home markets) Detroit Executives visited
their factories but were unimpressed as they felt that the
manufacturing operations were all staged for their tour and they
were not shown the real plants because of the absence of
inventories.
- 12. MENTAL MODELS SHAPE OUR PERCEPTIONS Real Plants have
Inventories Mental Model Japanese staged fake plants for Detroit
Executives Perception Just-in-Time Reality
- 13. THE REAL PROBLEM WITH MENTAL MODELS Mental Models are
simplifications which may be true for a particular set of
conditions, which are good for a limited time. So the problem is
not whether these mental models are right or wrong, the real
problem arises when they become implicit- when they exist below the
level of our awareness. We dont realize that our behavior is being
dictated by a certain mental model that we have bought into
deeply
- 14. HOW IT WORKS??? Reality 1 Mental Model Unawareness >
Unexamined > Unchanged GAP Reality 2 Mental Model *This gap
between the reality and our mental models lead to counterproductive
actions.
- 15. MENTAL MODELS AND SYSTEMS THINKING Failure to appreciate
Mental Models has undermined many efforts to foster systems
thinking. Example of an American Industrial Goods Manufacturer : A
leading player was continuously losing market share A team of MIT
system dynamics specialists was brought in Post analysis, it was
concluded that the production managers held inventories as low as
possible for the purpose of cost control. They also aggressively
cutback production when orders turned down. This resulted in
unreliable and slow delivery, even when production capacity was
adequate.
- 16. CONTD The specialists also predicted that deliveries would
lag further during business downturns than during booms. (counter
to conventional wisdom, but was true). The recommendations were
thus implemented, production rates were maintained and delivery
performance was improved. This experiment gave results beyond
expectations, as was seen in the next downturn. Market share
increased due to prompter deliveries and repeated buying from
satisfied customers. Internal systems group was set up but the new
policies were not taken to heart ,as was seen in the recovery
period when managers stopped worrying about delivery service
again.
- 17. CONTD Four years later when another recession occurred, the
firm went back to their original low inventories and began losing
market share again. Reason for the system to drift back to the
original state: The inertia of deeply entrenched mental models
which overwhelmed even the best systemic insights. Mental Models
deeply embedded in firms management traditions: Importance of
inventory control and the responsibility of every production manger
to avoid stockpiling.
- 18. INCUBATING A NEW BUSINESS WORLDVIEW Innovation Strategizing
Preparing for Future Scenarios System Thinking Working with Mental
Models
- 19. WORKING WITH MENTAL MODELS IN PRACTICE Three facets to
developing an organizations capacity to surface and test Mental
models: Tools that promote personal awareness and reflective
skills. Infrastructures that try to institutionalize regular
practice with mental models. A culture that promotes inquiry and
challenging our thinking.
- 20. OVERCOMING THE BASIC DISEASES OF THE HIERARCHY For
traditional authoritarian organizations the dogma is Manage,
Organize, Control For learning organizations, the dogma is Vision,
Values, and Mental Models. Healthy firms are the ones that bring
people together to develop the best possible Mental Models for
facing any situation at hand. The core values to overcome the basic
diseases of the hierarchy: Openness Merit
- 21. OVERCOMING THE BASIC DISEASES OF THE HIERARCHY Openness
Antidote to the disease of gamesplaying that dominated peoples
behavior in face-to- face meetings Merit Antidote to the disease of
bureaucratic politics in decision making by considering the best
interests of the organization
- 22. WHAT ARE THE LIMITATIONS IN PRACTISING THESE VALUES? Chris
Argyriss Action Science offers theory and method for examining the
reasoning that underlies our actions. Insulate our Mental Models
from examination. Defensive Routines Highly skillful at protecting
ourselves from pain and threat posed by learning situations Skilled
Incompetence Failure to learn lead to incompetence which hamper the
achievement of results we really want. Results Suffer
- 23. TOOLS AND SKILLS Two major skills required to work with
Mental Models: Skills of Reflection: concerns with slowing down our
thinking process so that we can become more aware of how we form
our mental models and the ways they influence our actions. Skills
of Inquiry: concerns how we operate in face-to-face interactions
with others, especially in dealing with complex and conflicting
issues.
- 24. CONTD The tools and methods constituting the core of the
discipline of mental models: Facing up to distinctions between
espoused theories (what we say) and theories-in-use (the implied
theory in what we do) Recognizing leaps of abstraction (noticing
our jumps from observation to generalization) Exposing the
left-hand column (articulating what we normally do not say)
Balancing inquiry and advocacy (skills for effective collaborative
learning)
- 25. ESPOUSED THEORY VERSUS THEORY- IN-USE One basic reflective
skill involves using gaps between what we say and what we do as a
vehicle for becoming more aware. The awareness about this gap holds
the potential for creative change. (e.g. Honesty) Where a gap does
exist, the questions to ponder over are : Do I really value the
espoused theory? Is it really part of my vision? If there is no
commitment to the espoused theory, then the gap does not represent
a tension between reality and the view I advance. *To discover the
theories-in-use, a ruthlessly compassionate partner is needed.
- 26. LEAPS OF ABSTRACTION Leaps of Abstraction occur when we
move from direct observation (concrete data) to generalizations
without testing. They impede learning because unexamined
assumptions are treated as facts. The way out: Ask yourself, what
you belief about the way the world works-the nature of business,
people in general, and specific individuals. Ask What is the data
on which this generalization is based? Then ask, Am I willing to
consider that this generalization may be inaccurate or misleading?
In case you are willing, separate the generalization from the data
which led to it and inquire into the reasons of one anothers
actions.
- 27. LEFT-HAND COLUMN This is a powerful technique to see how
our mental models operate in particular situations. It reveal ways
that we manipulate situations to avoid dealing with how we actually
think and feel, and thereby prevent a counterproductive situation
from improving. Steps: Choosing a Problem The Right-Hand Column
(What Was Said) The Left-Hand Column (What You Were Thinking)
Reflection: Using Your Left-Hand Column as a Resource
- 28. A SAMPLE CASE An R&D project manager (Jim) assumes his
supervisor (Todd) feels harshly about him. In the right-hand
column, Jim writes down his last conversation with Todd. In the
left, Jim recalls his own thoughts.
- 29. What I was thinking What we said We're two months late, and
I didn't think he knew. I was hoping we could catch up. TODD: Jim,
I'd like to come down there next week. We're a few weeks behind,
and I think we might all benefit from a meeting at your office. I
need to make it clear that I'm willing to take responsibility for
this, but I don't want to volunteer for more work. ME: I've been
very concerned about these deadlines. As you know, we've had some
tough luck here, and we're working around the clock. But of course,
we'll squeeze in a meeting at your convenience. He never offers
this help in the planning stages, when I could really use it. It's
too late now to bring that up. TODD: Well, it's occurred to me that
we could use better coordination between us. There are probably
some ways I could help. The changes he keeps making are the real
reason we're late. He must have another one. ME: Well, I'm happy to
talk through any changes you have in mind. TODD: I don't have
anything specific in mind. It's a shame I can't tell him that he's
the cause of the delays. If I can hold him off two more weeks, I
think we'll be ready. ME: I'd like to have a prototype finished to
show you before you come down. What if we set up something for the
twenty-seventh?
- 30. REFLECTION As you reflect, ask yourself: What has really
led me to think and feel this way? What was your intention? What
were you trying to accomplish? Did you achieve the results you
intended? How might your comments have contributed to the
difficulties? Why didn't you say what was in your left-hand column?
What assumptions are you making about the other person or people?
What were the costs of operating this way? What were the payoffs?
What prevented you from acting differently? How can I use my
left-hand column as a resource to improve our communications?
- 31. BALANCING INQUIRY AND ADVOCACY Collaborative Learning
Inquiry (Learning From Others) Advocacy (Influencing Others)
Involves articulating ones own views and learning more about others
views.
- 32. Pure Advocacy Goal is to win the argument Confirming data
is revealed selectively Balancing Inquiry and Advocacy Goal is to
find the best argument Both confirming and discontinuing data are
revealed
- 33. BALANCING INQUIRY AND ADVOCACY Reciprocal inquiry can be
used in the following manner: Revealing your views and assumptions,
alongwith the reasoning or the data in support of it. Inviting
others to inquire into them. Inquiring into others views and
assumptions. Requesting for additional reasoning or data in support
of their views. *If practised with commitment, this would lead to
collaborative learning.
- 34. MENTAL MODELS AND THE FIFTH DISCIPLINE Mental Models effect
on Systems Thinking: Entrenched mental models can lead to failure
of system thinking efforts. If managers believe their views as
facts rather than assumptions, they will not be open to challenging
those views. If they lack skills in inquiring into their and others
ways of thinking, they will be limited in experimenting with new
ways of thinking. Systems thinking is equally important to work
with mental models effectively. It helps to uncover the flaws in
mental models due to the flaws in system and structure. Thus, both
these disciplines go hand- in-hand.
- 35. CONTD Just as linear thinking dominates most mental models
used for critical decisions today, the learning organizations of
the future will make key decisions based on shared understandings
of interrelationships and patterns of change.
- 36. It is high time to challenge our belief systems and
break-free towards new horizons of learning and growth!!! HAVE FUN
EXPLORING LIFE BBy: Harun Yahya