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Tuesday, October 26, 2010

“How to Build Your Leadership Resume?” - Professor M.S.Rao

Guys, please as election is approaching lets reflect on leadership article by Prof. M.S. Rao.
“How to Build Your Leadership Resume?” - Professor M.S.Rao


"The credit belongs to the man who is actually in the arena; whose face is marred by dust and sweat and blood; who strives valiantly; who errs and comes short again and again; who knows the great enthusiasms, the great devotions, and spends himself in a worthy cause; who at the best knows in the end the triumph of high achievement; and who at the worst, if he fails, at least fails while daring greatly." - Theodore Roosevelt





If you want to build your leadership resume globally, you need to have five-fold strategy. First create new things in your domain as nobody appreciates the routine things. You need to go by the road less traveled. Secondly, communicate with the world through research papers and articles either by blogging and, or writing to magazines and journals. Thirdly, teach and train people in your area of interest. Fourthly, network with the experts in your area of interest and fifthly, lead in your domain by interacting with others globally by participating in conferences, seminars as a guest speaker





Leadership Resume Tips



Follow the below tips for building your leadership resume.



• Check your passionate areas.

• Be clear about where do you want to go and in which stream of leadership you are inclined to grow.

• Follow unconventional path.

• Create a unique roadmap to reach your leadership position.

• Always emphasize on pretty ideas not on petty individuals.

• Always look at the ball not at the score. That means, how you play is more important than looking at the results.

• Although continuous tooting your horn is not advisable, you need to do sometimes to stay in the race to get noticed.

• Keep doing and keep going.





Conclusion



The number one leadership guru, John Maxwell is good at four areas such as leading, communicating, creating and networking. He was not worried about his weaknesses. He knew where he was strong at and leveraged effectively and grew as a leadership legend globally. He began focusing on personality development when he was 17 years of age by investing one hour a day regularly. You can take a leaf out of his consistent and continuous efforts and build your leadership resume to make a difference in the lives of others.







Professor M.S.Rao

Founder and Chief Consultant,

MSR Leadership Consultant, India

Blog: http://profmsr.blogspot.com

Where Knowledge is Wealth

Email: profmsr7@gmail.com

Posted by Prof. M.S.RAO at 10:26 AM 1 comments Links to this post

Tuesday, October 19, 2010




“Which is the Power Predominant for Leadership Effectiveness – Expert, Referent, or Personal?” - Professor M.S.Rao

"Charisma is the result of effective leadership, not the other way around." - Warren Bennis and Burt Nanus





Leadership Effectiveness



Leadership effectiveness is confluence of several competencies and capabilities. However, the current article addresses it from three types of powers such as expert power, personal power and referent power.



According to business directory, referent power means ‘Influence over others, acquired from being well liked or respected by them’ and personal power means, ‘Influence over others, the source of which resides in the person instead of being vested by the position he or she holds’. In addition, expert power means, ‘ability to influence someone regarding a course of action because of specific knowledge, experience, or expertise. A person may be given the power to make decisions for others because he is an expert on the particular subject.’



For leadership effectiveness all the three powers are required for leaders. But the moot point here is which is the predominant power for leadership effectiveness. Any effectiveness starts with domain competence. That means leaders must be good at their tasks to command respect from their followers. Succinctly, they must be good at hard skills. Secondly, personal power does help to greater extent in enhancing leadership effectiveness. That means leadership without title in the words of Robin Sharma. Several definitions of leadership clearly say that leadership is not a designation, nor a title. Leadership is by example. Thirdly, leaders must have referent power of being liked to get the tasks executed efficiently and effectively. To conclude, leaders must blend all the three powers judiciously for enhancing leadership effectiveness as per the situation.





Professor M.S.Rao

Founder and Chief Consultant,

MSR Leadership Consultant, India

Blog: http://profmsr.blogspot.com

Where Knowledge is Wealth

Email: profmsr7@gmail.com

Posted by Prof. M.S.RAO at 4:20 PM 1 comments Links to this post

Monday, October 18, 2010

“Are There Level 6 Leaders?” – Professor M.S.Rao

According to Jim Collins, there are five levels of leadership. The level 1 leaders are good at their work individually. They can contribute their best individually both efficiently and effectively. The level 2 leaders are not only efficient and effective but also work in teams effectively thus gelling well with team members. The level 3 leaders are competent managers who can get the work done effectively and efficiently from level 1 and level 2 leaders. The level 4 leaders think ahead of level 3 leaders as they have clear vision to where they intend to go and take their team members forward. Finally, the level 5 leaders are highly passionate and don’t mind who get credit for their contribution. They have humility and professional will. Such leaders take organizations to greater heights of glory. Level 5 leaders are required to take organizations from good to great. Are there level 6 leaders beyond level 5 leaders? Let us look at the same.





Level 6 Leaders:



Level 6 leaders work with passion, patience and perseverance. They emphasize on values and ethics. They empathize with others. They believe in values based leadership. They build further leaders thus ensuring longevity of the organizations. They know how to inspire the motivate people. They are master trainers and mentor others. They are transformational leaders with passion to make others believe in themselves for the good of others. They are knowledge leaders having specialized knowledge. They are thought leaders who see the invisible and forecast the future requirements that are beyond the reach of normal leaders.



Level 6 leaders strive for the personal and professional success of their followers. They handhold, guide and groom them as leaders. They create more leaders to take things forward. They ensure the longevity of the organization without expecting any rewards and returns.



To conclude, level 6 leaders create more leaders. They are above level 5 leaders. They are humane and kindhearted. They believe in soft leadership that blends both soft and hard skills. These leaders are legends who will be remembered for several generations for their commitment and making difference in the lives of others.









Professor M.S.Rao

Founder and Chief Consultant,

MSR Leadership Consultant, India

Blog: http://profmsr.blogspot.com

Where Knowledge is Wealth

Email: profmsr7@gmail.com





Read more: http://profmsr.blogspot.com/#ixzz13Ss0GQF5

Under Creative Commons License: Attribution

Wednesday, October 20, 2010

Tunduma mwendelezo

Habari zilizozagaa kwenye tovuti mbalimbali ya kuwa TRA wamekamata shehena ya mfanya biashara maarufu wa kampuni ya AZAM Bw. Said Bakhresa, kuwa lori lake lilisheheni karatasi za wapigakura ya URAISI ambazo tayari zimekwisha kupigwa "NDIYO" kwenye picha ya Raisi anayetarajiwa kubwaga manyanga baada ya uchaguzi huu, Bw. JK zimeleta hisia kali miongoni mwa wapigakura kuwa hakuna namna CCM inaweza kufanya hujuma hii ya kuwadhulumu wapigakura bila ya kuwa imepata mwanya kutoka kwa NEC.




NEC hivi sasa ambayo wajumbe wake wote ni teule ya Jk hakuna mpigakura anayeiamini hata chembe kutokana na maamuzi yafuatayo ambayo imeyafanya:-



1) Kufuta haki ya wapigakura kuwa mita 200 kutoka kwenye vituo vyao vya kupiga kura. Hii inaashiria ya kuwa NEC wapo beneti na CCM katika kuhakikisha ya kuwa kura bandia zinapoingizwa kwenye vituo vya kupiga kura wapigakura hawatakuwepo kuzuia au kukamata ushahidi wa uovu huo.



2) Kuanzisha matumizi ya tekinolojia nyingi na ambazo ni rahisi kurubuniwa na mitambo ambayo si rasmi na hivyo kufanya uwepo uwezekano mkubwa wa kucheza na kuyachakachua matokeo halisi ya uchaguzi huu.



3) NEC kutowapigania wapigakura wa vyuo vikuu wapatao 60, 000 na kuanza kutupiana mpira na serikali ya CCM ikithibitisha zaidi wanajua wanachokifanya hapo. NEC wangeliweza kabisa kuahirisha uchaguzi kwa wiki moja ili wanafunzi hao wapate haki yao ya kupiga kura lakini kamwe NEC haitafnya hivyo kwa sababu lengo ni kupunguza kura za upinzani



4) NEC siyo mgeni katika kucheza rafu. Mwaka 1995, ilichelewesha vifaa vya kupiga kura Mkoa mzima wa Dar-Es-Salaam ili kuilinda CCM iliyokuwa inadondoshwa vibaya hapo. Kama wapo tayari kufanza hivyo siku hizo ni lipi la kuwazuia safari hii kucheza rafu tena za kisomi zaidi?



5) Hadi sasa NEC haijatoa tamko rasmi la kupinga au kukubali kuwa chaguzi hii tayari imeingiwa na dosari ya kura za JK kujaribu kuingizwa kinyemela huko Tunduma na mfanya biashara wa kiarabu Bw. Bakhresa na kampuni yake ya AZAM kuingiza kura haramu hizo. Hili linaongeza mashaka ya kuwa NEC ni sehemu ya mkakati huo ndiyo maana imekaa kimya.



6) NEC ndiyo waliochapisha kura hizo sasa inakuwaje JK na watu wake wajue NEMBO hizo kama siyo NEC hao hao waliovujisha NEMBO hizo? NEC walidai wameikodisha kampuni kutoka UK ili ifanye kazi ya kuchapisha kura kuondoa malalamiko kama yaliyojitokea sasa yawaje Afrika kusini wameweza kuziiba nembo hizo na kuzichapisha. KAMA UFEDHULI HUU NI WA KWELI BASI NEC inabidi iwajibike na kujiuzulu ili kuleta imani kwa wapigakura na chaguzi ikaahairishwa na tukajipanga upya



7) Kutokana na ukimya wa NEC wa kuvuja kwa NEMBO zake za uchaguzi na wao kukaa kimya wapigakura wana kila sababu ya kuutilia mashaka uchaguzi huu kama utakuwa ni huru na wa haki. NEC walipaswa kutoa tamko kama ni la kukiri basi kutoa tenda nyingine ya kuzuia NEMBO zilizoibiwa kutumika tena katika uchaguzi huu....



8) Tamko la JWTZ la kuwatisha wapigakura kutoleta fujo baada ya matokeo kutangazwa liliashiria ya kuwa CCM yaelewa kuwa wapigakura hawataafiki matokeo yatayotangazwa na NEC kwa sababu watakuwa wameiba kura kimacho macho na kuzima tafurani hiyo ni kulitumia JWTZ na vitisho vyake.

tunachangia CCM bila ridhaa yetu wenyewe

Wadau,


Staki kuthibitisha haya maneno hapo chini kama ni kweli au si kweli,

kwani kipindi hiki mambo mengi yanajitokeza.

Kinachonisikitisha naamini usajili tuliofanyiwa wa simu zetu ulikuwa

ni uhuni mkubwa, kwani sasa hivi unaweza ukapata ujumbe hususan toka

CCM (nasikia hata CHADEMA), ukikuomba kuchangia au kueleza mafanikio

ya CCM, kitu kinacholeta picha kuwa namba zetu zinatumika kisiasa

bila ridhaa yetu.



"Kila Mtanzania anayepiga simu mtandao wowote, asilimia kumi (10%) ya

huo muda wa maongezi, fedha hizo zinaenda kuchangia Kampeni za CCM.

Kudhihirisha hili, mtu yeyote mwenye simu, chukua simu yako, nenda

kwenye sehumu ya kuandika ujumbe mfupi (SMS); kisha andika neno

"HAPANA" na tuma ujumbe huo kwenda namba "15016." Utapokea ujumbe huu

“Asante kwa ujumbe wako, utatolewa kwenye huduma hii ya changia

ushinde na CCM.”Hii ni hujuma tunayofanyiwa watumiaji wa huduma za

mawasiliano bila ridhaa yetu au kujulishwa hivyo na Mamlaka ya

Mawasiliano Tanzania (TCRA).



Kesho yake, October 14,2010, nadhani baada ya wahusika kushtukia idadi

ya watu watu wanaojiondoa kwenye huduma hii; na nilipokuwa najiondoa

kwenye hujuma hii kwa kutumia lini yangu ya Zain & Zantel, nilipokea

ujumbe huu “Asante kwa ujembe wako kama umeshiriki Changia ushinde

utaondolewa kwenye huduma. Kumbuka hakuna malipo kutumia mtandao wa

mawasiliano wa CCM.” Ujumbe huu wa pili nauona kama ujanja wa

kuwapumbaza watu kwani mantiki yake imevurugwa kwa maksudi. Hata hivyo

cha msingi hapa tusiangalie nyuma, tumeshahujumiwa, dawa ni kujiondoa

maana kujiondoa kwenye hujuma hii ni bure. Mjulishe ndugu na rafiki

yako tafadhali. "



Noel

JUNIOR RESEARCH FELLOWSHIP COMPETITION

JUNIOR RESEARCH FELLOWSHIP COMPETITION




Clare College invites applications for stipendiary Junior Research Fellowships, two in an arts subject and one in a science subject. The Fellowships will normally be tenable for three years from 1 October 2011.



To access the Junior Research Fellowship application system, you are required to register. This enables you to save your application and revisit/edit it before submitting it, or to check the status of your application. It is recommended that you register as soon as possible.



Applications and referees' reports must be received by 5pm on 13 December 2010. Incomplete applications will NOT be accepted. Please make sure that your application and your referees' reports reach us before the closing date. Register by clicking here.



Eligibility Requirements:

Application for a Junior Research Fellowship is open to candidates in any discipline. There are two Fellowships available in the Humanities, and one in the Sciences. The three successful candidates selected by Clare College will have an excellent record of research in their chosen subject and the potential to pursue that research at the highest level.

Applications are invited from candidates who must have completed no more than four years' full time research in the Humanities, or no more than five years' full time research in the Sciences by 1 January 2011. For further details regarding the Eligibility Requirements, please click here.

Statements of research are required, and should be not more than 1,000 words, outlining the work candidates would submit in support of their application and the research they propose to pursue if elected. Please note that the statement will be read by people outside as well as inside the candidate's own discipline and should therefore be intelligible to scholars in other subjects.

Dissertations are not required at this stage, but it is essential to have written work readily accessible, because those candidates whose applications are short-listed for further assessment will be invited by 1 February 2011 to submit a copy of their chosen written work electronically, plus two hard copies, which should be received at Clare College no later than 5pm 4 February 2011. Please ensure that your contact details on your application are kept updated at that time (preferably giving your e-mail, mobile, or telephone details).

The College is concerned with the quality, rather than quantity, of the work submitted but, in order that an informed assessment may be made, it is important that sufficient material be available. As a rough guide, it is recommended that the work for submission to external assessors should be about 20,000 words (or about one quarter the length of a PhD thesis).

Submitted work should normally be written in English. If candidates are intending to submit work in a foreign language, they should give notice by indicating this on their application where they enter the title of the work.

In addition to submitting written work, short-listed sciences candidates will be asked to provide a statement by 25 February 2011, on headed notepaper and signed by the prospective Head of Department, signifying his/her willingness to accommodate the Junior Research Fellow, if elected. In cases where short-listed candidates are not already in contact with the Department, the College will provide assistance in initiating discussions with the Head of Department.

Applications, including two referees' reports, must be submitted online by 5pm on 13 December 2010.



Fellowship Details:

Stipends are at present payable on the University's salary scale, starting at spine point 39 (£27,183). However, £5,327 per annum will be deducted if resident in College. The stipend will increase by one spine point each year. The payment of an increment after the first year is conditional upon the PhD having been awarded.

The stipend of Research Fellows who are in receipt of financial support from other sources will be by arrangement, in the light of individual circumstances. All Research Fellows are entitled to lunch and dinner in Hall free of charge, up to ten meals a week.

Research Fellows may join the University's Superannuation Scheme.

The College may grant up to £1,000 in any one academic year for travel in connection with attendance at conferences and for essential research work, and up to £2,000 towards the cost of purchasing IT equipment.

Research Fellows are members of the Governing Body and are expected to participate in the governance and social life of the College. Research Fellows may undertake up to six hours' teaching a week in University Term.

Application Timetable:

The application process begins on 4 October 2010.

Applications and two reports from independent referees, both of whom should be familiar with the candidate's research work, must be submitted through the web site, and received by the College by 5pm on 13 December 2010. One of these referees should normally be the supervisor. Incomplete applications will not be accepted.

Candidates will be short-listed by 1 February 2011.

Elections will be made no later than 16 March 2011.

Successful candidates will enter into their Fellowships on 1 October 2011.





from: http://www.wavuti.com/16/post/2010/10/clare-college-junior-research-fellowship-competition.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+wavuti+%28Wavuti%29&utm_content=Yahoo%21+Mail#ixzz12y6TpubB

PhD Scholarship

Dear all,




The call for applications for doctoral research under the AgTraIn

(Agricultural Transformation by Innovation) programme has opened. The

research topics for this year are:



1.. Analysis and modeling of interactions between small-scale dairy

farmers and dairy processors in an Andean valley (Mantaro, Peru)

2.. Assessing and exploiting the biocontrol potential of contrasting

landscapes for ecologically sound production chains.

3.. Biogas digestate recycling as crop fertilizer - impacts on crop

production, livelihood and environment quality.

4.. Cassava virus pandemic in East/Central Africa and the role of vector

insects.

5.. Dynamics of multi-stakeholder innovation processes.

6.. Effects of irrigation and fertilization strategies on water and

nutrients use efficiency and carbon retention in the soil-plant system.

7.. Environmental efficiencies and controversies: Yield intensification in

oil palm production systems of South-east Asia.

8.. Exploring multi-scale synergies and trade-offs among productivity,

biodiversity conservation and ecosystem services in agroforestry systems.

9.. For a sustainable family agriculture in the former homelands of South

Africa: What are the perspectives through eco-agriculture?

10.. Highland banana in Ugandan Farming Systems - Opportunities for

Ecological Intensification. Recognizing the capacity of farmers to innovate

in the face of local and global environmental risks.

11.. Integration of youth into African smallholding agriculture:

challenges, impact and prospects of changing conditions.

12.. Potential of carbon sequestering landscapes as climate change

mitigation and productivity enhancing intervention.

13.. Potential of household farming systems to improve family food

security in the high Andean regions.

14.. Recognizing the capacity of farmers to innovate in the face of local

and global environment risks.

15.. Recycling of urban solid wastes for local production of vegetables.

16.. Role of Local Knowledge in multi-stakeholder innovation processes.

17.. Modeling interactions between water management, farm management and

agri-food supply chains management at scheme level. Case study in Morocco.

18.. The economic and social impacts of microfinance services in

agribusiness development for small and medium-sized enterprise in developing

economies.

19.. The potential of Producers Organisations to ensure sustainable and

equitable coffee production.

20.. Unlacing creativity for agribusiness development: designing, testing

and evaluating soft technologies for Small and Medium-sized enterprise

innovation in developing economies.

21.. Plant secondary compounds in small ruminant feeding: an alternative

to drugs for improving animal metabolic state and product quality in low

input farming systems.

22.. Agrobusiness incubators for development.

You will note that there are several on innovation systems and the knowledge

and creativity of smallholders, including youth.



Please go to the webite www.agtrain.eu for more information about the

research topics and the application procedures and details about

eligibility.

The deadline for applications is 22 November 2010, so don't wait. There will

be only 10 scholarships this year, so competition will be fierce.



Cheers,

Ann

The 2011 Management Development Program:scholarship for African

Ndugu Watanzania wenzangu hii ni fursa kwetu sote. kuna fursa nyingi lakini tumekuwa hatupo so serious.
The 2011 Management Development Program:


ALB offers scholarships to qualified residents of Africa who wish to obtain an MBA through one of our partner universities. Scholarship comes with great responsibility, and as such, ALB scholarships are offered as part of the ALB Fellowship Program.



Register now to receive updates as new partner MBA programs and scholarships are added.



Scholarships:



We are pleased to announce a new partnership with IE Business School in Madrid, Spain.



As a Founding University Partner in cooperation with the Foundation for African Leadership in Business, IE Business School will offer 2, 100% fellowships for African residents to attend the International MBA program in Madrid, Spain beginning in 2011.



Eligibility:



The scholarship application is open to all African citizens, currently residing in Africa, who meet the qualifications for admission to the IE International MBA program. At a minimum, successful applicants will need to demonstrate:



To qualify for the ALB Fellowship Program, applicants should demonstrate the following through their application:



•A commitment to returning to their country after program completion

•Strong professional background, including 3 or more years of work experience

•Strong academic background, including completion of a Bachelor degree or equivalent

•High competency in written and spoken English

•All other requirements for admission to the IE International MBA program

Eligibility for scholarships is merit and need based.



Student Responsibility:



Fellows are expected to serve as representatives of their country, the African continent, and the ALB Foundation throughout their program and ongoing professional career. To ensure that the ALB goals are being pursued throughout the MBA program, all ALB Fellows complete the ALB Fellowship Project, which involves the group development of an entrepreneurial business plan to be implemented in the Fellow’s home country. Additionally, all ALB Fellows are expected to commit to returning to their home country following graduation, and remaining there to work for a minimum of two years.



How to Apply:



All interested candidates should register with ALB as a first step in the application process. Full details regarding the application process will be sent to registered candidates via email, by October 31.

.

Uvumi wa kukamatwa kwa karatasi za kupigia kura Tunduma

Uvumi wa kukamatwa kwa karatasi za kupigia kura Tunduma


Taarifa kutoka Tunduma, mpakani mwa Tanzania na Zambia mkoani Mbeya zinasema kuwa lori la kampuni ya Azam linalomilikiwa na mfanyabiasha maarufu Bakhresa leo hii tarehe 18 Oktoba, 2010, limekamatwa likiwa na shehena kubwa la karatasi za kupigia kura zitakazotumika uchaguzi mkuu Oktoba 31.



Maafisa wa TRA tunduma walishtuka baada ya kukuta karatasi hizo za kupigia kura zimefichwa kwenye shehena ya vipodozi. Inasemekana kuwa mzigo huo wa karatasi za kupiga kura ulitokea Afrika Kusini na ulipakiwa kwenye gari la Azam kutoka kwenye gari lililotoka na mzigo kutoka Afrika Kusini.



Taarifa zinasema kuwa lori hilo la Azam linashikiliwa na TRA na mzigo huo umekuwa sealed. Kuna hofu kuwa vigogo wenye njama za kuiba kura wanaweza kujaribu kufuta ushahidi kuhusu kukamatwa kwa karatasi hizi za kupiga kura.



Kwa mujibu wa taarifa hizo, karatasi hizo za kupiga kura tayari zimewekewa tiki kumchagua Jakaya Kikwete wa CCM na lengo ni kuwa zisambazwe kwenye vituo mbalimbali vya kupigia kura nchini na zihesabiwe kama kura halali.



Taarifa zaidi zinadai kuwa polisi wanaendelea na uchunguzi

Hoffman: Tanzania’s 2010 Election

 wadau hii nimeitoa kwa wanazuoni. pata habari kamili ndani.
Hoffman: Tanzania’s 2010 Election

June 18, 2010

By Barak Hoffman



Tanzania will hold its fourth multi-party election in October of 2010. It is almost certain that President Jakaya Kikwete and the ruling Chama Cha Mapinduzi (CCM) will win an overwhelming victory. While the outcome is not in doubt, there are three important issues to watch: Zanzibar, campaign finance, and independent candidates. Each one has significant implications not only for future elections, but for the future of the country as well.

Zanzibar

While CCM faces little competition on the mainland, its control of Zanzibar, the semi-autonomous archipelago, is not secure. Its main opposition on the islands is the Civic United Front (CUF). Tensions have been high between CCM and CUF since Tanzania’s first multiparty election in 1995, and CCM only maintains its control over the islands through coercion and repression. After years of frustrating negotiations, CCM and CUF leaders reached a power-sharing arrangement in 2009.

The most important questions surrounding the election are whether it will take place on time and whether the power-sharing arrangement will come into force. One of the conditions in the power-sharing arrangement is that voters must approve it in a referendum. CUF leaders question whether the Zanzibar Electoral Commission (ZEC) has the capacity to run the referendum and the October election in such a short period of time. As a result, CUF leaders have asked to postpone the election until after the referendum. CCM leaders, by contrast, are opposed to postponing the election. In addition, while President Kikwete supports the power sharing arrangement, not all CCM leaders do. One faction argues that ceding power in Zanzibar could weaken CCM’s hegemony on the mainland. Another wing of the party does not support the arrangement because it fears that a unity government in Zanzibar will push for greater autonomy and perhaps independence for the islands. At this point it is not clear whether the referendum will occur before the election.

Campaign Finance

The second major issue to watch for in the election is whether the government will enforce a new campaign finance law. Passed in March 2010, the law requires full disclosure of campaign contributions, including how the funds will be spent at the time of the donation. The law does not place any limit on the amount of contributions. The government claims that one of the main purposes of the law is to limit the widespread practice of implicit vote-buying, whereby candidates give gifts and/or other material resources to voters. According to opposition parties, however, CCM passed the law in order to deter people from funding opposition parties and/or find out who is supporting them.

It remains to be seen whether the government will be able to enforce the law. While it requires that the Registrar of Political Parties (RPP) track campaign spending, whether the RPP has the resources to do so is far from clear, as it does not have field staff to monitor expenditures. Considering that political campaigns in Tanzania tend to consist of widespread rallies across the country, it appears that the RPP’s small staff will have great difficulty tracking campaign spending.

Independent Candidates

The third major issue is whether independent candidates will be able to stand for election. The High Court of Tanzania recently ruled that the country’s constitution does allow for independent candidates, and it ordered the government to let them stand in all future elections. The government has thus far not enacted the ruling. Rather, the government is appealing the ruling, claiming that the High Court does not have the jurisdiction to interpret the constitution. It appears likely that the court will reject the appeal, however. At this point it is not clear what will happen because even if the court upholds the verdict, it has no power to enforce it. That the government will openly defy the court remains a distinct possibility.

Analysis

That CCM and President Kikewete will win the 2010 election is almost certain. Nevertheless, this does not mean the election is inconsequential. Rather, it centers around three very important questions. One, will the election in Zanzibar come on time, with a power sharing arrangement between CCM and CUF in place? Two, will the RPP be able to enforce the new campaign finance law and, if so, will it harm opposition parties more than CCM? Three, will the government openly defy the court’s order to permit independent candidates? The answer to each of the above questions has important implications for the future of Tanzania:

•CCM is at a crossroads with Zanzibar. The party will be unable to maintain legitimacy on the islands much longer if it completely shuts CUF out of power. A power-sharing arrangement, however, will set a precedent that opposition parties can govern, which could weaken CCM’s hegemony on the mainland. Moreover, many fear that if CCM and CUF settle their differences in Zanzibar, a unity government may push for independence or greater autonomy. This possibility is not remote, as the Zanzibar branch of CCM includes a significant nationalist faction.

•Campaigns are becoming increasingly expensive in Tanzania, and the courts are attempting to crack down on campaign spending, especially implicit vote-buying. Whether the RPP will be able to enforce it, and thus crack down on the practice, is not yet clear. Moreover, if the RPP is able to enforce it, will the fears of opposition parties that the bill will harm them more than CCM prove accurate?

•The government is currently openly defying a High Court ruling to allow independent candidates to stand for office, thus undermining the rule of law in Tanzania. It is not yet certain if the High Court will uphold the current appeal and how the government will react if it does not.

Barak Hoffman, Ph.D, is Executive Director of the Center for Democracy and Civil Society at Georgetown University. He has extensive research and practitioner experience in foreign aid and maintains a blog at democracyandsociety.com.

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In: Features
Tags: political finance, rule of law, separatism, Tanzania, vote-buying, Zanzibar

One Response to “Hoffman: Tanzania’s 2010 Election”

1.Democracy and Society » Tanzania’s 2010 election says:

June 18, 2010 at 12:36 pm

[...] Here’s my analysis at Election Guide. [...]

I am so surprised to see Hon. President on political platforms campaigning for corrupt leaders

An open letter to all Tanzanians


From M. J. SABODO



Dear my fellow countrymen,



When Mwalimu Nyerere nationalised properties under the gist of socialistic politics, I, M. J. Sabodo, gave him and some senior officials of his government copies of a book entitled SOCIALISM THAT WORKS authored by Lee Kwang, a minister in the Singapore government for 30 years. I call upon every Tanzanian to read this book.



With no intention of humiliating former president Mzee Ali Hassan Mwinyi and Benjamini William Mkapa, I know for sure the duo were handpicked by Mwalimu Nyerere to lead Tanzania. Thank God both of them have proved to be among good leaders of Tanzania, and even more so the ruling party – CCM. But the fact remains they were appointees of Mwalimu.



Now the big question is, who really planted the fourth phase President Hon. Jakaya Kikwete? The President has been steadfast in his five years in the office. Recalling his landslide victory, it was a show that many Tanzanians had faith in him.



Now I am so surprised to see Hon. President on political platforms campaigning for corrupt leaders. Or put it this way those accused of corruption, with some with cases in court of law. You claim that they are hardworkers. This astounding and diluting the faith Tanzanians had in their government.



HOW TO PROMOTE OUR ECONOMY

Let me start with a living example.





Tanzania and Singapore gained independence almost the same year. During that time the US dollar was equivalent to three dollars of Singapore, which is also equivalent to Tsh 7. After 40 years now the same US dollar is equivalent to 1.6 dollars of Singapore and also equivalent to Tsh 1,100. When Kikwete assumed powers the US dollar was equivalent to Tsh 950, but now one US dollar is equivalent to Tsh 1,525. Where are we heading to?

The size of Singapore is not larger than Bagamoyo. It is a small country with a population of six million people compared to Tanzania’s 40 million.

One region in India is capable of producing food that can satisfactorily feed a billion people of India. Tanzania still imports food for domestic consumption.

We have about 800 square kms of seawaters, but our fishermen still use ancient means (canoes) for fishing.



HOW CAN WE COMPARE OURSELVES?

Mwalimu Nyerere’s nationalisation policy and Mkapa’s trade liberalisation policy have not brought us any success. The two policies have failed us. Just compare our currency to the dollar of Singapore. Because of the past scenarios I am calling upon Hon. Jakaya Kikwete to find the best way of supporting peasants and fisherman of Tanzania so that they are not drawn into hunger.



CONCLUSION

When I told Mwalimu that he was not a king but the president of Tanzania, he laughed. I don’t know what the feelings of Hon. Kikwete would be or other presidential hopefuls if I told them the same thing. It is better to speak the truth without hiding anything, because the truth is the same as the sunlight. It is impossible to be covered by anything.



The opinions of Mzee Sabodo on this year’s October 31 general election:

If it happens you know the formula of your opponent, then the victory will be much easier for you. If you don’t know your opponent well and you still decide to clash with him, it is like going to war without knowing who your opponent is,



If it happens you know your opponent even without knowing his thinking, you can still fight him,

I’m not saying nor do I not believe that the opposition parties are an enemy of our country,

So an opposition party is not an enemy, but a good helper in contributing to the development of our nation,

We are aware that CCM has made blunders and is still making many more blunders,

There were shortcomings in the economic policies of the Mwalimu Nyerere during his administration,

There were unstable policies during the Ali Hassan Mwinyi’s government,

The third phase government of Benjamin Mkapa, on its part, out rightly ignored agriculture and the peasants of this country and instead it paid much attention to international issues, especially the North,

When Kikwete takes control of the nation again, I don’t what mistakes he is going to make again,

I would like to believe that he will support farmers and promote farming,

If it happens that a party makes mistakes, it must be corrected. That is a true democracy.

I do not mean there should not be opposition in the country. It must be there. But it must be a kind of opposition that can contribute to development and stand for the future of our nation,

England spent almost 200 years to create the opposition as it today – Labour and Tory parties,

India, for instance, despite 50 years of multiparty democracy, it is still unstable and does not have the desired unity. Things are still uncertain.

Long live Tanzania



M. R. J. SABODO

P. O. Box 730

DAR ES SALAAM



Source: Business Times Friday October 15 – 21, 2010, page 4



credit:Mwanamayu/JamiiForums









from: http://www.wavuti.com/4/post/2010/10/president-corrupt-leaders.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+wavuti+%28Wavuti%29&utm_content=Yahoo%21+Mail#ixzz12t8g57CH

MBA Scholarships for Africans in Africa, with IE Business School in Madrid, Spain

ALB offers scholarships to qualified residents of Africa who wish to obtain an MBA through one of our partner universities. Scholarship comes with great responsibility, and as such, ALB scholarships are offered as part of the ALB Fellowship Program.





The 2011 Management Development Program:

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Register now to receive updates as new partner MBA programs and scholarships are added.



Scholarships:



We are pleased to announce a new partnership with IE Business School in Madrid, Spain.



As a Founding University Partner in cooperation with the Foundation for African Leadership in Business, IE Business School will offer 2, 100% fellowships for African residents to attend the International MBA program in Madrid, Spain beginning in 2011.



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The scholarship application is open to all African citizens, currently residing in Africa, who meet the qualifications for admission to the IE International MBA program. At a minimum, successful applicants will need to demonstrate:



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AFRICA LAUNCHES WOMEN’S DECADE WITH KEYNOTE ADDRESS FROM DEPUTY UN CHIEF

AFRICA LAUNCHES WOMEN’S DECADE WITH KEYNOTE ADDRESS FROM DEPUTY UN CHIEF




New York, Oct 15 2010 5:05PM



The African Union (AU) today launched the African Women’s Decade, with a

top United Nations official calling on the continent’s leaders to seize

the opportunity to eliminate a raft of ills, from exclusion from land

tenure, credit and inheritance to violence and genital mutilation.



“Empowering women is a moral imperative, a question of fundamental

rights,” Deputy Secretary-General Asha-Rose Migiro

<"http://www.un.org/apps/dsg/dsgstats.asp?nid=243">told an AU forum in

Nairobi, Kenya, in a keynote address. “It is also sound policy. This is

our chance to put principle into practice... Investing in women and girls

is one of the greatest investments we can make.



“Gender equality and women’s empowerment are not add-ons – they are

integral to development. Furthermore, they will have a multiplier effect

on sustainable growth, and provide resilience to future challenges. Let us

therefore work to empower Africa’s women and girls.”



She recited a litany of discrimination faced by women, especially those in

rural areas. They do most of the agricultural work, yet endure the worst

working conditions, with low pay and little or no social protection. They

produce most of the food, yet are often excluded from land tenure, credit

and business services. They are the primary users and custodians of local

natural resources, but seldom have a voice on the bodies that decide how

these resources are managed.



“They are the care-givers and managers of households, but rarely share

these responsibilities equally with men or have a say in major household

decisions,” Ms. Migiro declared. “We need to right these wrongs. We must

ensure that rural women can access the legal, financial and technological

tools they need to progress from subsistence agriculture to productive

agriculture.”



She called for better income-generating opportunities and education for

women, noting that women make up over two thirds of the 800 million adults

in Africa who cannot read and write.

“This is denying women the chance to work, to prosper, to assert their

rights and take their place as equal participants in society,” she said.

“It also denies their countries an invaluable asset.”



More than half of Africans infected of HIV/AIDS are women, up to

three-quarters of those aged 15 to 24. “The statistics tell a shocking

story,” she added. “Young women are powerless in negotiating safer sex.

Let us empower them. Healthy women and girls means healthy societies,

healthy nations.”



Turning to violence against women, she called it “a topic that pains me –

that should pain us all… It is endemic in our societies. We must unite to

end it. It comes in many forms: domestic violence; the abuse of vulnerable

young girls; genital cutting; rape. Such crimes can never be rationalized

as culture or tradition. Wherever they occur they should be condemned.

They should be prosecuted. And most of all, they should be prevented.”



African leaders must take their commitments seriously, Ms. Migiro underlined.



“We need national and local action to make women’s rights a reality, to

end discriminatory traditional practices, and to end impunity for

gender-based violence,” she said. “Let us accept in our minds, and in our

laws, that women are rightful and equal partners – to be protected, to be

respected, and to be heard.”

________________

For more details go to UN News Centre at http://www.un.org/news

Tuesday, October 19, 2010

UFAFANUZI KUHUSU FURSA KWA WANAFUNZI KUPIGA KURA CHUONI WAKATI WA LIKIZO

Hiki ninaona kama kiini macho kwani mwanafunzi aliyeko kigoma atakuja kwa gharama ya nani? wadau hii imekaaje. wanaharakati tupambane kuhakikisha wanafunzi wanapiga kura. this might be a strategy for CCM to ensure that majority of University students who are tied with ccm are not going to vote.


CHUO KIKUU CHA DAR ES SALAAM




UFAFANUZI KUHUSU FURSA KWA WANAFUNZI KUPIGA KURA CHUONI WAKATI WA LIKIZO

Chuo Kikuu cha Dar es Salaam kinapenda kufafanua kwamba, ingawa tangu tarehe 24 Julai mwaka huu wanachuo walio wengi wamekuwa mapumzikoni, hakuna kampasi yoyotote ya Chuo Kikuu iliyofungwa. Shughuli zote muhimu za Chuo, zikiwemo ufundishaji wa makundi kadhaa ya wanafunzi wa shahada za kwanza, utafiti, huduma za maktaba, utoaji wa ushauri wa kitaaluma na shughuli mbalimbali zinazohusiana na mafunzo ya uzamili na uzamivu zimekuwa zikiendelea muda wote. Kwa kifupi, Chuo kimeendelea kutoa huduma kwa wadau wake wote.



Kwa hiyo ni wazi kwamba siku ya uchaguzi, yaani tarehe 31 Oktoba 2010, vituo vya kupigia kura vilivyopo ndani ya kampasi za Chuo Kikuu cha Dar es Salaam vitawapokea na kuwahudumia watu wote wenye stahili ya kupiga kura hapo bila usumbufu wowote. Watakaohudumiwa kwa mujibu wa taratibu zilizowekwa na Tume ya Uchaguzi ni pamoja na wanafunzi, wafanyakazi waliojiandikisha Chuoni na wananchi kutoka maeneo yanayozunguka kampasi za Chuo.



IMETOLEWA NA OFISI YA UHUSIANO

CHUO KIKUU CHA DAR ES SALAAM









from: http://www.wavuti.com/4/post/2010/10/ufafanuzi-kuhusu-wanafunzi-udsm-kupiga-kura-2010.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+wavuti+%28Wavuti%29&utm_content=Yahoo%21+Mail#ixzz12mrAfLvR

Monday, October 18, 2010

aliyesambaza message za kumkashifu DR. SLAA HUYU HAPA

The hateful text messages widely circulated throughout the country from mobile numbers registered in Finland were part of an election smear campaign carried out by a local IT specialist currently operating on the fifth floor of Barclays House, The Guardian on Sunday has learnt.




The revelation comes as Finnish and Tanzanian officials launched an investigation to nab the culprits behind the propaganda, which has targeted opposition candidates ahead of the October 31 general elections.



Earlier this week, while addressing the nation on the 11th anniversary of the death of Julius Nyerere, President Jakaya Kikwete described those spreading the hate messages as dangerous to the nation's peace and unity. President Kikwete said circulating defamatory messages was not the way to canvass for votes, as it could create more problems.



“I think this is becoming a serious problem... leadership cannot be gauged by obscenities or bad language against your rivals. This shows that Tanzanians have started to segregate one another,” Kikwete said on Thursday this week.



Text messages sent from Finnish telephone numbers, targeting Chadema presidential candidate Willibrod Slaa, have been circulating since last week. The police, the Tanzania Communications Regulatory Authority and mobile phone providers are investigating the source of the messages to establish who is behind them.



But, according to details gathered by The Guardian on Sunday, including emails sent between October 5 and 10, this year, the IT specialist is one, Rashid Shamte, who has a very strong connection with senior IT specialists at two leading mobile companies.



Two weeks ago, Shamte received edited versions of the ten hateful messages plus the 'ten commandments' at his email address rashid.shamte@6telecoms.co.tz. In one of the email seen by this newspaper, the author says, “Brother, we have finished your assignment with my boy who seemed to be good in doing this job…I will call you shortly so that we see how to empower him financially.” “As you may be aware this is a tough job that needs time and creativity” reads another one of the emails sent to rashid.shamte@6telecoms.co.tz on October 10, this year.



But, not all messages designed, authored and sent to Shamte’s emails were hateful or incriminating. Majority of these emails were just strategies aimed at responding to various policy issues raised by Dr Slaa and Professor Lipumba.



The hateful text messages have predominately targeted Chadema presidential candidate Dr. Willibrod Slaa but have also been directed at Professor Ibrahim Lipumba.



The first crop of ten messages accused Dr. Slaa of being a dangerous man who shouldn't be trusted with the task of leading a nation like Tanzania. Some of these messages were circulated to millions of mobile phone subscribers two weeks ago, forcing Chadema to file an official complaint with law enforcers.



“When you wake up on the morning of October 31, remember to recite this prayer: Oh Father who art in heaven and earth, don’t divide your people the way Chadema does; give us rights as the way those who come from Kilimanjaro give themselves; don’t deny us opportunities because we are not the in-laws of Mzee Mtei, give us light to live longer, and don’t take us hurriedly the way you took our hero Chacha Wangwe” reads one of these text messages



The text messages also depict Dr Slaa as a leader bent on winning the presidency at all costs, even if it would mean spilling blood. The texts were sent from two numbers, +358-8108226 begin_of_the_skype_highlighting +358-8108226 end_of_the_skype_highlighting and +358-8976578 begin_of_the_skype_highlighting +358-8976578 end_of_the_skype_highlighting, both bearing the Finnish country code. One of the messages accuses Chadema of being a tribal party dominated by Chagga people who receive their orders from former Central Bank governor Edwin Mtei. Mtei is among the founders of Chadema party, which was officially registered in July 1992.



The second round of text messages contained the so-called 'Ten Commandments', in which nine out of these are directed at Dr Slaa, and one is dedicated to Professor Lipumba of Civic United Front.



Although none of these messages attacked the ruling party or its candidates, there is still no credible evidence directly connecting CCM with the author of these damaging messages. According to details obtained by this newspaper, the 'Ten Commandments' were meant to be circulated the day before the election.



In one of the commandments, the author says, “Don’t follow Dr Slaa; he is a womanizer who commits adultery with married women and then dumps them.” Based on the emails sent to rashid.shamte@6telecoms.co.tz, Shamte seems to have been the distributor of the texts, using his IT expertise and connections with telecoms specialists to distribute the texts to millions of mobile phone users in Tanzania.



These emails also show that he has a very strong connection with one firm currently contracted by the ruling party to deal with its online communications through blogs and websites. The firm also has its office at Barclays House fifth floor, Ohio street, according to details gathered by The Guardian on Sunday.



All of Shamte's emails bear the signature of a Blackberry, showing that he usually uses his mobile phones to communicate with his partners in this smear campaign.



The Guardian on Sunday has reliably established that Shamte has also acted as a media analyst, giving his assessment of how the media has covered the top three presidential candidates since the campaign started.



Contacted yesterday through his mobile number, Shamte would not discuss the issue, and when asked to confirm that email address rashid.shamte@6telecoms.co.tz was his, he responded by asking how our reporter got his mobile number.



“If you can please tell me who gave you my telephone number,” requested Shamte yesterday evening when contacted through his cellular phone number.



The Guardian on Sunday’s reporter responded: “As we are always in search of credible information, we take every trouble to get to our sources of information, and today you stand as one of our credible sources,” asking him to confirm whether the email address actually belonged to him.

But instead, he chose to hang off.



The police have yet to apprehend any suspects connected to these defamatory and incriminating text messages, while the Tanzania Communication Regulatory Authority has also failed to identify the owner of the mobile number.



However what puzzles many people is how the author of these messages managed to access the database of various mobile phone operators in order to reach millions of people countrywide directly.

Under normal circumstances, no mobile handset can store that volume of contacts, but the mysterious author managed to jam over 5 million users within 48 hours, causing panic and outrage among opposition supporters.



Although none of the messages advised for the masses to take any action against the opposition, the rhetoric used was reminiscent of the genocidal propaganda spread in the run-up to the 1994 massacre in Rwanda.



At that time, there was another popular 'Ten Commandments' that was circulated by Hutu extremists in the few days before the genocide, when radio and newspapers were used to incite hate against the Tutsi minority. What followed was the murder of about 1 million Tutsi and moderate Hutus in a genocide that shocked the world.



HINT:

Nani anasema CCM Mgombea Urasi wa CCM hana mkono katika hizi meseji.... Ushahidi wa kimazingira huu hapa: Uki-fatilia domain 6telecoms.co.tz, iliyotumika utaona wazi share the name IP ya Kikwete2010co.tz na JK web site yake na nyingine za mafisadi wa papa ziko hosted nao.

Angalia maandishi mekundu!

"

Kikwete2010.co.tz is a domain controlled by two name servers at co.tz. Both are on different IP networks. The name server kikwete2010.co.tz stated in SOA record is not in the list of name servers. Incoming mail for kikwete2010.co.tz is handled by two mail servers also at co.tz. Both are on different IP networks. kikwete2010.co.tz has one IP number (41.77.226.253).

212.233.84.in-addr.arpa, 229.77.41.in-addr.arpa, 228.77.41.in-addr.arpa and 227.77.41.in-addr.arpa share name servers with this domain. 6telecoms.co.tz share mail servers with this domain.







__._,_.___

Tuesday, October 12, 2010

Is your organization a learning organization????????? "Mine is not "

peter senge and the learning organization


Peter Senge’s vision of a learning organization as a group of people who are continually enhancing their capabilities to create what they want to create has been deeply influential. We discuss the five disciplines he sees as central to learning organizations and some issues and questions concerning the theory and practice of learning organizations.

contents: introduction · peter senge · the learning organization · systems thinking – the cornerstone of the learning organization · the core disciplines · leading the learning organization · issues and problems · conclusion · further reading and references · links

Peter M. Senge (1947- ) was named a ‘Strategist of the Century’ by the Journal of Business Strategy, one of 24 men and women who have ‘had the greatest impact on the way we conduct business today’ (September/October 1999). While he has studied how firms and organizations develop adaptive capabilities for many years at MIT (Massachusetts Institute of Technology), it was Peter Senge’s 1990 book The Fifth Discipline that brought him firmly into the limelight and popularized the concept of the ‘learning organization'. Since its publication, more than a million copies have been sold and in 1997, Harvard Business Review identified it as one of the seminal management books of the past 75 years.



On this page we explore Peter Senge’s vision of the learning organization. We will focus on the arguments in his (1990) book The Fifth Discipline as it is here we find the most complete exposition of his thinking.



Peter Senge

Born in 1947, Peter Senge graduated in engineering from Stanford and then went on to undertake a masters on social systems modeling at MIT (Massachusetts Institute of Technology) before completing his PhD on Management. Said to be a rather unassuming man, he is is a senior lecturer at the Massachusetts Institute of Technology. He is also founding chair of the Society for Organizational Learning (SoL). His current areas of special interest focus on decentralizing the role of leadership in organizations so as to enhance the capacity of all people to work productively toward common goals.



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). At the same time he has been able to mediate these so that they can be worked on and applied by people in very different forms of organization. His areas of special interest are said to focus on decentralizing the role of leadership in organizations so as to enhance the capacity of all people to work productively toward common goals. One aspect of this is Senge’s involvement in the Society for Organizational Learning (SoL), a Cambridge-based, non-profit membership organization. Peter Senge is its chair and co-founder. SoL is part of a ‘global community of corporations, researchers, and consultants’ dedicated to discovering, integrating, and implementing ‘theories and practices for the interdependent development of people and their institutions’. One of the interesting aspects of the Center (and linked to the theme of idealistic pragmatism) has been its ability to attract corporate sponsorship to fund pilot programmes that carry within them relatively idealistic concerns.



Aside from writing The Fifth Discipline: The Art and Practice of The Learning Organization (1990), Peter Senge has also co-authored a number of other books linked to the themes first developed in The Fifth Discipline. These include The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization (1994); The Dance of Change: The Challenges to Sustaining Momentum in Learning Organizations (1999) and Schools That Learn (2000).



The learning organization

According to Peter Senge (1990: 3) learning organizations are:



…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. For this to happen, it is argued, organizations need to ‘discover how to tap people’s commitment and capacity to learn at all levels’ (ibid.: 4).



While all people have the capacity to learn, the structures in which they have to function are often not conducive to reflection and engagement. Furthermore, people may lack the tools and guiding ideas to make sense of the situations they face. Organizations that are continually expanding their capacity to create their future require a fundamental shift of mind among their members.



When you ask people about what it is like being part of a great team, what is most striking is the meaningfulness of the experience. People talk about being part of something larger than themselves, of being connected, of being generative. It become quite clear that, for many, their experiences as part of truly great teams stand out as singular periods of life lived to the fullest. Some spend the rest of their lives looking for ways to recapture that spirit. (Senge 1990: 13)



For Peter Senge, real learning gets to the heart of what it is to be human. We become able to re-create ourselves. This applies to both individuals and organizations. Thus, for a ‘learning organization it is not enough to survive. ‘”Survival learning” or what is more often termed “adaptive learning” is important – indeed it is necessary. But for a learning organization, “adaptive learning” must be joined by “generative learning”, learning that enhances our capacity to create’ (Senge 1990:14).



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



He adds to this recognition that people are agents, able to act upon the structures and systems of which they are a part. All the disciplines are, in this way, ‘concerned with a shift of mind from seeing parts to seeing wholes, from seeing people as helpless reactors to seeing them as active participants in shaping their reality, from reacting to the present to creating the future’ (Senge 1990: 69). It is to the disciplines that we will now turn.



Systems thinking – the cornerstone of the learning organization

A great virtue of Peter Senge’s work is the way in which he puts systems theory to work. The Fifth Discipline provides a good introduction to the basics and uses of such theory – and the way in which it can be brought together with other theoretical devices in order to make sense of organizational questions and issues. Systemic thinking is the conceptual cornerstone (‘The Fifth Discipline’) of his approach. It is the discipline that integrates the others, fusing them into a coherent body of theory and practice (ibid.: 12). 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.



Here is not the place to go into a detailed exploration of Senge’s presentation of systems theory (I have included some links to primers below). However, it is necessary to highlight one or two elements of his argument. First, while the basic tools of systems theory are fairly straightforward they can build into sophisticated models. Peter Senge argues that one of the key problems with much that is written about, and done in the name of management, is that rather simplistic frameworks are applied to what are complex systems. We tend to focus on the parts rather than seeing the whole, and to fail to see organization as a dynamic process. Thus, the argument runs, a better appreciation of systems will lead to more appropriate action.



‘We learn best from our experience, but we never directly experience the consequences of many of our most important decisions’, Peter Senge (1990: 23) argues with regard to organizations. We tend to think that cause and effect will be relatively near to one another. Thus when faced with a problem, it is the ‘solutions’ that are close by that we focus upon. Classically we look to actions that produce improvements in a relatively short time span. However, when viewed in systems terms short-term improvements often involve very significant long-term costs. For example, cutting back on research and design can bring very quick cost savings, but can severely damage the long-term viability of anorganization. Part of the problem is the nature of the feedback we receive. Some of the feedback will be reinforcing (or amplifying) – with small changes building on themselves. ‘Whatever movement occurs is amplified, producing more movement in the same direction. A small action snowballs, with more and more and still more of the same, resembling compound interest’ (Senge 1990: 81). Thus, we may cut our advertising budgets, see the benefits in terms of cost savings, and in turn further trim spending in this area. In the short run there may be little impact on people’s demands for our goods and services, but longer term the decline in visibility may have severe penalties. An appreciation of systems will lead to recognition of the use of, and problems with, such reinforcing feedback, and also an understanding of the place of balancing (or stabilizing) feedback. (See, also Kurt Lewin on feedback). A further key aspect of systems is the extent to which they inevitably involve delays – ‘interruptions in the flow of influence which make the consequences of an action occur gradually’ (ibid.: 90). Peter Senge (1990: 92) concludes:



The systems viewpoint is generally oriented toward the long-term view. That’s why delays and feedback loops are so important. In the short term, you can often ignore them; they’re inconsequential. They only come back to haunt you in the long term.



Peter Senge advocates the use of ‘systems maps’ – diagrams that show the key elements of systems and how they connect. However, people often have a problem ‘seeing’ systems, and it takes work to acquire the basic building blocks of systems theory, and to apply them to your organization. On the other hand, failure to understand system dynamics can lead us into ‘cycles of blaming and self-defense: the enemy is always out there, and problems are always caused by someone else’ Bolam and Deal 1997: 27; see, also, Senge 1990: 231).



The core disciplines

Alongside systems thinking, there stand four other ‘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:



Practices: what you do.



Principles: guiding ideas and insights.



Essences: the state of being those with high levels of mastery in the discipline (Senge 1990: 373).



Each discipline provides a vital dimension. Each is necessary to the others if organizations are to ‘learn’.



Personal mastery. ‘Organizations learn only through individuals who learn. Individual learning does not guarantee organizational learning. But without it no organizational learning occurs’ (Senge 1990: 139). 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’ (ibid.: 7). It goes beyond competence and skills, although it involves them. It goes beyond spiritual opening, although it involves spiritual growth (ibid.: 141). Mastery is seen as a special kind of proficiency. It is not about dominance, but rather about calling. Vision is vocation rather than simply just a good idea.



People with a high level of personal mastery live in a continual learning mode. They never ‘arrive’. Sometimes, language, such as the term ‘personal mastery’ creates a misleading sense of definiteness, of black and white. But personal mastery is not something you possess. It is a process. It is a lifelong discipline. People with a high level of personal mastery are acutely aware of their ignorance, their incompetence, their growth areas. And they are deeply self-confident. Paradoxical? Only for those who do not see the ‘journey is the reward’. (Senge 1990: 142)



In writing such as this we can see the appeal of Peter Senge’s vision. It has deep echoes in the concerns of writers such as M. Scott Peck (1990) and Erich Fromm (1979). The discipline entails developing personal vision; holding creative tension (managing the gap between our vision and reality); recognizing structural tensions and constraints, and our own power (or lack of it) with regard to them; a commitment to truth; and using the sub-conscious (ibid.: 147-167).



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’ (Senge 1990: 8). As such they resemble what Donald A Schön talked about as a professional’s ‘repertoire’. We are often not that aware of the impact of such assumptions etc. on our behaviour – and, thus, a fundamental part of our task (as Schön would put it) is to develop the ability to reflect-in- and –on-action. Peter Senge is also influenced here by Schön’s collaborator on a number of projects, Chris Argyris.



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. It also includes the ability to carry on ‘learningful’ conversations that balance inquiry and advocacy, where people expose their own thinking effectively and make that thinking open to the influence of others. (Senge 1990: 9)



If organizations are to develop a capacity to work with mental models then it will be necessary for people to learn new skills and develop new orientations, and for their to be institutional changes that foster such change. ‘Entrenched mental models… thwart changes that could come from systems thinking’ (ibid.: 203). Moving the organization in the right direction entails working to transcend the sorts of internal politics and game playing that dominate traditional organizations. In other words it means fostering openness (Senge 1990: 273-286). It also involves seeking to distribute business responsibly far more widely while retaining coordination and control. Learning organizations are localized organizations (ibid.: 287-301).



Building shared vision. Peter Senge starts from the position that if any one idea about leadership has inspired organizations for thousands of years, ‘it’s the capacity to hold a share picture of the future we seek to create’ (1990: 9). Such a vision has the power to be uplifting – and to encourage experimentation and innovation. Crucially, it is argued, it can also foster a sense of the long-term, something that is fundamental to the ‘fifth discipline’.



When there is a genuine vision (as opposed to the all-to-familiar ‘vision statement’), people excel and learn, not because they are told to, but because they want to. But many leaders have personal visions that never get translated into shared visions that galvanize an organization… What has been lacking is a discipline for translating vision into shared vision - not a ‘cookbook’ but a set of principles and guiding practices.



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. (Senge 1990: 9)



Visions spread because of a reinforcing process. Increased clarity, enthusiasm and commitment rub off on others in the organization. ‘As people talk, the vision grows clearer. As it gets clearer, enthusiasm for its benefits grow’ (ibid.: 227). There are ‘limits to growth’ in this respect, but developing the sorts of mental models outlined above can significantly improve matters. Where organizations can transcend linear and grasp system thinking, there is the possibility of bringing vision to fruition.



Team learning. Such learning is viewed as ‘the process of aligning and developing the capacities of a team to create the results its members truly desire’ (Senge 1990: 236). It builds on personal mastery and shared vision – but these are not enough. People need to be able to act together. When teams learn together, Peter Senge suggests, not only can there be good results for the organization, members will grow more rapidly than could have occurred otherwise.



The discipline of team learning starts with ‘dialogue’, the capacity of members of a team to suspend assumptions and enter into 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…. [It] also involves learning how to recognize the patterns of interaction in teams that undermine learning. (Senge 1990: 10)



The notion of dialogue that flows through The Fifth Discipline is very heavily dependent on the work of the physicist, David Bohm (where a group ‘becomes open to the flow of a larger intelligence’, and thought is approached largely as collective phenomenon). When dialogue is joined with systems thinking, Senge argues, there is the possibility of creating a language more suited for dealing with complexity, and of focusing on deep-seated structural issues and forces rather than being diverted by questions of personality and leadership style. Indeed, such is the emphasis on dialogue in his work that it could almost be put alongside systems thinking as a central feature of his approach.



Leading the learning organization

Peter Senge argues that learning organizations require a new view of leadership. He sees the traditional view of leaders (as special people who set the direction, make key decisions and energize the troops as deriving from a deeply individualistic and non-systemic worldview (1990: 340). At its centre the traditional view of leadership, ‘is based on assumptions of people’s powerlessness, their lack of personal vision and inability to master the forces of change, deficits which can be remedied only by a few great leaders’ (op. cit.). Against this traditional view he sets a ‘new’ view of leadership that centres on ‘subtler and more important tasks’.



In a learning organization, leaders are designers, stewards and teachers. They are responsible for building organizations were people continually expand their capabilities to understand complexity, clarify vision, and improve shared mental models – that is they are responsible for learning…. Learning organizations will remain a ‘good idea’… until people take a stand for building such organizations. Taking this stand is the first leadership act, the start of inspiring (literally ‘to breathe life into’) the vision of the learning organization. (Senge 1990: 340)



Many of the qualities that Peter Senge discusses with regard to leading the learning organization can be found in the shared leadership model (discussed elsewhere on these pages). For example, what Senge approaches as inspiration, can be approached as animation. Here we will look at the three aspects of leadership that he identifies – and link his discussion with some other writers on leadership.



Leader as designer. The functions of design are rarely visible, Peter Senge argues, yet no one has a more sweeping influence than the designer (1990: 341). The organization’s policies, strategies and ‘systems’ are key area of design, but leadership goes beyond this. Integrating the five component technologies is fundamental. However, the first task entails designing the governing ideas – the purpose, vision and core values by which people should live. Building a shared vision is crucial early on as it ‘fosters a long-term orientation and an imperative for learning’ (ibid.: 344). Other disciplines also need to be attended to, but just how they are to be approached is dependent upon the situation faced. In essence, ‘the leaders’ task is designing the learning processes whereby people throughout the organization can deal productively with the critical issues they face, and develop their mastery in the learning disciplines’ (ibid.: 345).



Leader as steward. While the notion of leader as steward is, perhaps, most commonly associated with writers such as Peter Block (1993), Peter Senge has some interesting insights on this strand. His starting point was the ‘purpose stories’ that the managers he interviewed told about their organization. He came to realize that the managers were doing more than telling stories, they were relating the story: ‘the overarching explanation of why they do what they do, how their organization needs to evolve, and how that evolution is part of something larger’ (Senge 1990: 346). Such purpose stories provide a single set of integrating ideas that give meaning to all aspects of the leader’s work – and not unexpectedly ‘the leader develops a unique relationship to his or her own personal vision. He or she becomes a steward of the vision’ (op. cit.). One of the important things to grasp here is that stewardship involves a commitment to, and responsibility for the vision, but it does not mean that the leader owns it. It is not their possession. Leaders are stewards of the vision, their task is to manage it for the benefit of others (hence the subtitle of Block’s book – ‘Choosing service over self-interest’). Leaders learn to see their vision as part of something larger. Purpose stories evolve as they are being told, ‘in fact, they are as a result of being told’ (Senge 1990: 351). Leaders have to learn to listen to other people’s vision and to change their own where necessary. Telling the story in this way allows others to be involved and to help develop a vision that is both individual and shared.



Leader as teacher. Peter Senge starts here with Max de Pree’s (1990) injunction that the first responsibility of a leader is to define reality. While leaders may draw inspiration and spiritual reserves from their sense of stewardship, ‘much of the leverage leaders can actually exert lies in helping people achieve more accurate, more insightful and more empowering views of reality (Senge 1990: 353). Building on an existing ‘hierarchy of explanation’ leaders, Peter Senge argues, can influence people’s view of reality at four levels: events, patterns of behaviour, systemic structures and the ‘purpose story’. By and large most managers and leaders tend to focus on the first two of these levels (and under their influence organizations do likewise). Leaders in learning organizations attend to all four, ‘but focus predominantly on purpose and systemic structure. Moreover they “teach” people throughout the organization to do likewise’ (Senge 1993: 353). This allows them to see ‘the big picture’ and to appreciate the structural forces that condition behaviour. By attending to purpose, leaders can cultivate an understanding of what the organization (and its members) are seeking to become. One of the issues here is that leaders often have strengths in one or two of the areas but are unable, for example, to develop systemic understanding. A key to success is being able to conceptualize insights so that they become public knowledge, ‘open to challenge and further improvement’ (ibid.: 356).



“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 – losing their commitment to the truth. (Senge 1990: 356)



Leaders have to create and manage creative tension – especially around the gap between vision and reality. Mastery of such tension allows for a fundamental shift. It enables the leader to see the truth in changing situations.



Issues and problems

When making judgements about Peter Senge’s work, and the ideas he promotes, we need to place his contribution in context. His is not meant to be a definitive addition to the ‘academic’ literature of organizational learning. Peter Senge writes for practicing and aspiring managers and leaders. The concern is to identify how interventions can be made to turn organizations into ‘learning organizations’. Much of his, and similar theorists’ efforts, have been ‘devoted to identifying templates, which real organizations could attempt to emulate’ (Easterby-Smith and Araujo 1999: 2). In this field some of the significant contributions have been based around studies of organizational practice, others have ‘relied more on theoretical principles, such as systems dynamics or psychological learning theory, from which implications for design and implementation have been derived’ (op. cit.). Peter Senge, while making use of individual case studies, tends to the latter orientation.



The most appropriate question in respect of this contribution would seem to be whether it fosters praxis – informed, committed action on the part of those it is aimed at? This is an especially pertinent question as Peter Senge looks to promote a more holistic vision of organizations and the lives of people within them. Here we focus on three aspects. We start with the organization.



Organizational imperatives. Here the case against Peter Senge is fairly simple. We can find very few organizations that come close to the combination of characteristics that he identifies with the learning organization. Within a capitalist system his vision of companies and organizations turning wholehearted to the cultivation of the learning of their members can only come into fruition in a limited number of instances. While those in charge of organizations will usually look in some way to the long-term growth and sustainability of their enterprise, they may not focus on developing the human resources that the organization houses. The focus may well be on enhancing brand recognition and status (Klein 2001); developing intellectual capital and knowledge (Leadbeater 2000); delivering product innovation; and ensuring that production and distribution costs are kept down. As Will Hutton (1995: 8) has argued, British companies’ priorities are overwhelmingly financial. What is more, ‘the targets for profit are too high and time horizons too short’ (1995: xi). Such conditions are hardly conducive to building the sort of organization that Peter Senge proposes. Here the case against Senge is that within capitalist organizations, where the bottom line is profit, a fundamental concern with the learning and development of employees and associates is simply too idealistic.



Yet there are some currents running in Peter Senge’s favour. The need to focus on knowledge generation within an increasingly globalized economy does bring us back in some important respects to the people who have to create intellectual capital.



Productivity and competitiveness are, by and large, a function of knowledge generation and information processing: firms and territories are organized in networks of production, management and distribution; the core economic activities are global – that is they have the capacity to work as a unit in real time, or chosen time, on a planetary scale. (Castells 2001: 52)



A failure to attend to the learning of groups and individuals in the organization spells disaster in this context. As Leadbeater (2000: 70) has argued, companies need to invest not just in new machinery to make production more efficient, but in the flow of know-how that will sustain their business. Organizations need to be good at knowledge generation, appropriation and exploitation. This process is not that easy:



Knowledge that is visible tends to be explicit, teachable, independent, detachable, it also easy for competitors to imitate. Knowledge that is intangible, tacit, less teachable, less observable, is more complex but more difficult to detach from the person who created it or the context in which it is embedded. Knowledge carried by an individual only realizes its commercial potential when it is replicated by an organization and becomes organizational knowledge. (ibid.: 71)



Here we have a very significant pressure for the fostering of ‘learning organizations’. The sort of know-how that Leadbeater is talking about here cannot be simply transmitted. It has to be engaged with, talking about and embedded in organizational structures and strategies. It has to become people’s own.



A question of sophistication and disposition. One of the biggest problems with Peter Senge’s approach is nothing to do with the theory, it’s rightness, nor the way it is presented. The issue here is that the people to whom it is addressed do not have the disposition or theoretical tools to follow it through. One clue lies in his choice of ‘disciplines’ to describe the core of his approach. As we saw a discipline is a series of principles and practices that we study, master and integrate into our lives. In other words, the approach entails significant effort on the part of the practitioner. It also entails developing quite complicated mental models, and being able to apply and adapt these to different situations – often on the hoof. Classically, the approach involves a shift from product to process (and back again). The question then becomes whether many people in organizations can handle this. All this has a direct parallel within formal education. One of the reasons that product approaches to curriculum (as exemplified in the concern for SATs tests, examination performance and school attendance) have assumed such a dominance is that alternative process approaches are much more difficult to do well. They may be superior – but many teachers lack the sophistication to carry them forward. There are also psychological and social barriers. As Lawrence Stenhouse put it some years ago: ‘The close examination of one’s professional performance is personally threatening; and the social climate in which teachers work generally offers little support to those who might be disposed to face that threat’ (1975: 159). We can make the same case for people in most organizations.



The process of exploring one’s performance, personality and fundamental aims in life (and this is what Peter Senge is proposing) is a daunting task for most people. To do it we need considerable support, and the motivation to carry the task through some very uncomfortable periods. It calls for the integration of different aspects of our lives and experiences. There is, here, a straightforward question concerning the vision – will people want to sign up to it? To make sense of the sorts of experiences generated and explored in a fully functioning ‘learning organization’ there needs to be ‘spiritual growth’ and the ability to locate these within some sort of framework of commitment. Thus, as employees, we are not simply asked to do our jobs and to get paid. We are also requested to join in something bigger. Many of us may just want to earn a living!



Politics and vision. Here we need to note two key problem areas. First, there is a question of how Peter Senge applies systems theory. While he introduces all sorts of broader appreciations and attends to values – his theory is not fully set in a political or moral framework. There is not a consideration of questions of social justice, democracy and exclusion. His approach largely operates at the level of organizational interests. This is would not be such a significant problem if there was a more explicit vision of the sort of society that he would like to see attained, and attention to this with regard to management and leadership. As a contrast we might turn to Peter Drucker’s (1977: 36) elegant discussion of the dimensions of management. He argued that there are three tasks – ‘equally important but essentially different’ – that face the management of every organization. These are:



To think through and define the specific purpose and mission of the institution, whether business enterprise, hospital, or university.



To make work productive and the worker achieving.



To manage social impacts and social responsibilities. (op. cit.)



He continues:



None of our institutions exists by itself and as an end in itself. Every one is an organ of society and exists for the sake of society. Business is not exception. ‘Free enterprise’ cannot be justified as being good for business. It can only be justified as being good for society. (Drucker 1977: 40)



If Peter Senge had attempted greater connection between the notion of the ‘learning organization’ and the ‘learning society’, and paid attention to the political and social impact of organizational activity then this area of criticism would be limited to the question of the particular vision of society and human flourishing involved.



Second, there is some question with regard to political processes concerning his emphasis on dialogue and shared vision. While Peter Senge clearly recognizes the political dimensions of organizational life, there is sneaking suspicion that he may want to transcend it. In some ways there is link here with the concerns and interests of communitarian thinkers like Amitai Etzioni (1995, 1997). As Richard Sennett (1998: 143) argues with regard to political communitarianism, it ‘falsely emphasizes unity as the source of strength in a community and mistakenly fears that when conflicts arise in a community, social bonds are threatened’. Within it (and arguably aspects of Peter Senge’s vision of the learning organization) there seems, at times, to be a dislike of politics and a tendency to see danger in plurality and difference. Here there is a tension between the concern for dialogue and the interest in building a shared vision. An alternative reading is that difference is good for democratic life (and organizational life) provided that we cultivate a sense of reciprocity, and ways of working that encourage deliberation. The search is not for the sort of common good that many communitarians seek (Guttman and Thompson 1996: 92) but rather for ways in which people may share in a common life. Moral disagreement will persist – the key is whether we can learn to respect and engage with each other’s ideas, behaviours and beliefs.



Conclusion

John van Maurik (2001: 201) 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’. As we have seen there are very deep-seated reasons why this may have been the case. Beyond this, though, there is the questions of whether Senge’s vision of the learning organization and the disciplines it requires has contributed to more informed and committed action with regard to organizational life? Here we have little concrete evidence to go on. However, we can make some judgements about the possibilities of his theories and proposed practices. We could say that while there are some issues and problems with his conceptualization, at least it does carry within it some questions around what might make for human flourishing. The emphases on building a shared vision, team working, personal mastery and the development of more sophisticated mental models and the way he runs the notion of dialogue through these does have the potential of allowing workplaces to be more convivial and creative. 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). These are still substantial achievements – and when linked to his popularizing of the notion of the ‘learning organization’ – it is understandable why Peter Senge has been recognized as a key thinker.



Further reading and references

Block, P. (1993) Stewardship. Choosing service over self-interest, San Francisco: Berrett-Koehler. 264 + xxiv pages. Calls for a new way of thinking about the workplace - arguing that notions of leadership and management need replacing by that of 'stewardship'. Organizations should replace traditional management tools of control and consistency with partnership and choice. 'Individuals who see themselves as stewards will choose responsibility over entitlement and hold themselves accountable to those over whom they exercise power'. There is a need to choose service over self-interest.



Heifetz, R. A. (1994) Leadership Without Easy Answers, Cambridge, Mass.: Belknap Press. 348 + xi pages. Just about the best of the more recent books on leadership. Looks to bring back ethical questions to the centre of debates around leadership, and turns to the leader as educator. A particular emphasis on the exploration of leadership within authority and non-authority relationships. Good on distinguishing between technical and adaptive situations.



Senge, P. M. (1990) The Fifth Discipline. The art and practice of the learning organization, London: Random House. 424 + viii pages. A seminal and highly readable book in which Senge sets out the five ‘competent technologies’ that build and sustain learning organizations. His emphasis on systems thinking as the fifth, and cornerstone discipline allows him to develop a more holistic appreciation of organization (and the lives of people associated with them).



References

Argyris, C., & Schön, D. (1978) Organizational learning: A theory of action perspective, Reading, Mass: Addison Wesley.



Argyris, C. and Schön, D. (1996) Organizational learning II: Theory, method and practice, Reading, Mass: Addison Wesley.



Bolman, L. G. and Deal, T. E. (1997) Reframing Organizations. Artistry, choice and leadership 2e, San Francisco: Jossey-Bass. 450 pages.



Castells, M. (2001) ‘Information technology and global capitalism’ in W. Hutton and A. Giddens (eds.) On the Edge. Living with global capitalism, London: Vintage.



DePree, M. (1990) Leadership is an Art, New York: Dell.



Drucker, P. (1977) Management, London: Pan.



Easterby-Smith, M. and Araujo, L. ‘Current debates and opportunities’ in M. Easterby-Smith, L. Araujo and J. Burgoyne (eds.) Organizational Learning and the Learning Organization, London: Sage.



Edmondson, A. and Moingeon, B. (1999) ‘Learning, trust and organizational change’ in M. Easterby-Smith, L. Araujo and J. Burgoyne (eds.) Organizational Learning and the Learning Organization, London: Sage.



Etzioni, A. (1995) The Spirit of Community. Rights responsibilities and the communitarian agenda, London: Fontana Press.



Etzioni, A. (1997) The New Golden Rule. Community and morality in a democratic society, London: Profile Books.



Finger, M. and Brand, S. B. (1999) ‘The concept of the “learning organization” applied to the transformation of the public sector’ in M. Easterby-Smith, L. Araujo and J. Burgoyne (eds.) Organizational Learning and the Learning Organization, London: Sage.



Fromm, E. (1979) To Have or To Be? London: Abacus.



Guttman, A. and Thompson, D. (1996) Democracy and Disagreement, Cambridge, Mass.: Belknap Press.



Hutton, W. (1995) The State We’re In, London: Jonathan Cape.



Klein, N. (2001) No Logo, London: Flamingo.



Leadbeater, C. (2000) Living on Thin Air. The new economy, London: Penguin.



Van Maurik, J. (2001) Writers on Leadership, London: Penguin.



O’Neill, J. (1995) ‘On schools as learning organizations. An interview with Peter Senge’ Educational Leadership, 52(7) http://www.ascd.org/readingroom/edlead/9504/oneil.html



Peck, M. S. (1990) The Road Less Travelled, London: Arrow.



Schultz, J. R. (1999) ‘Peter Senge: Master of change’ Executive Update Online, http://www.gwsae.org/ExecutiveUpdate/1999/June_July/CoverStory2.htm



Senge, P. (1998) ‘The Practice of Innovation’, Leader to Leader 9 http://pfdf.org/leaderbooks/l2l/summer98/senge.html



Senge, P. et. al. (1994) The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization



Senge, P., Kleiner, A., Roberts, C., Ross, R., Roth, G. and Smith, B. (1999) The Dance of Change: The Challenges of Sustaining Momentum in Learning Organizations, New York: Doubleday/Currency).



Senge, P., Cambron-McCabe, N. Lucas, T., Smith, B., Dutton, J. and Kleiner, A. (2000) Schools That Learn. A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education, New York: Doubleday/Currency



Stenhouse, L. (1975) An Introduction to Curriculum Research and Development, London: Heinemann.



Sennett, R. (1998) The Corrosion of Character. The personal consequences of work in the new capitalism, New York: Norton.



Links

Dialogue from Peter Senge’s perspective – brief, but helpful, overview by Martha Merrill



fieldbook.com – ‘home to The Fifth Discipline Fieldbook Project’ – includes material on Schools that Learn and The Dance of Change



Peter Senge resources – GWSAE online listing includes interview with Senge by Jane R. Schultz.



A Primer on Systems Thinking & Organizational Learning – useful set of pages put together by John Shibley @ The Portland Learning Organization Group



Resources on Peter Senge’s learning organization – useful listing of resources from the Metropolitan Community College, Omaha.



sistemika – online Peter Senge resources



Society for Organizational Learning – various resources relating to Senge’s project.



Systems thinking - useful introductory article by Daniel Aronson on thinking.net.



Bibliographic reference: Smith, M. K. (2001) 'Peter Senge and the learning organization', the encyclopedia of informal education. [www.infed.org/thinkers/senge.htm. Last update: September 03, 2009]



© Mark K. Smith 2001



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