| Line | Human beings, born with a drive to explore and |
| experiment, thrive on learning. Unfortunately, | |
| corporations are oriented predominantly toward | |
| controlling employees, not fostering their learning. | |
| (5) | Ironically, this orientation creates the very |
| conditions that predestine employees to mediocre | |
| performances. Over time, superior performance | |
| requires superior learning, because long-term | |
| corporate survival depends on continually exploring | |
| (10) | new business and organizational opportunities that |
| can create new sources of growth. | |
| To survive in the future, corporations must | |
| become “learning organizations,” enterprises that | |
| are constantly able to adapt and expand their | |
| (15) | capabilities. To accomplish this, corporations must |
| change how they view employees. The traditional | |
| view that a single charismatic leader should set the | |
| corporation’s direction and make key decisions is | |
| rooted in an individualistic worldview. In an | |
| (20) | increasingly interdependent world, such a view is no |
| longer viable. In learning organizations, thinking and | |
| acting are integrated at all job levels. Corporate | |
| leadership is shared, and leaders become | |
| designers, teachers, and stewards, roles requiring | |
| (25) | new skills: the ability to build shared vision, to |
| reveal and challenge prevailing mental models, and | |
| to foster broader, more integrated patterns of | |
| thinking. In short, leaders in learning organizations | |
| are responsible for building organizations in which | |
| (30) | employees are continually learning new skills and |
| expanding their capabilities to shape their future. |
The primary purpose of the passage is to
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