| 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. |