I am my position process in which people focus only on the activities inherent to their positions and limit their responsibilities to it, without identifying the purpose of the organization, resulting in the lack of systemic vision that prevents the necessary exchange. Connect with other leaders such as Naveen Selvadurai here. 2. The external enemy: Refers to the widespread practice of placing the blame for mistakes in others, not recognizing their own mistakes ever. This makes it impossible to correct them, and the questioning of the assumptions that underlie the actions themselves, preventing, thus, learning. 3. The illusion of taking charge consists of an illusion to think that respond aggressively to problems is synonymous with pro-activity, that is, take care of them and address them before they erupt. Aggression is often disguised reactive rather than proactive and leads the block of learning. 4.
Fixing the facts: It consists of paying attention only to the immediate, without going Beyond the obvious problems, and ignoring those hidden processes. The level learning "generative" is blocked, leaving space only for a purely adaptive learning. 5. The parable of the boiled frog is the inability to endure slow and gradual changes, being only sensitive to quick changes and sudden, causing the organization to adopt measures to adapt to the latter, but not the former. Therefore, his blindness prevents him from time to adapt, learn and prepare for the future. 6. The illusion that is learned from experience: It is the belief that direct experience is the main source of learning, may prevent the understanding of many phenomena that have long-term effects.
According to the approach of Argyris and Schon (1978), when an organization enters deutero, members also learn about previous contexts for learning. They discover what they did what facilitates or hinders learning, inventing new strategies for learning, these strategies produce, evaluate and generalize that they have produced. The results are encoded in individual images and maps and are reflected in the organizational experience. Argyris (1995), emphasizes that learning starts as a defense to the routine, as a kind of creative tension that remains within the organization. It encourages individuals to review their operations and tasks, creating a dichotomy between individual desires and organizational objectives.
The challenge is to maintain this tension and ensure that beneficial changes are generated with it. If this is true, it develops the ability to learn from mistakes, which not only adaptation but no new solutions in a double cycle alteration and simple, the frames of mind in which so far has worked his action. Obstacles or Barriers to Learning Individual, Group and Organizational Failure to learn from many organizations, it is conferred, the ignorance and incomprehension of the patterns that explain the functioning of its parts and relations between them, and movements that condition evolution of the organization as a whole. Under this approach, according to Senge (1996), the first thing to recognize and identify the learning organization, are the seven barriers to learning, once identified, it is important to activate the five disciplines of learning, described in the preceding. Here are, in the following table, the barriers to learning identified by Senge (op cit): a Table 11 Positions taken by individuals who are hindering Organizational Learning, according to Peter Senge (2000) Barriers to Learning Organizational Definition 1.