Conduct some research to find and describe real-world scenarios/casesthat resemble at least three (3) learning disabilities(e.g., famous company cases, your workplace, or stories you have heard from colleagues related to the dynamics and challengesof their organization). Please be sure to clearly describe each scenario/case so that it reflects the selected learning disability in a tangible manner.

Flashback! . Do you remember the concept of "Subtractive Knowledge"? . Subtractive knowledge: Avoiding/Eliminating what does NOT work or what is WRONG. . So why are we mentioning it again? . Subtractive knowledge applied: By identifying and eliminating learning disabilities, we can contribute to building a Learning Organization! So, let's identify some learning disabilities! Learning Disabilities . "I AM MY POSITION" . When people in organizations focus only on their position, they have little sense of responsibility for the results produced when all positions interact. Moreover, when results are disappointing, it can be very difficult to know why. All you can do is assume that "someone screwed up." . "THE ENEMY IS OUT THERE" . There is in each of us a propensity to find someone or something outside ourselves to blame when things go wrong. Marketing blames manufacturing: "The reason we keep missing sales targets is that our quality is not competitive." Manufacturing blames engineering. Engineering blames marketing: "If they'd only quit screwing up our designs and let us design the products we are capable of, we'd be an industry leader." The "enemy is out there" syndrome is a by-product of "I am my position," and the nonsystematic ways of looking at the world that it fosters. When we focus only on our position, we do not see how our own actions extend beyond the boundary of that position. (Senge, 2006)Open with * Learning Disabilities . THE ILLUSION OF TAKING CHARGE . All too often, proactiveness is reactiveness in disguise. If we simply become more aggressive fighting the "enemy out there, " we are reacting regardless of what we call it. True proactiveness comes from seeing how we contribute to our own problems. It is a product of our way of thinking, not our emotional state. . THE FIXATION OF EVENTS Focusing on events leads to "event" explanations: "The Dow Jones average dropped sixteen points today," announces the newspaper, "because low fourth-quarter profits were announced yesterday." Such explanations may be true, but they distract us from seeing the longer-term patterns of change that lie behind the events and from understanding the causes of those patterns. . Generative learning cannot be sustained in an organization if people's thinking is dominated by short-term events. The primary threats to our survival are not from sudden events, but from slow and gradual processes. (Senge, 2006) Learning Disabilities . THE PARABLE OF THE BOILED FROG Learning to see slow, gradual processes If you place a frog in a pot of boiling water, it will immediately try to requires slowing down our frenetic pace and scramble out. But if you place the frog in room temperature water, and don't paying attention to the subtle as well as the scare him, he'll stay put. Now, if the pot sits on a heat source, and if you dramatic. This learning disability emphasizes gradually turn up the temperature, something very interesting happens. As the challenge in spotting the gradual forces the temperature rises from 70 to 80 degrees F, the frog will do nothing. In that quickly shape the fate of an organization. Things like client satisfaction across all of our fact, he will show every sign of enjoying himself. As the temperature accounts and team engagement and morale gradually increases, the frog will become groggier and groggier, until he is are hard to take stock immediately and the unable to climb out of the pot. Though there is nothing restraining him, the shifts in each may be gradual so that if we're frog will sit there and boil. Why? Because the frog's internal apparatus for not paying attention, we could find ourselves sensing threats to survival is geared to sudden changes in his environment, in a tough spot. This is why it's so critical for not to slow, gradual changes. us to carefully examine, have check-in conversations, and be brutally honest with ourselves on how things are going. (Senge, 2006)Open with Learning Disabilities . THE DELUSION OF LEARNING FROM EXPERIENCE . The most powerful learning comes from direct experience. Indeed, we leam eating, crawling, walking, and communicating through direct trial and error; through taking an action and seeing the consequences of that action; then taking a new and different action. But what happens when we can no longer observe the consequences of our actions? What happens if the primary consequences of our actions are in the distant future or in a distant part of the larger system within which we operate? We each have a "learning horizon " a breadth of vision in time and space within which we assess our effectiveness. . When actions have consequences beyond our learning horizon, it becomes Impossible to learn from direct experience. . Herein lies the core learning dilemma that confronts organizations: we learn best from experience but we never directly experience the consequences of many of our most important decisions. The most critical decisions made in organizations have system-wide consequences that stretch over years or decades ( e.g., Decisions in R&D have first-order consequences in marketing and manufacturing). (Senge, 2006) Learning Disabilities . THE MYTH OF THE MANAGEMENT TEAM . All too often, teams in business tend to spend their time fighting for turf, avoiding anything that will make them look bad personally, and pretending that everyone is behind the team's collective strategy, maintaining the appearance of a cohesive team. To keep up the image, they squelch disagreement and make watered-down compromises reflecting what everyone can live with. How often are individuals rewarded in organizations for raising difficult questions about the company's current policies rather than solving urgent problems? Unfortunately, not that often. (Senge, 2006)