usineasbright,well-educated,
high-energypeople,fullofenergyanddesiretomakeadifference,"sayshanover'so'brien."bythetimetheyare30,afewareonthe'fasttrack'andtherest'putintheirtime'todowhatmatterstothemontheweekend.theylothecommitment,theseeofmiion,andtheexcitementwithwhichtheystartedtheircareers.wegetdamnlittleoftheirenergyandalmostnoneoftheiririt."
andsurprisinglyfewadultsworktorigorouslydeveloptheirownpersonalmastery.whenyouaskmostadultswhattheywantfromtheirlives,theyoftentalkfirstaboutwhatthey'dlike
togetridof:"i'dlikemymother-in-lawtomoveout,"theysay,or"i'dlikemybackproblemstoclearup."thedisciplineofpersonalmastery,bycontrast,startswithclarifyingthethingsthatreallymattertous,oflivingourlivesintheserviceofourhighestairatio.
here,iammostinterestedinthecoectiobetweenpersonallearningandorganisationallearning,inthereciprocalcommitmentsbetweenindividualandorganisation,andintheecialiritofanenterprisemadeupoflearners.
mentalmodels
"mentalmodels"aredeeplyingrainedaumptio,generalisatio,orevenpicturesorimagesthatinfluencehowweunderstandtheworldandhowwetakeaction.veryoften,wearenotcociouslyawareofourmentalmodelsortheeffectstheyhaveonourbehaviour.forexample,wemaynoticethataco-workerdreeselegantly,andsaytoourselves,"she'sacountryclubperson."aboutsomeonewhodreesshaily,wemayfeel,"hedoe'tcareaboutwhatothersthink."mentalmodelsofwhatcanorcaotbedoneindifferentmanagementsettingsarenoledeeplyentrenched.manyiightsintonewmarketsoroutmodedorganisationalpracticesfailtogetputintoprac

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