of a leader, or around a crisis that galvanizes everyone temporarily. but, given a choice, most people opt for
pursuing a lofty goal, not only in times of crisis but at all times. what has been lacking is a discipline for translating individual vision into shared vision -- not a "cook-book" but a set of principles and guiding practices.

the practice of shared vision involves the skills of unearthing shared "pictures of the future" that foster genuine commitment and enrollment rather than compliance. in mastering this discipline, leaders learn the counterproductiveness of trying to dictate a vision, no matter how heartfelt.

team learning
how can a team of committed managers with individual iqs above 120 have a collective iq of 63? the discipline of team learning confronts this paradox. we know that teams can learn; in sports, in the performing arts, in science, and even occasionally, in business, there are striking examples where the intelligence of the team exceeds the intelligence of the individuals in the team, and where teams develop extraordinary capacities for coordinated action. when teams are truly learning, not only are they producing extraordinary results but the individual members are growing more rapidly than could have occurred otherwise.

the discipline of team learning starts with "dialogue", the capacity of members of a team to suspend assumptions and enter into a genuine "thinking together". to the greeks dia-logos
meant a free-flowing of meaning through a group, allowing the group to discover insights not attainable individually. interestingly, the practice of dialogue has been preserved in many "primitive" cultures, such as that of the american indian, but it has been almost completely lost to modern society. today, the principles and practices of dialogue are being rediscovered and put into a contemporary context. (dialogue differs from the more common "discu

ssion", which has its roots with "percussion" and "concussion", literally a heaving of ideas back and forth in a winner-takes-all competition.)

the discipline of dialogue also involves learning how to recognize the patterns of interaction in teams that undermine learning. the patterns of defensiveness are often deeply engrained in how a team operates. if unrecognized, they undermine learning. if recognized and surfaced creatively, they can actually accelerate learning.

team learning is vital because teams, not individuals,

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