Lios Fall 2010 Study Set

Front 1

5th Discipline
Key Thought 1

Back 1

Organizations learn only through individuals who learn - engage in 'action learning' where workers study their own actions to improve the workplace and expand the capacity to create the future

Front 2

5th Discipline
1)Personal Mastery

Back 2

Requires individuals to constantly clarify their visions, develop tolerance and take a neutral view of reality - it requires you to approach your life as a 'creative work'. If you can do this, you can respond to situations resourcefully, rather than re-actively. The creative approach calls for constant clarification of what you value.

Front 3

5th Discipline
2)Mental Models

Back 3

Involves recognizing and scrutinizing your assumptions about how the world works, since these affect the actions you take

Front 4

5th Discipline
3)Shared Vision

Back 4

Requires that members of an organization share a commitment to its overall 'goals, values and missions'. This is more than a bland mission statement.

Front 5

5th Discipline
4)Team Learning

Back 5

Means that members of a group progress together. Amazing teams aren't born - they must grow in unison and learn how to achieve extraordinary results (similar to a sports team). The teams combined intelligence is greater than the intelligence of any single individual.

Front 6

5th Discipline
5)Systems Thinking

Back 6

Promotes the understanding that business and human life are systems, where single components affect the other elements of the set. Too many people focus on 'snapshots of isolated parts' and, in effect, don't see the forest for the trees

Front 7

5th Discipline
Key Thought 2

Back 7

The heart of a learning organization is a 'shift of mind' - from seeing ourselves as separate from the world to connected to the world

Front 8

5th Discipline
Key Thought 4

Back 8

When you see the whole, you can stop reacting to events - true pro-activeness comes from seeing how we contribute to our own problems

Front 9

5th Discipline Barriers 1
'I am my position'

Back 9

Employees think solely about their jobs, without recognizing how their work interacts with other elements within the organization

Front 10

5th Discipline Barriers 2
'The enemy is out there'

Back 10

Employees blame others when things go wrong, rather than looking at what they or their firm are doing to contribute to the problem

Front 11

5th Discipline Barriers 3
'Fixation on events'

Back 11

many people focus on short-term factors or events, rather than recognizing that most problems arise from 'slow, gradual processes'

Front 12

5th Discipline Key
Thought 3

Back 12

Systems Thinking is the fifth discipline: it integrates all other disciplines - it shows us that there is no outside; that you and the cause of your problems are part of a single system

Front 13

5th Discipline Key
Thought 5

Back 13

If you don't correct false beliefs, you'll make mistakes - change your thinking, change your world

Front 14

5th Discipline Key
Thought 6

Back 14

The key to seeing reality systemically is seeing circles of influence rather than straight lines

Front 15

Additive Relationship

Back 15

When one thing adds to another thing (CHECK)

Front 16

Balancing Loop

Back 16

A balancing loop is one in which action attempts to bring two things to agreement. Any situation where one attempts to solve a problem or achieve a goal or objective is representative of a balancing loop.

Front 17

What are Bowen's 3 Major Ideas?

Back 17

1) Life Forces
2) Differentiation
3) Anxiety

Front 18

Bowen 3 Major Ideas
1. Life Forces

Back 18

Individuality (think, feel, act alone) < -------------------------------- > Togetherness (think, feel, act as 'one')
Anchored in biology, influenced by learning
The balance is homeostasis
We can think of this as a paradox as well (as we dance between self and other)

Front 19

Bowen 3 Major Ideas
2: Differentiation

Back 19

A process managed by the individual & within the relationship system
Strong characteristic is choice
Aware of self and base behavior (thoughtful consideration vs emotional reaction)

Front 20

Bowen 3 Major Ideas
3. Anxiety

Back 20

Acute = a response to a real, time-bound threat
Chronic = imagined and endless - often a result of a disturbance in the balance of a relationship system
The less differentiation you have the less reserve you have to deal with daily life
Bowen believed that this was the primary promoter of all symptoms (illness)

Front 21

What are Bowen's 8 Core Concepts?

Back 21

1) Scale of differentiation
2) Triangles
3) Nuclear family emotional process
4) Family projection process
5) Multi-generational transmission process
6) Emotional cut-off
7) Sibling position
8) Societal regression

Front 22

Bowen 8 core concepts
1) Scale of differentiation

Back 22

0-100 (0= no self or total fusion and 100= total differentiation is unachievable)

Front 23

Bowen 8 core concepts
2) Triangles

Back 23

occur when anxiety is high, Bowen believed that if the 3rd person stayed detached then the tension would resolve

Front 24

Bowen 8 core concepts
3) Nuclear family emotional process

Back 24

patterns of functioning - lack of differentiation leads to divorce, dysfunction, illness

Front 25

Bowen 8 core concepts
4) Family projection process

Back 25

parental lack of differentiation impairs a child - pass on chronic anxiety or triangulate them in relationship issues. Can also show up as behaving how the child is treated.

Front 26

Bowen 8 core concepts
5) Multi-generational transmission process

Back 26

family projection - the continuation of patterns in our genograms

Front 27

Bowen 8 core concepts
6) Emotional cut-off

Back 27

handling unresolved emotional attachment to parents (can be real or acted 'emotional cut off')

Front 28

Bowen 8 core concepts
7) Sibling position

Back 28

the first born position is the one that hold truest to this model - assumes fixed personality traits based on birth order or position

Front 29

Bowen 8 core concepts
8) Societal regression

Back 29

similar to what happens in family systems, as emotion and anxiety increase, so will the emotionality of decisions in society (e.g. 9/11)

Front 30

Brain Science:
Negative self-talk....

Back 30

creates real physiological symptoms and stops you from learning (when stress becomes chronic, the SNS - sympathetic nervous system) activates a set of hormones that shut down the brain... lessening your ability to function and losing your ability to learn.

Front 31

Brain Science:
The mind uses the brain to create itself!

Back 31

Mind training shifts the brain and where and how we think - where neurofiring (+ or -) is directed is where the brain will become denser; the brain is plastic and can be changed by the way we think and the stories we tell. The mind uses the brain to create itself!

Front 32

Brain structure
1 - Brain Stem/Reptilian

Back 32

primitive, reflexive, reactive, survival, this part does not learn - 4F's flight, fight, food, f..

Front 33

Brain structure
2 - Limbic/Mid-Brain

Back 33

started learning, amygdala, hippocampus - remembers what is dangerous and context for danger, it stores the information, still survival based - other mammals have this as well. The way I perceive the world; associated with emotions, motivation, goal-directed behavior, memory; also responsible for reactivity and snap decision-making. The amygdala is behind the ear in the center of the brain (size of an almond) that can set off the flight/fight response. An amygdala hi-jack.

Front 34

Brain structure
3 - Pre-Frontal Cortex

Back 34

rational and thoughtful decisions, transformation of spirit, makes sense of the world; meaning; ability to negotiate, appreciate art, prefrontal area can VETO an emotional response (keep a hi-jacking from taking place - respond vs react) - this is the executive suite which receives and analyzes info from all parts of the brain. Distinguishes us from the more reactive part of the animal kingdom

Front 35

Carkhuff Helping Skills 1 of 2

Back 35

First level (Understanding)
Empathy or understanding (reduces clients anxiety, non-judgmental attunement and container that allows for feelings of safety which leads to the exploration of difficult emotions)Concreteness or specificity

Front 36

Carkhuff Helping Skills 2 of 2

Back 36

Genuineness
Confrontation
Immediacy - what the other speaks of is revealing something else, tuning in to the messages (is it happening right now?)
Self Disclosure
(See Response -ability axis)

Front 37

Learning As a way of being
1: Self-directed learning

Back 37

The content of the initiative is owned by the initiator, and as they proceed, they act (learn) the early effects of the initiative of others. SD is modeling.

Front 38

Learning as a Way of Being
2: Creative learning

Back 38

not pursuing a preset goal using preset methods and resources; it is an exploration and it's inventive

Front 39

Learning as a Way of Being
3: Expressive learning

Back 39

learning occurs in the process of expressing it; white water does not offer the luxury of offline learning

Front 40

Learning as a Way of Being
4: Feeling learning

Back 40

learning in white water occurs at the level of feelings as much as ideas and skills; learning about meanings isn't just impersonal ideas, but knowing it deeply and personally

Front 41

Learning as a Way of Being
5: On-line learning

Back 41

de-institutionalized; learning happens in all environments

Front 42

Learning as a Way of Being
6: Continual learning

Back 42

always a beginner; mastery in permanent white water is almost a contradiction in terms

Front 43

Learning as a Way of Being
7: Reflexive learning

Back 43

being a more conscious and reflective learner; more aware of one's own learning process

Front 44

Learning as a Way of Being
8: Problems with existing thoughts on learning

Back 44

epicts learning as an institutional activity
Learning is painful, an uphill battle, a strain
Goals are is chosen by another (rather than internally-motivated)
Someone who is setting out to learn is less admirable than one who has completed a set of learning
Culturally, being a "beginner" is not good and learning must lead to the status of being accomplished, competence and mastery.

Front 45

Left brain

Back 45

literal, linear, language, logic, liar, identity, narrative, social rules, norms, expectations, don't believe what you think, autobiographical description

Front 46

Reinforcing Loop

Back 46

A reinforcing loop is one in which the interactions are such that each action adds to the other. Any situation where action produces a result which promotes more of the same action is representative of a reinforcing loop.

Front 47

Response-ability Axis (aka Immediacy Model)

Back 47

Focus - Specific internal experience, external behaviors......... abstract generalization
Person - I position, me............. You, them, we, us, our
Place - Here, inside talk.............. There, outside talk, triangulation
Time - Now........................Past, future

Front 48

Right brain

Back 48

non-verbal, holistic, intuitive, fluid, auto-biographical memory, spontaneous, raw emotion, stress modulation, develops first, context free, transference, super-ego, initial empathetic response

Front 49

Rogerian Theory

Back 49

Congruence - outside matches inside
Unconditional positive regard (at our core lives positive goodness - our 'Buddha nature')
Empathic understanding

Front 50

Rogerian Therory - Practitioner's Funnel

Back 50

Perceptual Map
Field of Focus
Problem Formation
Strategies
Tactics
Interventions

Front 51

Subtractive Relationship

Back 51

One thing takes away from another thing (CHECK)

Front 52

The Brain and Emotional Intelligence

Back 52

through repetition (pain makes it smaller or larger). The compassionate side needs to be nurtured and repeated and cultivated to grow.
-Neural systems responsible for emotions and intellect are separate - but connected
-In HIGH STRESS - the limbic brain (running on emotion) can commandeer the rest of the brain
-Daniel Goleman (EI dude) - argues that 90% of leadership success could be directly attributed to EI
-Mindfulness IS paying attention to aspects of the brain and mind awareness of ALL that emerges through paying attention

Front 53

What is the antidote to chronic anxiety?

Back 53

Differentiation