VOLUME 5, NUMBER 5

Reflections
The SoL Journal

on Knowledge, Learning, and Change

FEATURE ARTICLE

Living the Change You Seek
Sayra Pinto, Jasson Guevara,and Molly Baldwin

Commentary

Peter M. Senge

EMERGING KNOWLEDGE
Creating the Job of Your Dreams
Etienne Collignon, Manfred Mack,
and Laurent Marbacher

Published by The Society for Organizational Learning

ISSN 1524-1734

4reflections.solonline.org

FEATURE

Living the Change You Seek
Roca’s Core Curriculum for Human Development

Last October, three remarkable leaders took meof any think-ing person’s life and work: in Sayra’s

and some 700 others – including managers, teach-words, “the possibility of who [we] can be.”1

ers, consultants, and social activists – on a day of

Roca and its 100 “street workers” – mostly

profound learning, joy, hope, and occasional heart-

15- to 22-year-olds formerly served by Roca – havebreak. Sayra Pinto, Jasson Guevara and Molly

changed thousands of lives over the past 15 years.

Baldwin are leaders of Roca, a grassroots organi-In the process, the people of Roca have changed,

zation dedicated to personal and social transfor-

too. As Peter Senge reflects in his closing com-mation (see “Roca: A Community Cornerstone,”mentary, their journey of wisdom, love, and cour-

page 2). Speaking at Pegasus Communications’age challenges us to rethink our notions of change,“Systems Thinking in Action” conference in Boston,and to reexamine our capacity to serve our organi-

they engaged in issues never far from the surface

zations, our communities, and the world we live in.
— Karen Ayas, Co-editor in Chief

Fanning the Flame of Hope
By Sayra Pinto, Roca’s VIA Project director

R
Sayra Pinto

oca works to create a space where people can grow and become more themselves.
But we don’t think of ourselves as “developing” people; we think of ourselves asdeveloping ourselves and engaging people in the possibility of who they can be. And
we don’t say, “Hey, you want to learn about yourself?” because most people (including most
executives) say, “Thanks, we know everything we need to know about ourselves.” Instead,
we approach people where they are in life, and we build relationships with them. That’s the
key to self-awareness, learning, and change.
We’ve found two things in particular that are essential to personal development. Ourcommunities constantly reaffirm these core principles:• Young people want to fly, but society does a terrible job of keeping their hopes alive.
Young people need encouragement and somebody to show up when things are hard. Those
who haven’t had anybody don’t want to be let down yet again. Teachers, counselors, coaches, and others who try to “show up” and provide hope often take a lot of abuse from young
people who have been disappointed.
• People aspire to transformational relationships. If you’re showing up for a young
person he or she will eventually get tired of telling you to go away, and begin to take youreflections.solonline.org

Sayra Pinto, Jasson Guevara, and Molly Baldwin � Living the Change You Seek 1© 2004, Society for Organizational Learning. All Rights Reserved.

By Sayra Pinto, Jasson Guevara, and Molly Baldwin

for granted. That is actually a good thing: you become the most consistent, sustainable
presence in that young life, and at that point you make a difference. Both of you change
and grow. You become a mirror, holding the dreams of who that young person can be. These
are not comfortable relationships: they involve a lot of searching and conflict, but also
tremendous love.

Anchors Amid Uncertainty
When I was 16, a Roca street worker told me, “I’m going to show up for you whether you
like me or not.” This person was stubborn enough to stand by me, even when things didn’t
seem to be working, even when I was saying, “Leave me alone. You’re getting too close.”
Now, at 31, I get to show up for other people. Most of our staff tell a similar story (see “Being
There,” page 3).
“Showing up” often means being “in your face”; we’re good at that. But we’re good at it
because we hold to the vision that young people and families can thrive and lead change.
“Thrive” doesn’t mean “be trouble-free”; it doesn’t mean that problems go away. It meansthat people – not just young adults but entire families, including the teenage mothers who

Roca: A Community Cornerstone
Roca, Inc.2 is a multicultural human-development andcommunity-building organization. Its programs reachyouth, young adults, and families in Chelsea, Revere,
East Boston, Lynn, and Charlestown, Massachusetts.
Roca works intensively with 1,300 individuals throughrestorative justice work, Peacemaking Circles, andmulticultural programming, and reaches an additional
15,000 people each year through outreach and events.
Roca’s vision is one of young people and families
thriving and leading change. Roca’s mission is to promote justice through creating opportunities, with young
people and families, to lead happy and healthy lives.
Roca’s seven programs, described below, include a
powerful combination of outreach, intervention, street
work, leadership development, health promotion andaccess, educational programming, youth employment
opportunities, community organizing, and community
building led by multicultural, multilingual youth andadults. Roca invites young people and adults from thefar corners of the world and from the local neighborhoods to build their communities together.
• Project Victory is an intensive after-school programfor 12- to 15-year-olds which includes educational
support, leadership development, and community
service.
• VIA Project is an educational program that supports
disenfranchised young adults through ESL (English

as a second language) training, high school
equivalency programs, and job preparation.
• Youth STAR is a government-supported
AmeriCorps program in which 30 young people
develop leadership skills and educational goals,
while providing community health and HIV/AIDS
prevention education, and organizing and leading conservation work.
• Healthy Families provides intensive outreachto young parents under age 20. One-on-one
home visits are enhanced by community events
and weekly drop-in nights for young parents tocome together.
• Street Outreach Team engages multiculturalstreet- and gang-involved youth through intensive
relationships, Peacemaking Circles, and leadershipdevelopment.
• Community Building Team develops relationships with immigrant families; provides educational opportunities for community parents andother adults through numerous classes; andsupports community organizing and multicultural celebrations.
• Lynn Cambodian Project works with streetand gang-involved young people and supports
community building within the Cambodian
community.

2 Living the Change You Seek � Sayra Pinto, Jasson Guevara, and Molly Baldwin

Reflections

Volume 5, Number 5

bring their children to our classes – engage in theirlives and strive to do well.
We’ve found four core values that help us sustain
our vision. In uncertain times these values are ouranchor:• Belonging – having a place in the world,
especially for those who have been uprooted or displaced;• Generosity – a sense of purpose, that we havesomething to contribute to the world;• Competence – the skills to live and participate
in this world, and an understanding of the rules of
the game; and• Independence – an awareness of how to move
forward in the world.
For me, independence, in particular, is critical.
Independence doesn’t mean going it alone; nobody,and no country, can do that. But without a sense ofstrength and distinction come a loss of self, hopelessness, deep distrust, and a belief (as we see
played out in parts of the developing world fromwhich many in our communities come) that it’s up
to somebody else to determine the course of affairs
in the future.
I come from a people with a history of struggle
for independence and belonging. When I was growing up in Honduras, there were brutal civil wars inreflections.solonline.org

Being ThereBy Jasson Guevara, street worker

I

came to Roca three years
ago, when I was 18 years old,
after being out in the streets.
At the time, I thought, “Oh, boy,
I want to stay here forever. They
have weights, they have soccer– I’m never going to work.” One
day Seroeum Phong, the direcJasson Guevara
tor of the street worker team,asked if I wanted to help run our weight program. I
volunteered to help out – and I was late every day.
Seroeum never made it an issue, but one day it really
hit me: I couldn’t get it together to show up on time
for three hours a day, and I didn’t even have to start
until 6 pm.
Eventually I was offered a staff job, working withother youth who were involved in gangs to try tobring them into the VIA Project. I wasn’t sure if I
wanted to take the position or not, but I decided I
would, since Roca had helped me. I spent a year
running the weight room and soccer program – andI was finally on time for work. But through the firstyear, I wasn’t trusted by some people in the community. It was hard to work through that, to try to
do something positive when everybody thought I
was involved in gangs or drugs or crime. But I had
somebody who always believed in me, and thatmade the difference.
That’s how young people feel when they havesupport. That’s what I try to do – to be there forothers. Kids’ parents and families are not going tobe there when there’s about to be a fight, and someone needs to try to break it up. That’s somethingthat we can do, and that’s why we get respect fromthe people we try to help. It is always about
approaching people on their own terms and giving
them your trust so they can trust you. Sometimes, as
Sayra says, you have to keep pushing people. You
get in their faces and they get in yours in return. But
in the end, it tells people that there’s someone who
really cares what happens to them, and that leads toreal change in people’s lives. �

Sayra Pinto, Jasson Guevara, and Molly Baldwin � Living the Change You Seek 3

El Salvador and Nicaragua, and genocide of indigenous people in Guatemala. Nobody talks
about Honduras being in the middle of all that, because it’s always been, in effect, a UnitedStates colony. What came of those experiences were feelings of dependence, suspicion, andself-doubt. In Central America, people have lost a sense of their own engagement with themselves, their countries, and their future. People cannot develop socially, economically, or
personally with that kind of dependence.

Rules for Engagement
I’ve been asked, “How do you keep going? What does it take?” For years I would talk about
how hard it is to make a difference. Now I find it really doesn’t take that much, because after
a certain point, in essence, you’re dealing
with your own children. How can you
begrudge the time, effort, and emotionalenergy you give to them? How can you
begrudge your belief in them?
When I work with a 24-year-old who
never learned to read and write, and who
doesn’t know the meaning of love, I don’t
begrudge my love for that person. That isthe essence of education and personal
development. When people walk into mylife – which has happened quite a bit lately– to teach me how to be engaged profoundly in that love, I am thankful for their presence. They give me the opportunity forlearning, for understanding what it means
to be human. Many in our community live
“on the edge,” which experience can createa certain clarity about the world. But it’s the exhilaration of life, not the closeness to deathor desperation, that helps us see things for what they can be. It’s the joy you feel when you
look at the sky, when you feel your body moving and working well, or when you see change.
Those who feel only pity for the underprivileged may miss the understanding that, underneath the hardship, there are profoundly dignified people – people who choose to live andwho experience joy every day. Increasingly, I appreciate that kind of courage, because that’s
the same zest that I see in the young people with whom we work. What defines that courage
is not tragedy, but the fact that we get to try, over and over again.

Shared Learning Journeys
When we see people engaged in the process of living, learning, and changing their circumstances, we share their learning journey. It is a humbling experience, as I learned from
Samuel, a young Sudanese man. He was one of the Lost Boys of Sudan – thousands of boys
orphaned by war in the late 1980s. Samuel returned home one day from caring for his cattle
and found there was nothing and nobody left in his village. He and the other orphans spentseven years wandering from country to country, being refused asylum. Eventually he was

4 Living the Change You Seek � Sayra Pinto, Jasson Guevara, and Molly Baldwin

Reflections

Volume 5, Number 5

resettled in Boston, and found his way to our door. Samuel spent several months attendingclasses at the VIA Project, and at one point, he decided it was time to move on. About threemonths later Samuel returned to our building in tears, saying, “I
don’t know what’s going on with me. I can’t do anything.”
How do I tell somebody who’s traveled for seven years acrossthe desert that he’s not done yet with his travels? What gives me
the right? How would I know what it means to go from country
to country, to see my friends mauled, and to have to bury them? I
decided that what gave me the right was that somebody had to be
there, and had to say, “You’re not done.” But humility, in both thetraveler and the Samaritan who meets him on the road, brings
growth. It is part of what the Dalai Lama talks about in The Heartof Happiness when he describes what it was like to lose his country. The reason he didn’t lose his whole sense of being when that happened is that he rediscovered himself through relationships with other people. Relationships define us; they remind
us that we belong, that we’re connected, and that we need the same basic things: communication, communion, common ground, a sense of purpose, and the wish for our children to bebetter than we are.
People try to construct logic models to explain these shared needs and use them as tools
for change. At Roca, we explain what we do in terms of four primary ways that people
engage in the world – through their physical, mental, emotional, and spiritual experiences.
We try to anchor opportunities for growth in each of these four areas, and to invite others toengage in the opportunities they find.

How do I tell somebody who’s traveled forseven years across thedesert that he’s notdone yet with his
travels?

reflections.solonline.org

Sayra Pinto, Jasson Guevara, and Molly Baldwin � Living the Change You Seek 5

The VIA Medicine Wheel• Weight room
• Crisis intervention• Referrals to area
services• Court advocacy• Ongoing personal
problem solving work
between participants
and program staff• Follow-up• Community
service• Faith-based
interventions• Peacemaking
Circles• Follow-up
Key partners:
Religious organizations,
local clergy, parents,
area political leaders• Power Source Circles
with men and womenin the project, in bothSpanish and English• Peacemaking Circles
trainings• Counseling• Follow-up

Spiritual

PhysicalEmotional

MentalKey partners: Non-profit
organizations, mental
health agencies, parents,
area political leaders

Key partners: Courts,
police, employers,
hospitals, social service
agencies, area politicalleaders• Literacy work
• High School Equivalency• English as a Second
Language• Job readiness work
• Computer literacy work
• Individual tutoring
across focus area
• Projects• Follow-up
Key partners: Local
schools, career services,area political leaders

We have seen this approach play out at the VIA Project. Students in one of our English
classes were taking six months to learn the verb to be. There was nothing wrong with theteacher, or with the students; while in class, they were engaging their minds and demonstrating competence. The next day, however, the students would have forgotten everything.
Whatever was getting in their way would be found only through another of those four waysof engaging. We created a learning model – the VIA Medicine Wheel– based on those four kinds of engagement (see figure). To sustain
learning we try to reach people in whatever dimension is most meaningful to them. If people are hungry, we feed them; if they get stuck in
one area of their lives, it could be due to a hunger somewhere else.
As learning partners, we try to provide a full table. Our relationships are about nourishing the mind, the spirit, the emotions, and the
body so that people can grow and be whole. Everyone deserves that
opportunity. �

Our relationships
are about nourishing
the mind, the spirit,
the emotions, andthe body so thatpeople can growand be whole.

6 Living the Change You Seek � Sayra Pinto, Jasson Guevara, and Molly Baldwin

Reflections

Volume 5, Number 5

Where Learning Begins

By Molly Baldwin, Roca founder and executive director

P

eople in our organization and in our communities talk a lot aboutchange. But in working for change, we try to hold in balance thehigh aspiration of creating a better world and the simple wish tolive in an ordinary and good way. It’s our hope to be “brilliantly ordinary,” because we don’t pretend to be brilliant, and we need to be a little
more ordinary for everyone in our community.
For most of Roca’s history, we were sure that everybody should change –except us. We fought for the schools to be different, and for the police andMolly Baldwinsocial service agencies to work with us to keep young people out of harm’s
way. The notion that to change the world we’d first have to change ourselves – to the extent
that it ever occurred to us – seemed trivial and self-indulgent. That view was an enormous
problem because, as we’ve come to see, we can change only ourselves. Indeed, we have discovered that self-transformation is far from trivial; it is hard work and we have seen that it
can change the world. One learning practice in particular has transformed us, our relationships with others, and our effect on the outside world. The practice is known as a Peacemaking
Circle.3

A Transformative Tool
An indigenous practice of the Tlingit Nation in Alaska and Canada, Peacemaking Circles
have helped the Tlingit restore and preserve the fabric of their society for many generations.
They use the circles to rebuild relationships, to make peace, to make decisions, to celebrate,
and to learn. A Peacemaking Circle is a profoundly democratic tool: in the circle, everyone isequal. The circle’s process holds the promise of both healing and participation – two important ingredients for building hope and community.
We learned about Peacemaking Circles from Judge Barry Stuart, a former Chief Justice ofYukon Territory, Canada. In November 1999 we were somehow drawn to attend a conference

reflections.solonline.org

Sayra Pinto, Jasson Guevara, and Molly Baldwin � Living the Change You Seek 7

he was addressing. We listened in amazement to his stories and afterward persuaded him tocome and bring people to teach us about these circles. Over time, the circle process changed
our organizational culture and strengthened our commitment to keep dreams alive and create
openings for change. However, getting there was not easy.
Forty people came to the first training: young people, police and probation officers, community members, and friends. Halfway through the session, we decided to have a dialogue
about street life. Everyone was very excited. To prepare for the dialogue, several of us conducted a fishbowl conversation in the middle of the full group. Within three minutes everything blew up. People were screaming, the kids were swearing, and everyone was saying,“See! This is never going to work!” I felt like somebody had driven a stake through my heart.
But something positive came out of that wreckage. Watching the session break down, I understood how committed I was to divisiveness rather than unity – how far I was from being apeacemaker. I understood on a visceral level the problems with “us-and-them” thinking, and
how I perpetuated that, personally and for the organization. I saw how destructive it was for
us to continue to insist, “We’re right, you’re wrong! The issue is you, not us, because we holdthe moral ground!”That revelation was an enormous gift, and a painful one. It began a year-long personaland organizational journey. In thinking through our own shortcomings, we decided thatthe change we sought in the world began with us. Suddenly, that set us free. We knew wewere not going to change overnight; we didn’t know how. We wanted to change – sometimes
desperately – but because we’re human, we’d slip back to old ways of thinking and acting.
But we’d found a way to shift (albeit gradually) our habits and our relationships with ourfamilies, our communities, and other organizations, with whom we’d often fought (see“Making Peace,” page 9).

8 Living the Change You Seek � Sayra Pinto, Jasson Guevara, and Molly Baldwin

Reflections

Volume 5, Number 5

Our insights from the Peacemaking Circles blew open the doors of possibility. One of thepowers of the circles is that they’re based on respect and forgiveness – profound needs in theworld today. The circles let us practice those values, let us hear and see how other people
experience those needs, let us work on our vision and intention, and let us change our behavior. As the circles took hold within Roca, it became very clear to us what Gandhi meant when
he said, “You must be the change you wish to see in the world.”

Creating Conditions for Change
Since our first difficult session, we have trained 139 staff members from the Department ofSocial Services and the Department of Youth Services in Peacemaking Circles. These people
now work differently with kids, and with their own staff teams. They are doing some courageous work in looking at how they think, act, and relate to others. But we didn’t try tochange them; we saw that we couldn’t. We were there instead to love them, because weneeded them. We found that it’s possible for us to live in a way that embraces our principles,
and we’ve learned that change is absolutely doable. You don’t have to be brilliant or heroic;
you just need to be willing to make mistakes, and to have a vision. You need to know there’s
something different you want to be. You need the intention to make changes, and you needto act from a set of core values.

Making Peace
For many years, Roca had difficult relationships withother institutions; we fought with the Department ofSocial Services (DSS) almost daily. One day, before webegan the Peacemaking Circles and while we were running a parks program in Revere, a young girl disclosedthat she had been sexually abused by one of the youth
staff. A police officer in the park took this child to thepolice station to protect her. When her mom showed
up, the conversation between her and her daughter
was in Vietnamese. The only other person who spoke
Vietnamese was another youth leader from Roca who
tried to translate for us. It was a chaotic scene in themeantime.
In the meantime, the police had called DSS and there
was an argument about whose case it was, and who
could best help this child and her family. Everyone wasscreaming. Finally Geri, a DSS manager we’d known foryears, intervened, shouting at us, “What are you doing?
Can’t you keep these kids safe? What about your rules,
and the law?”
We got through that situation and eventually started
the Peacemaking Circles. One of the people we hadn’t
begged to come to circle – and we beg people all thereflections.solonline.org

time – was the Chelsea/Revere area director of DSS.
One day she asked to attend a circle and afterward
told us, “All my staff are getting trained. We have toshow up differently for these kids and these families.”
This was an enormously brave thing to do, and it
helped us look at our own behavior. Sayra Pinto andI soon realized that we needed to apologize to Geri,
to the area director, and to other DSS staff, because
we’d been hostile to them for a long time. We went
to see Geri and told her, “You know, we’re really sorry.
We need to work with you. Can we start over?”Geri’s response was, “Are you nuts?”
Sayra and I just looked at each other. Geri went on,“I’ve known you for 15 years and I don’t get this.
Start screaming, will ya?” Finally, we made a deal
about when and how we could call on her in the
future, and worked through our apology. It was a bigchange in our reality – from anger to compassion andunderstanding. By thinking differently about ourselves,and showing up differently for others, we createdextraordinary relationships with people and withorganizations that we needed. As a result, we areaccomplishing far more, together, for the communities we all serve.

Sayra Pinto, Jasson Guevara, and Molly Baldwin � Living the Change You Seek 9

Of the four core values we try to practice, I believe the most important are belonging andgenerosity. When people feel the sense of connection that comes with belonging, and the senseof purpose that comes with generosity, they are freer to work toward competence and independence. And competence and independence – which we define not
only as self-sufficiency, but also as being healthy and safe – arewhere most training and educational programs end. Those are necessary outcomes but insufficient. Unless the personal foundations arein place – unless people feel connected and purposeful – nothing else
works.
The point isn’t how we behave in a circle; it is how we behave
in our lives. As Roca became a more transparent institution that
actually practiced being vision- and value-led, and as we witnessed young people start to shift
out of gangs and young moms make changes in their lives, we started to learn what we mostwanted to be. That is a powerful lesson, and the first step in making change in the world. �The point isn’t how
we behave in a circle;
it is how we behave
in our lives.

Endnotes1.

A complete recording (audio and video) of the session that formed the basis of thisarticle is available from Pegasus Communications (www.pegasuscom.com) under thetitle ”Living Together Well: A Foundation for Changing the World.”2.

For more information on Roca, Inc., visit their website at www.rocainc.org.

3.

For more information on Peacemaking Circles, including research papers documenting
the use of circles at Roca and elsewhere, see www.rocainc.org/circles.htm.

ABOUT THE AUTHORS

Molly Baldwin, founder andJasson Guevara is a street

Sayra Pinto is director of

executive director of Roca, Inc.,

worker with Roca’s VIA Project.

Roca’s VIA Project, a “street

brings to her work extensive

Jasson began his involvement

school” for youth and young

experience in management,with Roca as a youth member

adults who are street- andprogram design, fundraising,of Roca’s soccer program.

gang-involved (many of whom

strategic planning, community

Currently, Jasson is a full-time

are refugees or immigrants,

organizing, street outreachstaff member at Roca, working

and/or have literacy problems).

work, and youth leadershipwith Spanish-speaking Central

A founding member of Roca,development.

American immigrants, with a

Sayra assists in the organiza-

baldwin@rocainc.com

focus on leading gang-involved

tion’s ongoing development

youth off the streets.

of multicultural programming.

jason_guevara@rocainc.com

sayra@rocainc.com

10 Living the Change You Seek � Sayra Pinto, Jasson Guevara, and Molly Baldwin

Reflections

Volume 5, Number 5

COMMENTARY

Commentary
By Peter M. Senge

Peter M. Senge

I cannot read the words of Sayra, Jasson, andof street workers. Much of this time was

Molly without being deeply moved. Undoubtedly,

spent sitting “in circle,” as they say, exploring

this is because I have had so many firsthandtogether our common work. On the last day,experiences with Roca that have left me changed.

one of the young people asked if I would speak

After almost four years, I know that I still doabout leadership. I think he wanted to hear

not understand how this organization works, or“from an expert.” For a moment, I did not know

how it accomplishes what it accomplishes – in

how to respond; I only knew that I did not feel

both the lives of young people and the larger

at all expert in their presence. So I said that I

communities from which they come.

would be happy to share some thoughts if weWhat moves me about Roca?

could first go around the circle and let each
person say a few words about what “leader-First, Roca demonstrates how fundamentalship” meant to him or her. By the time theshifts in social and economic systems can besecond person was speaking, I was writing as

brought about “from the periphery,” especiallyfast as I could – for I knew what I was hearing

by those far from official positions of formal

was coming straight from a deep source.

authority. The young women and men of Rocaare not the voices normally heard in shaping
societal policies or corporate agendas. But,
paradoxically, their distance from the centers

A young woman from Guatemala said, “I thinkit’s about individual and collective action in
determining right direction.”of formal power may be the source of their

An 18-year-young man from Cambodia added,

effectiveness. They speak directly from the“It’s direction in a democratic way – like geese

reality of their circumstances rather than fromin a flock, where a new lead goose takes overpolitical positions. They believe that they canevery few minutes. You don’t know you’re doingchange those circumstances, not just cope

it. If I open the gate, it opens for others. It’s

with them. And, ironically, never having been

not one person’s brain working other people’s

assimilated fully into “the system” (such as thebodies.”school system) means that they are in somemeasure free from its culture and assumptions.
They still harbor a faith that true learning andbecoming a human being define a person morethan do grades and getting into the rightcollege.
Second is the clarity of their voices. I am
repeatedly stunned by the simple and direct
expression of profound insight that arises fromthe Roca street workers. Several years ago,some other outside advisors and I had theprivilege to spend three days with a group

Next came a 20-year-old woman from Puerto
Rico: “When I think of leaders, there’s always
an essence or energy about them. I think thatit’s about truth and standing in truth – a placeof truth and integrity – and standing thereeven when it’s hard. My brother is like that.”
Celia, a 17-year-old woman from Colombia
then said, “A leader is like my mother.” Shepaused for a long time to allow her mother’s
presence to be in the room. She then talked
about “the courage to follow intuitions you© 2004, Society for Organizational Learning. All Rights Reserved.

reflections.solonline.org

Peter Senge

Commentary 11

have for the greater good.” She continued,

humor lighted up many faces. Afterward, people“A while back a girl was being taunted by a gangcame up to me and asked “Who are thoseof girls after school. Without saying anything,people?” One woman said, “She [Sayra] was

I walked up to her and took her arm and justchanneling.” Many came just to exchange tears

walked her home. Afterwards, I thought, ‘That was

and gentle expressions of hope rekindled.

a really crazy thing to do. You could have gotten
hurt or even killed by those other girls.’ Then I
thought, ‘Who was it who saw this girl in trouble
and just helped her like that?’”Seroeum Phong, the director of the street worker
team, said, “When I think about leadership, I think
about the whole human being. I think of a servant
for the greater cause. I don’t like standing up in
front of people. But I need to do it. Leadership is
not just an inner state of mind, but an inner stateof mind for people.”
Another young man from Cambodia then added,“A quality I struggle with is learning to speak fromthe heart. A lot of times I’m afraid for what to say.
I wouldn’t be if I spoke from the heart.”

There are many lessons I have learned from Rocaabout organizations and change. An organization
can be:• A training ground for human development.
One of the most important ways an organization
creates change has little to do with the organization itself. It’s not that the organization, as athing, necessarily changes. It’s the people within
it who learn and grow from their time together.
Organizations change the world through theirimpact on individuals and through the social
relationships and networks that spring up andcross many boundaries, within and beyond theorganization itself. The organization creates anenvironment where we get to be part of an

After several more comments like these aroundextraordinary team, where we experience a way

the circle, I told them there was nothing more thatof being together that shows what is possible

needed to be said. If they ever wanted to under-and orients us for far longer than our tenure

stand leadership, they should just look toward theiras a member of the organization.

experience and talk with one another as they had
been doing. Everything else is just theory.

• A strategic microcosm.1 In exceptional cases,
an organization also can become a living model –Last, I am moved by the simple presence of thesea strategic microcosm – of the world that its mem-young people. I suspect that few who heard Sayra,

bers seek to create. This can be painful as well as

Jasson, and Molly speak at the Pegasus confer-inspiring. It means acknowledging that we embody

ence will forget it. In speaking often to large groups,

the dysfunction, as well as the promise, of theI have come to recognize when there is “magicwhole, as illustrated by Molly’s discovery of “howin the air.” That morning in October, a quiet

committed I was to divisiveness rather than unity.”

descended on a cavernous convention hall filled

But, until this state is reached, the work is allwith more than 700 people, and for a brief two

about “changing them” rather than truly creating

hours we were truly together. Sayra’s strong voicesomething new. I believe this is a key to large-

and soft words vibrated. Jasson’s youthful man-system change.

hood showed strength and vulnerability that opened
many hearts. Molly’s humility and self-effacing

12 Commentary � Peter Senge

Most often, learning is incremental and reactive –it’s driven by external events and results in little

Reflections

Volume 5, Number 5development of new capacities. Occasionally,

simply do not know how to achieve a higher

however, we go deeper. When people pursuing apurpose.

cause discover that “the outside is inside,” andthat there is no “them and us,” a transformationof will starts to occur – from anger to compassion
and engagement. When the people at Roca started
to see that there is only “us,” they began to redefine their purpose in a subtle and profound way.
Their task became, as Molly points out and as
Sayra and Jasson demonstrate, to become what
they wanted to exist. When an organization sees
itself as a source of the very problems it seeks toaddress, and as a place for creating something
new in its own way of being, it also unleashes
new forces for change on a larger scale.
• An agent of external change. Of course,
any organization must be judged by the results it
achieves, and it was through this lens that I firstcame to know Roca. At the first public meeting I
attended at the Roca facility in Chelsea, I talked
with a veteran, Irish police officer who said simply,“There is little positive we could do in this community without Roca.” Later, a senior state-government official described Roca as an important new
type of organization that bridges government andcommunities, enabling state agencies to serve
real community needs rather than just politicaland bureaucratic agendas. The VIA Project hasreceived major foundation support, another indicator of the credibility established by Roca’s
past accomplishments.

But, more are learning. For instance, Unilever isa member of the SoL Sustainability Consortium,a group of organizations coming to see social andenvironmental balance as a strategic goal. A few
years ago, Unilever, which sells more fish products
than any company in the world, came to a stark
conclusion: it wouldn’t have a fish business unless
it found a way to slow the depletion of the world’s
fisheries. This awakening led it to help create an
independent organization, the Marine StewardshipCouncil, to certify whether or not fish products
sold worldwide, including Unilever’s, are producedin compliance with sustainable fishing practices.
The Marine Stewardship Council and Unilever
have a long way to go to translate this vision into
reality. But the early progress in achievement ofthat reality would not have been possible without
seeing that “we are part of the problem” andsaying, “we have no future unless we take some
responsibility for the health of the larger systems
to which we belong.” Becoming an agent for largerchange is not about losing self-interest, but about
seeing a larger self.
Who Serves the Whole?
In interviews with nearly 200 scientists, and social
and business entrepreneurs, Joseph Jaworski andOtto Scharmer found that many described significant shifts in their sense of self: in the midst of

The fundamental justification of all organizations

creating something truly new, “who you are dis-is to enable people to do together something they

appears.”2 Or, in the words of the Japanese philos-

couldn’t do by themselves. But often this activity

opher Ohashi, “you encounter the alien self,” ais self-serving: for survival or to earn a profit. Thisself outside your normal experience of who you

does not preclude people having a sense of higher

thought you were. We all have layers of identity,

purpose. But, without creating an environment

right up to the most public “I am a consumer,” orthat nurtures human growth, and without becom-“I am a parent,” or “I am an executive.” But ouring a strategic microcosm, most organizations

capacity to act in service of the whole arises fromreflections.solonline.org

Peter Senge

Commentary 13

elsewhere. Suddenly, we’re no longer deluded

is not their personalities or accomplishments –by the idea that we “are” our positions, our jobs,

but simply their aspiration.

or even our personalities. As Celia said, “Who was
it who saw this girl in trouble and just helped her
like that?” I believe it is this continual discovery –that “I’m not who I thought I was” – that creates
the genuine spirit in places like Roca. WheneverAs I read Sayra’s, Jasson’s, and Molly’s words,
they remind me of this spirit of aspiration,
beautifully articulated by the Chilean biologist
Humberto Maturana:organizations can create an environment in which“I want to contribute to a work of art in thepeople are connecting and growing as humandomain of human existence. I want to evoke abeings, and becoming more effective as micro-

manner of coexistence in which love, mutual

cosms of change, people become, as Molly puts

respect, honesty and social responsibility arise

it, “brilliantly ordinary.” What makes them special

spontaneously, instant after instant.” 3

Endnotes
1. The concept of strategic microcosms is developed in depth in Adam Kahane’s Solving
Tough Problems (San Francisco: Berrett-Koehler, 2004), and in Presence: Human
Purpose, and the Field of the Future, by Peter Senge, C. Otto Scharmer, Joseph Jaworski,
and Betty Sue Flowers (Boston: SoL, 2004).
2 Many of these interviews are summarized in Senge, et al., Presence: Human Purpose,and the Field of the Future, and available at www.dialogonleadership.org.
3. See Maturana, Humberto, “Metadesign: Human Beings Versus Machines, or Machines
as Instruments of Human Design,” Chilean School of Biology of Cognition paper (August
1, 1997), available on the website of Instituto de Terapia Cognitiva: www.inteco.cl/
articulos/metadesign.htm.

ABOUT THE AUTHORPeter M. Senge is a senior lecturer at the MIT
Sloan School of Management, having received a
B.S. in engineering from Stanford University, an
M.S. in social systems modeling and a Ph.D. inmanagement from MIT. He is the Founding Chairof SoL (the Society for Organizational Learning)
and the author of the widely acclaimed book,
The Fifth Discipline: The Art and Practice of
The Learning Organization.

14 Commentary � Peter Senge

Reflections

Volume 5, Number 5

VOLUME 5, NUMBER 5

Reflections
The SoL Journal

on Knowledge, Learning, and Change

Emerging Knowledge Forum

Creating the Jobof Your Dreams
Reflections on a Visit to Team Academy
By Etienne Collignon, Manfred Mack,
and Laurent Marbacher

The “Metalogue Conference,” is a type of large group intervention with some well-known elements of other “classic” intervention
methods, like Open Space and dialogue. Rather than focusing on acertain method, it looks at the process of managing diversity in amore fundamental sense. Different methods, “architectures of communication,” are used to create a diversity in the process itself that
resembles the diversity of the content of the communication.
While this method has been used primarily in a business setting,the authors illustrate the method with a conference (in 1999)
initiated to draw lessons from the war in Kosovo.

Published by The Society for Organizational Learning
4reflections.solonline.org
ISSN 1524-1734

EMERGING KNOWLEDGE FORUM

Creating the Job of Your Dreams
Reflections on a Visit to Team Academy
By Etienne Collignon, Manfred Mack,
and Laurent Marbacher

I© 2004, Society for Organizational Learning. All Rights Reserved.

n December 2003, SoL France initiated a “learning journey” which let a group of nine
participants visit Team Academy, in Jyväskylä, Finland. We had decided to go there for anumber of reasons. One of us (Etienne Collignon) had been there before and was so enthusiastic about what he had experienced that he convinced the rest of us to come along. Most of
us were interested to discover what had been described as a “living model of organizational
learning.” We thought this could help us be more convincing about spreading these ideas incompanies we are involved with. Moreover, several of us were keen to become familiar withnew ways to develop entrepreneurs and to foster innovation, being active in one or the otherof these domains ourselves.
This paper reflects on the experiences and the learning of this journey.

What Is Team Academy?
Team Academy is a “school for entrepreneurs” created in 1993 by Timo Partanen. It is apart of the Polytechnic of Jyväskylä, a city located 250 km North of Helsinki. As such, it ispart of the Finnish public educational system. Team Academy welcomes about 50 students ayear to a three-year program that leads to a BA in business administration. Since its creation,
Team Academy has trained nearly 200 young people, mainly coming from the central regionof Finland. It has also in recent years developed different training programs for businessexecutives or entrepreneurs, including an MBA program. From a pedagogical process pointof view, a staff of three “coaches” runs the entire program. These coaches benefit from theadministrative and technical support of the Polytechnic.
It is worth giving a glimpse of Team Academy’s brief history. Timo Partanen, its creator,
had previously taught marketing at the Business School of Jyväskylä. He went through aphase of questioning the classical “classroom” approach to teaching business and proposedcreating a different way for young people to learn. His first idea was that such a program
would enable students to learn marketing. After several years during which its mission
evolved, Team Academy became a learning-by-doing institution that develops young businessentrepreneurs and leaders.
Team Academy has a close link to SoL. Several of SoL Finland’s founding members – Timo
Karjalainen, Hanna Heikkinen, and Satu Vainio – are graduates of Team Academy and were
the key organizers of the first SoL Global Forum that took place in Helsinki in June 2003.

Unique Principles, Methods, And Practices
The visitor who arrives at Team Academy is first struck by the casual ambience of thereflections.solonline.org � R E F L E C T I O N S E M E R G I N G K N O W L E D G E F O R U M � Vol. 5, No. 5

1

place. Installed in a refurbished machine tool factory, the Academy is an arrangement of“spaces” where entrepreneurial teams occupy corners, an area alongside a wall, a cubicle
with a table and a few chairs. There are PCs all over, names and logos of “companies” on
the walls, cartoons, plants, and young people talking, typing, reading, phoning, or strollingaround.
We, the visitors, soon found out that here there are no “classes,” no “teachers,” no“exams.” How, then, can this unusual place of learning actually operate?
We discovered the answers as our visit unfolded, through our exchanges with Timo andhis colleagues and with the students. Here is an account of what we found out in terms ofprinciples, methods, and practices.

1. Teams as vehicles for learning
It seems redundant to say that “teams” are important at Team Academy! Nevertheless, it isworth explaining what Team Academy means by this commonly used term. In a lexicon theyshared with us appears this definition: “team: a group of Team Academy students who study
together: they define their learning and performance goals, acquire shared learning experiences, are responsible for their own and each others’ learning, and help each other to findindividual core competencies.”
It is quite remarkable to see that here teams are defined first through their learning objective. In practice, this emphasis on teams can be observed through the team project as thecenter of the pedagogical process. During his or her three years of education, each student
will be involved with team projects. Starting with giving a name to the team, participants willpropose their services to local businesses. They will deal with their customers, do the job,
and invoice them. From project to project, the team will grow in an ongoing learning process.
This process reaches its highest point in the very clear definition of an offering for a businessthat the students launch and manage after the end of their study. On the first floor of thebuilding, an incubator for companies gives concreteness to this evolutionary process.

2. The fostering of freedom and responsibility
To the question “what do you like most about Team Academy?” one student answeredvery spontaneously, “I am free and responsible.” This fundamental attitude is really one of
the foundations of this very special business school. The whole architecture of the program
answers the question “to what extent do our processes reflect our belief that our students
are free and responsible?”
For instance, freedom starts on day one, when students are told that they have a week toform their five- to 10-person teams. Given the fact that teams constitute the core learning
unit for each student, the absolute freedom given at this stage to the student could be interpreted as risky. Nevertheless, it is through this self-organizing process that Team Academy
proves its consistency with its freedom principle.
At the same time, freedom has a strong counterpart: responsibility. Students are responsible for their learning. No program, no scheduled classes or lectures are planned. Eachstudent has to reflect on his or her objectives and elaborate a “learning contract.” This contract is, first and foremost, a contract with oneself. But it is also a contract made public in
the arena of the team, which adds to the responsible nature of this process (etymologically,
to be responsible is to be able to respond for one’s action in front of others).

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TimoPartanen
explaining
the learning
stages(“Rocketdiagram”).

3. Mutual coaching in dialogue
The regulation of such a self-organizing system might appear to be a major challenge. In fact,
the very strong principles of Team Academy act as a powerful “field force” that holds theorganization together. There is a place and a time to embody these principles: the dialogue
sessions. Dialogue is at the heart of Team Academy. For instance, once a week each teammeets with a coach for a learning dialogue. Each participant (or small subgroup) explains
his or her learning of the past week – what he has learned, how she learned it, where he iswith his learning contract, what remains to be learned, what learning experiences need to
be designed (readings, projects with a client, team activity, etc.). In this dialogue, everyone isa coach for each other. As the dialogue session goes on, some implicit knowledge might bebrought into consciousness. Specific “birth-giving sessions” are designed to help a person ora group “give birth” to new knowledge in some critical moments. In that sense, dialogue isreally used to allow the creation of collective thinking that transcends the mere addition ofparticipants’ previous thoughts.

4. Learning by doing and reflecting
Of course, these specific dialogue sessions wouldn’t make sense without all the action thattakes place in between. An expression heard again and again in Team Academy is “learningby doing.” We have seen that in Team Academy there is no classical academic teaching: all
the learning is driven by the student. But this learning takes place in action. The projects thestudents run are not simulations. They negotiate with real business partners, they earn realmoney, and have to make their “company” live a real life. Through intents, failures, andsuccesses, students discover how well they master significant competencies and how they canenhance them.
The second point is that students are made conscious of their learning process. The understanding of what is a learning process is key to Team Academy, so that learning itself is oneof the core disciplines “taught,” like marketing or leadership. This has important consequences. The intense reflection on their experience that students practice is surprising. It

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contributes greatly to the maturity level of these young people. We have seldom observed thedepth of listening that we noticed with Team Academy students. Our French accent should
not be the only explanation for that!

5. Extracting learning from readings
At this stage, the reader might still wonder how Team Academy students actually learn something, or how they can relate their experiences to a less subjective world – that of models
and concepts. The answer is reading. We do not know of any other business school wherestudents are required to read a book every two weeks. But by itself reading is not enough.
Students are asked to write an essay after each book they have read. This means that they
have to state what they have learned through the reading, what concepts they want to implement, how they are going to do it, and when. This goes far beyond the traditional “readingnote” in which people typically do a copy-and-paste exercise to prove to the teacher that theyknow what the book is about!
The belief in the power of “written stuff” is strongly reflected in the bibliography that
Timo Partanen has compiled over the years for his students. More than 1,000 books are
selected, rated by range of difficulty, and briefly commented upon, to orient the student inchoosing the right reading for his or her learning needs.
The updating of the bibliography is an open process. Students are invited to do their own
research on readings not included in the bibliography (about 10% of total books), and the
new readings are added to the common reference for future generations.

6. Making the customer part of the process
It is clear that Team Academy also owes its success to the importance of the customer inthe whole process. Students are put into contact with potential customers very early in theirstudies, and this gives them a better appreciation of what the business reality is. In fact, Team
Academy has defined itself for a long time as a business school with a strong specializationin marketing and innovation. The refocus on entrepreneurship is quite recent.
As Peter Drucker said, “Marketing is everything.” Team Academy really builds on thisbelief. It’s not that students never get into accountancy or law – they actually need these
disciplines to succeed as entrepreneurs. But in the model used to describe the learning
process of the school, finance appears peripheral to the central learning of marketing andinnovation.
Marketing itself is a superb learning subject. By definition, you do not know what yourcustomer thinks, likes, or prefers until you listen to him or her. This listening to your market
is a key to keep on learning. It is a never-ending process, since customers change, and since
your capacity to serve them is also evolving.

7. Progressive venturing into the world
As mentioned earlier, the student/entrepreneur teams develop themselves and their businesses
over a three-year period. After that, some leave the Academy altogether, either taking theircreation out into the real world or being hired by an existing company. In certain cases,
the fledgling company can spend another year in an incubator that is installed in the Team
Academy building.
Yet another path is to come together in a business community. Locally, a small group of

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seven companies have created “Crazy Town”—a common physical space that (at first glance)
looks like a business center, where companies share professional services and logistics. But
Crazy Town has also emerged as a marketing concept shared by these companies (whose
activities range from construction to offering outdoor team-building sessions): common
advertising in the press, sharing of client information, positioning as nonconventional young
entrepreneurs. Last, but not least, all these companies also share a learning process based on
Team Academy principles.

The Observations that Inspired Us Most
During our two-day visit at Team Academy, we were given the opportunity to live the experience, so to speak, from the inside. We walked around, talked to students, attended dialogue
sessions, took part in a “birth-giving” session, and had many exchanges with the coaches.
We all felt that we had experienced something unique, which made us feel that we were
not the same “after” as we had been “before.”
Here is how we put our strongest impressions into words.

Laurent Marbacher
I sense that so much is crystallized in this single, living project.
It seems to me that one of the main lessons of Team Academy could be that “the other helps
you become who you are.” Be it a client or a teammate, you cannot fully know who you are
unless you are “spoken to” by someone else. This idea is illustrated by the South African
tribes of northern Natal whose word to say hello, Sawu bona, means “I see you” (quoted
from W. Isaacs, Dialogue or from the Fifth Discipline Fieldbook, p. 3). Some philosophers– from M. Buber to E. Levinas or P. Ricoeur – have put it the same way: Otherness is theultimate criterion for human ethics.
I think that without really using that word, Team Academy is also reclaiming and living
fully the concept of calling. When the “leading thoughts” (p. 3) say that Team Academy’s goal
is to “encourage every teamster to create the job of one’s dreams,” this is a modern way to
say that there is a very personal way to engage in professional life. To follow this path is to
discover what customer I may serve, what skills I may put into action for someone. In a sense,
there is out there a world that is calling me – calling me outside my habits or my preconceptions. This call is the way for me to go beyond my ego and to find myself in serving others.
In that direction, I think that the whole “learning language” that Team Academy uses has
nothing to do with the kind of “instrumentalization” of knowledge we sometimes find in thebusiness literature. There is a true form of contemplation of the extraordinary process of new
knowledge creation. The very name of “birth-giving sessions” to describe this process is significant. In fact, I would suggest that Team Academy is using learning as a wonderful tool tokeep its students aware of one of the beauties of life: the emergence of new reality – andparticularly of new social reality. This emergence can also been given another name: meaning.
This is why I would dare to say that I found in Team Academy a process that allows future
entrepreneurs to go from learning to meaning. This is, I think, what education is all about.
Beyond these thoughts, inspired by what we had seen, the Team Academy experience led
me to change some of my practices after I returned. For example, I tried a new approach forcoaching young project managers, experimenting with a more systematic use of dialogue

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Visitors andstudents
in a learning
dialogue.

sessions between them. I am also considering transferring my offices to a Crazy Town–typeof environment, with new business partners interested in a joint learning process.

Etienne Collignon
I am impressed by the way the organization has changed, moved, and innovated(since my last visit less than two years ago). It has an amazing ability to learn!
About 10 major changes have been introduced in the last 18 months, and these changes truly
reflect the character of the Team Academy system. Here are two examples:• Senior students are now coaches for the juniors; coaching is henceforth considered arequired competency when completing one’s studies at Team Academy.
• Two or three “companies” (with teams averaging eight members) meet once a monthin an “Innovative Knowledge Community.” Its purpose is to cross-transfer knowledge, as
well as help participants to become more creative and entrepreneurial by sharing ideas.
One is struck by the magnitude of these changes – they impact the organization, as well as
time and space arrangements, and they are aligned with the initial concept. The changes arelike ways to strongly anchor the starting ideas, made possible by the fact that one is now
further down the road.
The changes make it evident that all players are in a state of creative tension and that they
innovate. These results have been brought about by such factors as the leadership of thefounder, listening to the signals coming from the outside world, the freedom to act, boldness.
Of the many things that struck us, one had to do with a disposition toward what one
might call “learning by emotions,” which we observed among students and which was communicated to us, the visitors. One can understand why the enrichment was so powerful insuch a short time. Timo Partanen, the founder of Team Academy, writes in a document
entitled “Leading Thoughts”: “There is a language in the world that everyone understands
and it talks about enthusiasm, about work encouraged by love, about determination toachieve things one hopes for and believes in.” For me, it is impressive to read the word “love”
in a statement of organizational intent. It has great impact.
Since I returned home, Team Academy is often in my thoughts as a living model. I remember the people there in very concrete situations: “dialoguing,” conversing, visioning the

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future, modelling, fighting with themselves to grow; and these act as permanent references in
my decisions at work and often, as well, in private life.
Finally, I think my visits made me accept another vision of working activities, where thefuture is not only reasoned in my mind but also linked to new ideas we create when meetingothers. And this is the unknown world we have first to observe and to accept, then to seize
as strong opportunities to create richness and beauty in the world.

Manfred Mack
I had the feeling that Team Academy was a process for creating a new economy and a
new society.
The more I saw, the more I was convinced that here was a true major social innovation,a kind of model for the future.
This “laboratory” was actually a living demonstration of the manner in which individuals
are made to grow by the collective and the collective does likewise for the individual, in aself-reinforcing process of development between human beings and society.
Team Academy, thanks to the genius of its founder, and of the small team of coaches thatsurround him, has brought together in this astonishing place the conditions which, becauseof their intelligence and their coherence, generate a process of extremely high value. I don’tknow yet to what extent it is replicable, but time will tell.
Moreover, because these young folks, I am convinced, develop true entrepreneurial capabilities, so important for the renewed vitality of our economies, they acquire a philosophy oflife which lets them have a positive attitude with respect to professional activities, perceived
as something pleasant that help you to grow. Finally, money does not appear to be an obsession; instead, the human factor seems to be more important. It follows that the likelihood ofseeing stress invade organizations is significantly reduced.
The Team Academy experience has given me something very precious, which I would
describe as increased boldness. It comes from the realization that important things I believein can actually be accomplished. Team Academy has shown the way.

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Reflections
The SoL Journal

on Knowledge, Learning, and Change
About the Emerging Knowledge Forum

Volume 5, Number 5

The Emerging Knowledge Forum serves our communityof reflective practitioners, researchers and consultants

Editorial Team

who are interested in the real-world dynamics of organi-

Editors-in-Chief
Karen Ayas and Peter M. Senge

zational life, and the application of the theories, methods
and tools of Organizational Learning in their work. We
are particularly interested in publishing work-in-progressthat will benefit from reader input. The Forum is designed
as a space for sharing ideas, opinions, theoretical models

Senior Editor
Paul M. Cohen
Publisher
C. Sherry Immediato

and research results that illuminate the processes anddilemmas of learning and change at the individual, group,
organizational and cross-organizational level. Articles
posted should pose particular questions or issues fordiscussion.
The scope is fairly broad, intended to be eclectic, intellectually diverse, and international. We are interested
in contributions from researchers, consultants and practitioners. Research reports, learning histories, reflection
pieces, conceptual models, theoretical propositions,interviews, case studies, personal accounts and commentary intended to clarify and analyze are all welcome.

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Reflections
The SoL Journal

on Knowledge, Learning, and Change
Volume 5, Number 5

Editorial Team
Editors-in-Chief
Karen Ayas and Peter M. Senge
Senior Editor
Paul M. Cohen
Publisher
C. Sherry Immediato
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per year (July through June) in electronic format andonce per year as a hard copy compilation by theSociety for Organizational Learning, Cambridge,
Massachusetts 02139, USA. Inquiries regarding subscriptions and address changes, back issues, reprints,
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ISSN 1524-1734
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Reflections: The SoL Journal
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Sayra Pinto, Jasson Guevara, and Molly Baldwin � Living the Change You Seek 15