Disciplines Of Learning Organization Research Articles

An empirical study on the relationships and impacts of leadership styles, organizational learning, and organizational competitiveness

This study dwells into the relationships and the impact of Leadership Styles (LS) and Organizational Learning (OL) practices on Organizational Competitiveness (OC) of the organizations in the Republic of North Macedonia. Correlation and regression are employed for data analysis. The data analysis is conducted by using Excel and SPSS. The findings shed light on getting a more comprehensive understanding of organizational competitiveness. Shared Vision (SV) and Systems Thinking (ST) are found to have the strongest positive correlation with OC. The efficiency and effectiveness are also found to be affected by the Learning Organization Disciplines. Efficiency, especially, is found to be impacted when practicing Directive Leadership Style. However, the efficiency and quick and effective adjustment of changes are not affected when using cooperation as a coaching leadership approach, nor when explanation, demonstration, and verification are used in a mixed leadership approach. The limitation of this research study comes mainly from geographical concentration. However, the managerial implications from provided insights about the relationships and impacts are indeed diversified and plentiful which should help managers and leaders in adjusting their strategies and activities for their respective organizations. Scholars can consider these findings to tap into the complex nature of the phenomena of achieving and sustaining organizational competitiveness.

Enhancing Educational Ecosystems: Implementing Peter Senge's Learning Organization Model in Islamic Boarding Schools

The inability of pesantren in the 21st-century era of knowledge and technology to maintain its classical madrasah system raises significant questions. Therefore, understanding how Madrasah Hidayatul Mubtadiin (MHM) in Lirboyo, Kediri City, as one of the Salafiyah Islamic Boarding Schools, adapts to its environment through the implementation of Peter Senge's five learning organization (LO) disciplines is crucial. This research adopts a qualitative approach, employing a case study methodology. Data were gathered through observations, interviews, and documentation. The findings indicate that the implementation of LO at MHM Lirboyo Madrasah aligns well with the five disciplines of a learning organization. These include: 1) Personal mastery among teachers is demonstrated through self-reflection, exemplary behavior, diligence, and consistency in adhering to institutional rules. 2) Mental models cultivated through tolerant behavior, respect, awareness of the importance of learning, high motivation for learning, and practicing akhlakul karimah (noble character). 3) Shared vision fostered through a commitment to obeying the Kiai (religious leaders), openness, sharing of vision, and socialization of programs. 4) Team learning is facilitated through open discussions and group dialogue. 5) System thinking is promoted through the involvement of administrators, coordinated work efforts, and mutual support. This research contrasts negative assessments of pesantren, which often characterize them as rural Islamic social structures entrenched in a conservative culture, as articulated by Clifford Geertz, Ahmad Syafi'i Ma'arif, and Fuad Amsyari.

Faculty Members’ Perception of Learning Organization: A Case of Higher Education Institutions

Based on the learning organization theory the main purpose of this research is to discuss how demographics variables affect the learning organization disciplines perception in faculty members of higher education institutes (HEIs) of Pakistan. This study explores that how demographic variables affect the learning organization disciplines perception at the HEIs level. We use the demographic variables and learning organization model in higher education institutions of Pakistan. In doing so, we used a survey instrument to collect data from 253 faculty members of HEIs in Pakistan. In addition, 15 in-depth interviews were conducted with the same respondents. Study findings revealed that there is a low application of the learning organization disciplines in HEIs in Pakistan. Further study also explains that demographic variables generated a variance of 2.7% in learning organization culture. Further, this study suggested some substantial implications for universities and regulatory bodies of HEIs.

Relationship between cultural intelligence and learning organization

Human capital is one of the critical resources for organizations around the world, and it requires significant learning and development (L&D) investments as a structured approach to become a learning organization. The study evaluates the relationship between cultural intelligence and learning organization by analyzing 364 responses received from employees-working across Indian organizations from varied sectors. The dimensions used for measuring learning organization in the study are – information sharing and accessibility, systematic problem solving, acceptance of error and experimenting with new approaches. Results demonstrate a significant positive relationship between learning organization and its four dimensions and cultural intelligence. The findings have implications for organizations to inculcate learning organization disciplines for improved cultural intelligence while also bridging the gap in the existing literature.

Schools as Learning Organizations: Impact of Age & Experience of Preschool Teachers understanding about Disciplines of Learning Organization in Peter Senge’s Model

This survey research was designed to notice the impact of age and teaching experience of preschool teachers on their perceptions of Peter Senge’s learning organization concept of five disciplines. The questionnaire was based on Gravin’s tool kit (2008) that was originally being designed for assessing the working of any learning organization. Out of 350 respondents from 10 branches of a private school in Lahore, 300 pre-school teachers had responded back. When analyzed individually, the effect of age and experience about awareness of five disciplines showed a varied response in results but an understanding about Senge’s five disciplines was there in the responses of sample teachers. Data findings revealed that while a comprehensive understanding about all the five disciplines of Peter Senge’s model was not up to the mark, some evidence about their understanding was still commendable because the concept is still emerging in context of Pakistan

How a learning organization cultivates self-directed learning

Purpose This study aims to provide empirical evidence of how the five disciplines of learning organization introduced by Senge (1990) are practiced and how it could cultivate self-directed learning among employees. Design/methodology/approach This qualitative study used a case study approach to get an in-depth understanding of how organizational learning is practiced in an innovative motorcycle-manufacturing company in Indonesia. A total of 30 staff and managers were selected purposively and interviewed by using a semi-structured interview to gain information about their experience in practicing the 5 disciplines in their daily work–life. Among the 30 participants, 11 were at the managerial level and 19 were at the staff level. Data collected were analyzed using a content analysis approach. Findings This study provides empirical evidence of how self-directed learning is cultivated in an organization that applies the five disciplines of learning organization introduced by Senge (1990). This study found that to cultivate self-directed learning, an organization needs to build a working climate where the five disciplines are integrated into daily work–life. Organizations need to ensure that its vision is shared by each of the employee, build synergy for personal mastery and team learning, train their employees to continuously refine their mental models and improve their ability to think using a systems approach. Practical implications The implications and recommendations arising from this study, first, provide insight to managers and human resource (HR) practitioners about the importance of creating a conducive working environment for learning. Moreover, with learning facilities in the era of industrial revolution 4.0, organizations need to shift their attention on how to transfer the responsibility of learning to the hands of the employees and HR practitioners should focus on providing more opportunities for employees to direct their own learning. Second, to support a learning environment that is conducive for cultivating self-directedness in learning requires commitment from top leaders in the organization. Originality/value This study observed that Senge’s approach to organizational learning focuses heavily on the individual’s processes and the interactions between them. Further studies are suggested to integrate knowledge management, particularly on how new knowledge is gained, stored, created, used and disseminated under the five pillars of the learning organization. It is also recommended to look at a broader perspective, such as the role of technology in intensifying learning and the role of strategic leadership in learning.

Successful implementation of E-learning in self-financed Higher Education: Experience from Hong Kong

Digital technologies can reinvent the higher education in 21st century. E-learning introduces change to both the people and the organization on any scale. To keep abreast of the times and making learning fun, one of the self-financed Higher Education Sector in Hong Kong introduced Virtual Reality (VR) and online learning for aviation and healthcare courses. This paper explores the successful implementation of E-learning in one case study Higher Education sector in Hong Kong. The paper investigates the constraints which affect the successful implementation of E-learning in the sector. It also provides some strategies for academicians in development and implementation of E-learning. Educational leaders can strategically promote and enable E-learning at organizational and individual levels by using Peter Senge’s Five Disciplines of Learning Organization (1990). The keys to achieve a learning organization are personal mastery, mental model, shared vision, team learning and system thinking. These five disciplines support and sharpen one another, integrated by systems thinking.

Assessment of Learning Organization Practice and Disciplines in Case of Sire District Public Health Office, Arsi Zone, Oromia Region, Ethiopia, 2018

Learning Organizations are organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspirations are set free and where people are continually learning how to learn together. The aim of this study was to assess Learning organization practice and disciplines in case of Sire District Public health office. Learning organization if implemented in the health institutions it enables ignition of newly created more another’s learning organization units moreover, learning organization concept if implemented in the organization it can enables organization to achieve their goal systematically besides this, it also enhance employees their job commitment whereas, the organization not implemented learning organization concept might be opposite of this or vice versa. The study employed qualitative case-study design in sire District public health office. Document review, in depth interview and Focus group discussion with flexible probing techniques were employed to collect the data from 3 key informants and 2 FGD from January 1, 2018 to January 11, 2018. A semi structured interview guide was prepared to explore key informants’ idea about current situation and efforts made to enable organization to be a learning organization and also thematic analyses were used to analyze the findings of the study. The study result revealed that the organization assessed in both parameter of learning organization (five disciplines Peter Senge and Pedler et al criteria of practice of learning organization) the organization was practiced preponderance of learning organization concept was practiced within five disciplines of learning organizations there were implemented in their office. The finding of the study revealed that sire district public health office was practiced learning organization and disciplines in there organization that was exercised as good and the organization also participate entire employees and stakeholders to carry out organizational plan that were align with national strategies of the country moreover, the organization had created enabling learning opportunities to enhance a learning organization among themselves and others.

Learning Organizations as Predictors of Academic Achievement: An Analysis on Secondary Schools

The aim of this research was to examine the relationship between academic achievement of secondary school students (graduation and transition to higher education) and perceptions of school administrators and teachers on schools as learning organizations. The research is conducted within relational survey method. The “Level of Realization of the Determination scale for Learning Organization Disciplines’ at Organizations” which was developed by Turkoglu (2002) and “Demographic Information Form” which was developed by the researcher were used for data collection. For the research, 565 school administrators and teachers were chosen according to cluster sampling method along with 1799 students that attend the schools of those which were included in the research. Findings have shown that participants’ learning organization perception levels are at ‘generally’ level. The discipline with highest average is learning as a team. While perception level of the participants doesn’t show a significant difference according to gender, it showed a significant difference according to the variables of work, institution that they work at and seniority. The participants whose professional experience is 21 years and above, those who work at private schools and administrators’ learning organization perception level is higher. The results of the research have shown that there is a positively low level relation between points of schools’ learning organization and students’ graduation and transition to a higher education (TEOG) points. Simple linear regression analysis have shown that schools’ learning organization points predict students’ graduation and transition to a higher education (TEOG) achievement. These results have shown that in order to enhance students’ academic achievement much more emphasis must be put on the fact of learning organizations at schools. These results indicate that in order to increase academic success of students, it is required to increase schools’ capacity as learning organizations.

Toward a Theoretical Model of Learning Organization and Knowledge Management Processes

This article puts forward a conceptual model for understanding the influence of the learning organization's five disciplines on knowledge management processes. It proposes that the learning process should be measured as a multi-disciplinary construct consisting of personal mastery, mental models, team learning, shared vision, and systems thinking. Potential implications of learning organisation disciplines for the acquisition, sharing, and application of knowledge are illustrated. A number of possible relationships between learning organization disciplines, and knowledge management processes were employed to propose such relationships. This article develops a measure that shows the connection between the learning organization's disciplines and knowledge management processes. Through a conceptualization of the relationships between the learning organization discipline and knowledge management processes the study provides practical guidance for practitioners during the implementation of knowledge management processes.

LEARNING ORGANIZATION AS RESPONSIVE BEHAVIOR TOWARD THE POLICIES OF HIGHER EDUCATION QUALITY IMPROVEMENT

The development of higher education quality becomes primary activities that are not negotiable. Various government policies on the development of higher education continue to be issued, such as the Laws of Higher Education, Quality Assurance System of Higher Education, and the National Standards for Higher Education. One of responsive behavior to the development of quality higher education that is the Learning Organization. Through learning organization, every policies relating to the development have been discussed formally as well as becoming the means of improving the capacity of human resources in higher education adaptively and generatively. Learning organization originated from the culture of individual and team learning. This has led to shape the betterment of the quality of higher education, and also in responding to the policies of the development of quality higher education. The authors propose the alternative tools for that matter, that is the fifth disciplines of learning organization from Peter Senge, et al., namely: (1) Systems Thinking, (2) Personal Mastery; (3) Mental Models; (4) Shared Vision; and (5) Team Learning. Approach of Learning Organization in response to the policy of the development of quality higher education is done through internal dynamics, analysis of daily problems, self renewal capacity, building competitiveness in a cooperative and, build healthy higher education in the midst of rapid environmental changes, complex, and dynamic.

Practices of the Five Disciplines of Learning Organization in a Private Organization in Indonesia

Objective - The aim of this paper is to provide evidence that the five disciplines of organizational learning proposed by Senge's (1990) proved to be the driving factor of learning in individual, team and organizational level. Methodology/Technique - This qualitative study was conducted in a private company in Indonesia where improvement and innovation had always been the central issue and intentionally set the direction toward a learning organization. A total of thirty staffs and managers were purposely selected in order to get their experience of how learning in a workplace been practiced. Participants were interviewed using semi-structured questions and the data were analyzed using content analysis approach. Findings - This study provides evidence on how the employees practice each of these disciplines in their daily work by showing some of the prominent quotations expressed by the participants. This study proved that the five disciplines of organizational learning definitely practiced by the employees in the organization and has functioned as essential toward the establishment of learning organization. Novelty - This study proved to contribute to the body of knowledge, practitioner as well for future research and the recommendation which will be explained later. Type of Paper - Empirical Keywords: Learning Organization; Organizational Learning; Workplace Learning; The Five Discipline Of Learning Organization.

Pedagogy Rules: Open Mindset in Adopting Fit-for-Purpose Educational Tools in Teaching Dispersed Medical Students.

Students in the Rural Clinical School of Western Australia (RCSWA) spend one year of clinical study learning in small groups while embedded in rural or remote communities. This aims to increase the locally trained rural medical workforce. Their learning environment, the clinical context of their learning, and their rural doctor-teachers all contrast with the more traditional learning setting in city hospitals. The RCSWA has succeeded in its outcomes for students and in rural medical workforce impact; it has grown from 4 pilot sites to 14 in 12 years. This reflective piece assimilates observations of the formation of the RCSWA pedagogy and of the strategic alignment of education technologies with learning environment and pedagogy over a seven-year period. Internal and external influences, driving change in the RCSWA, were considered from three observer perspectives in a naturalistic setting. Flexibility in both education technologies and organizational governance enabled education management to actively follow pedagogy. Peter Senge's learning organization (LO) theory was overlaid on the strategies for change response in the RCSWA; these aligned with those of known LOs as well with LO disciplines and the archetypal systems thinking. We contend that the successful RCSWA paradigm is that of an LO.

Investigate the Relationship between Learning Organization Disciplines and Organizational Intelligence in Maskan Bank

This study has done to surveying the relationship between learning organization disciplines (Personal mastery, Mental Models, Shared Vision, Team Learning, and Systems thinking) and Organizational Intelligence (Strategic vision, shared fate, appetite for change, alignment and congruence, heart, knowledge deployment, performance pressure). For this purpose we developed one main and five sub-hypotheses. The population in this study were employees of Maskan Bank Branches in Ardabil Province. To gathering of data, we used two questionnaires.Questionnaires reliability was estimated by calculating Cronbach’s Alpha; it was 0.78 for organizational Intelligence and 0.81 for learning organization. To test the hypothesis of the research we used Pearson correlation coefficients.Findings show that relationship between learning organization disciplines and Organizational Intelligence dimensions at Maskan Bank

Learning organizations without borders? A cross-cultural study of university HR practitioners’ perceptions of the salience of Senge’s five disciplines in effective work outcomes

The learning organization has been put forward as an effective way of conflict management through the adoption of the disciplines of personal mastery, mental models, team learning, systems thinking and shared vision ( O’Keefe and Stewart, 2004 ; Fisher-Yoshida, 2005 ), but this depends to a large extent on the transferability of the concept cross-culturally ( Fisher-Yoshida, 2005 ). This paper investigates the transferability of the learning organization concept in British, German and South African contexts with a sample of university-based human resource (HR) management employees. Specifically, the paper investigates the comparative importance of Senge’s (1990) learning organization disciplines in generating effective work outcomes among HR employees in three different national cultural contexts. It is suggested that the importance of the learning disciplines in different countries may be influenced by prevailing cultural differences. The study interrogates the notion that the model provides a globally relevant tool for general applications in effective work outcomes. A survey was conducted utilizing HR practitioners employed by three separate universities in three countries (the United Kingdom, South Africa and Germany). Specific measuring instruments were constructed to operationalize Senge’s (1990) model. Results suggest influences of national culture on emphases put on specific aspects of the five disciplines in effective work outcomes.

The Relationship between Learning Facilitators and Transforming into a Learning Organization: An Empirical Study of the Insurance Sector in Jordan

This study examined first the degree to which the insurance sector companies in Jordan are considered learning organizations; depending on the five disciplines of Peter Senge: Personal Mastery, Mental Models, Shared Vision, Team Learning and System Thinking. And also the study examined the relationship between five learning facilitators: Culture, Structure, MIS, HRM Strategies and leadership and the learning organization. A sample of 230 employees was selected randomly, representing 7 companies out of 28. A descriptive analytical methodology was used. The results showed that the insurance sector in Jordan is moving towards transferring into a learning organization. Pearson correlation coefficient was used for hypothesis testing. The results indicated that there is a strong positive relationship between learning facilitators and the 5 learning organization disciplines.

Learning Organization Disciplines in Higher Education Institutions: An Approach to Human Resource Development in Jordan

The purpose of this study was to determine the perceptions of higher education faculty members concerning the application of the learning organization disciplines, as proposed by Senge (1990), in the university environment. The study surveyed 202 faculty members at the Hashemite University, one of the leading state universities in Jordan. Results of the study indicated overall moderate-to-high application of all the learning organization disciplines as indicated by their mean values, which ranged between 3.40 and 3.62 on a five-point Likert-type scale. Faculty members in this study recognize that they adequately master learning through professional development, challenge their mental models and assumptions to improve educational practices, have an individual vision that is harmonious with the organizational vision, work as teams, and value systems thinking. The article ends with several practical and theoretical recommendations.

Exploring the Correspondence between Total Quality Management and Peter Senge's Disciplines of a Learning Organization: A Taiwan Perspective

The most important part of Total Quality Management (TQM) is pursuing continuous improvement in all aspects of organization, whereas a Learning Organization (LO) denotes learning principles that eventually lead to organization learning and growth. Because these principles seek similar goals, to investigate the association of these philosophies is of great value to management. The primary purpose of this paper is to explore the correspondence between TQM and LO. A group of evaluators consisting of academic scholars, business consultants as well as industry practitioners, judged the relative strength of the relationship between TQM constructs and Senge's five disciplines of learning organization. By applying correspondence analysis and cluster analysis, the result exhibits that close correspondence emerges between TQM and LO. Moreover, TQM constructs and LO disciplines are located on a two-dimensional coordination of a management map, in which dimensions of the measurability and the diffusibility are inferred and managerial implications from these dimensions are articulated. Finally, this study subsequently identifies three distinctive association groups composed of TQM constructs and LO disciplines. These groups are further defined as individual dominant, higher authority and product/material oriented.

From bureaucratic organizations to learning organizations

PurposeTo track changes in management paradigms from the bureaucratic to the post‐bureaucratic to the learning organization model, highlighting core differentiating features of each paradigm as well as necessary ingredients for successful evolution.Design/methodology/approachThe article takes the form of a literature review and critical analysis.FindingsThe complexity of the learning organization necessitates gradual evolution. The successful integration of the characteristics of post‐bureaucratic firms – empowerment, teamwork, trust, communication, commitment, and flexibility – coupled with an emergent systems perspective can provide improved understanding of how the learning organization disciplines may actually materialize.Originality/valueLinking two traditionally encapsulated areas of research namely post‐bureaucratic organizations and learning organizations, highlighting an interesting roadmap for successful convergence of post‐bureaucratic organizations towards learning organizations.