Senge's Learning Organization Research Articles

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.

혁신중학교 전문적 학습공동체 학습조직 구축 정도 분석

This study aims to examine the disparity in the degree of establishment of a professional learning community learning organization between innovative schools and general schools in Chungnam. To achieve this research objectives, we examined the characteristics of innovative schools based on prior research and summarized the relationship between the professional learning community and Senge's learning organization theory. We also developed a questionnaire asking the degree of establishment of a learning organization in a professional learning community drawing from prior research and expert advice. The survey was conducted among middle school teachers in Chungnam and analyzed using basic statistical analysis and independent sample t-test. The main findings indicated a significant difference in the degree of establishment of a professional learning community learning organization between innovative schools and general schools. Innovative schools scored an average of 4.31 points out of 5, while general schools scored an average of 3.84 points. The difference between innovative schools and general schools was statistically significant at the significance level of 0.001. The analysis revealed that innovative schools have relatively more professional learning communities than general schools, especially in terms of team learning and system thinking. Based on the results of this study, it is recommended to actively disseminate the various activities of professional learning communities centered on innovative schools to other general schools. While existing studies have discussed the effectiveness of professional learning communities, this study adds value by analyzing professional learning communities in detail within the framework of learning organizational theory. Further research are needed on the degree of establishment of a learning organization in a professional learning community for the 1st to 8th graders of innovative schools.

Continuous assessment of Peter Senge's learning organization model for improving the quality of Christian higher education in Indonesia

AbstractThis paper briefly discusses Peter Senge's Continuous Assessment Learning Organization Model for Quality Improvement, and describes how it is implemented in improving the quality of education by Christian Religious Colleges in Indonesia. The main conclusion of this paper is that Christian Religious Colleges in Indonesia must develop an organizational culture where continuous assessment for quality improvement is part of everyday practice in schools. To achieve this, it is proposed that schools should become learning communities based on Peter Senge's Learning Organization model. While this paper is not based on research, the main implication is that every school should seek creative ways to implement Peter Senge's Continuous Assessment Learning Organization Model for Quality Improvement according to its culture and spirituality. A second implication is a Christian learning organization should be a prayer‐defined organization. Every activity, every decision should be informed by prayer and be done in prayer, seeking the will of God, his approval, and his glory. Prayer should play a key role in any assessment. This conceptual paper is original as it explores the fit of applying Peter Senge's Continuous Assessment Learning Organization Model with seeking the will of God, his approval, and his glory for quality improvement in Christian Religious Colleges in Indonesia.

Ambiguous Tacit Knowledge With a Thematic Focus Based on Japanese Social Culture: An Excellent Source of Qualitative Data Analysis and Interpretation for Systematic Search of Meaning

Based on the social culture of Japan and how educational trends of the 1980s became the prototype for the organizational culture of schools, some schools have rejected the formative assessments that flourished at the time and have consistently used complex assessments. The purpose of this study is to explore the nature of children's learning from individualized narrative data. In this paper, we use data from a record of integrated learning at Ina Elementary School in Nagano, Japan, which documents the learning of a single child, with peer group dynamics and teacher support, to examine how teachers perceive children's learning from children's statements. The method of analysis of this data was conducted using NVIVO, a qualitative analysis tool, based on a frame grounded in the concept of "relationship" (kankei in Japanese). The data were categorized from the children's statements (narratives), and the learning records were coded and interpreted for meaning. To visualize, at various levels (individual, peer, classroom), we used Peter Senge's learning organization. The results show that children at Ina Elementary School learn directly from learning resources. And teachers work together with them toward the learning resources. In this form of learning, the teacher nurtures the competencies that are invisible and difficult to measure in children, with the teacher's tacit knowledge. Therefore, it is very difficult to visualize children's learning. For this reason, we can approach the essence of children's learning.

Transformative Leadership to Enhance the Quality of Madrasa in the Covid-19 Outbreak: Learning Organization Perspective

This study aims to identify the implementation of transformative leadership in a madrasa in East Java. It was based on Peter Senge's learning organization theory. Moreover, this study employed quantitative descriptive research using the online survey method. It involved the leaders and the teachers of madrasa in East Java. The data was taken from February to April 2021. The respondents were 90 leaders and the teachers of all levels of madrasa – MI, MTs, and MA. It used random sampling. The researcher gathered the data from the questionnaires through Google Forms. Then, the data were analyzed descriptively. Based on Peter Senge's five-learning organization, transformative leadership implementation was found in madrasa during the Covid-19 outbreak. First, the systems thinking of teachers and education staff in madrasa during the outbreak had two indicators. The transformation of the madrasa service system based on some considerations is 75%. The curriculum adjustment also is 79%. Second, the implementation of personal mastery was through two indicators – learning new things and facing the challenges is 78%, and relevant learning method innovation is 81%. Third, the mental model is based on two indicators. They are the thinking skills quality improvement for better competence is 78% and improving the school system focused on the service quality is 83%. Fourth is the implementation of a shared vision which is based on two indicators. 79% of schools' communities comprehend the school vision. It also shows that the task completion based on the school vision is 86%. Fifth, team learning is based on two indicators. The peer group sharing habit is 90%, and fostering a dialogue culture with the leaders to improve school quality is 87%. In conclusion, this study shows that the implementation of transformative leadership enhances the madrasas’ quality amidst the covid-19 based on a learning organization perspective.

A study on support for deepening the reflection of nursing practice : From the perspective of Senge's learning organization

A study on support for deepening the reflection of nursing practice : From the perspective of Senge's learning organization

Learning organisations as a part of the process of building the competitiveness and innovativeness in rural areas

Regional learning and innovation is a key to promote more resilient, robust and inclusive rural areas (Wellbrock et al., 2012). In OECD (2006), stated that rural development policies need to focus on places instead of sectors to ensure more dynamic rural areas in an era of globalisation. In the process of building, the competitiveness and innovativeness of rural area (which is based on knowledge and information) learning skills of people and organisations are key factor. In the context of regional development, the role of institutions supporting these processes is crucial. The changes rate and development - both social and economic will largely depend from these institutions. The aim of the study is to analyse different types of organisations - from government, non-government to public - acting for the development of rural areas according to Senge's learning organisation framework. In the paper, we focused on sources of knowledge and information most commonly used by employees (managers) of selected institutions. Also, relationships and regularities characterising the processes of knowledge acquisition in these institutions are defined. Analysed knowledge sources will influence the learning processes.

Learning organisations as a part of the process of building the competitiveness and innovativeness in rural areas

Regional learning and innovation is a key to promote more resilient, robust and inclusive rural areas (Wellbrock et al., 2012). In OECD (2006), stated that rural development policies need to focus on places instead of sectors to ensure more dynamic rural areas in an era of globalisation. In the process of building, the competitiveness and innovativeness of rural area (which is based on knowledge and information) learning skills of people and organisations are key factor. In the context of regional development, the role of institutions supporting these processes is crucial. The changes rate and development - both social and economic will largely depend from these institutions. The aim of the study is to analyse different types of organisations - from government, non-government to public - acting for the development of rural areas according to Senge's learning organisation framework. In the paper, we focused on sources of knowledge and information most commonly used by employees (managers) of selected institutions. Also, relationships and regularities characterising the processes of knowledge acquisition in these institutions are defined. Analysed knowledge sources will influence the learning processes.

Leadership Training and the Problems of Competency Development.

An important workforce development effort during the past 25 years has been developing competency sets. Several of the sets rely on the concepts of Senge's Learning Organization and Burns' Transformational Leadership. The authors' experiences and study in designing and implementing a curriculum for a public health leadership institute based on these concepts raised several important questions about competency development and application. To summarize the use of the Senge and Burns frameworks in several competency sets and the practice literature and to assess the status of competency development for those frameworks and for competency development generally. The authors reviewed several commonly used competency sets and textbooks and searched 3 leading public health practice journals (Journal of Public Health Management and Practice, Public Health Reports, and American Journal of Public Health) for Senge and Burns framework terms. They also reviewed efforts to implement competency sets in public health education and practice. (1) The extent to which the articles and texts demonstrated understanding of the frameworks and reported their implementation and (2) whether competency statements and their uses in the literature contained precise definitions of competencies (knowledge, skills, behaviors, and attitudes associated with them), the standards by which competence is to be measured, and the means for measuring their attainment. "Learning Organization" and "Transformational Leadership" terms were used often and viewed favorably. However, the terms were rarely defined as Senge and Burns had, the uses generally did not indicate the complexity and difficulty of implementation, and there was only one report of even partial implementation. The review of competency development efforts found there is virtually no attention to the definitional and measurement issues in the literature. Unless public health organizations recognize the need for a common understanding of competencies and how to measure their attainment and act on that understanding, it will be impossible to say with confidence that there is agreement on which individuals are competent, whether public health agencies have competent personnel, or that the public health workforce itself is competent.

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.

Organization's Conformity Assessment with Peter Senge’s Learning Organization Principles in Municipality of Saveh: A Case Study

The rapid development of science and technology severely is affected or will be affected on organizations. Municipalities as well as other organizations are required to align with the changes due to adapt to the social and technological changes. To align with the changes, organizations should put their base on the learning, learning how to learn and, how to elevate their employee's ability and this will not be possible unless organizations go forward to being the learning. This paper is based on five Senge's learning disciplines that identified organizations with personal mastery, mental models, building shared vision, team learning and systems thinking. For this reason, to assess the five components in current status, a descriptive - survey research have been conducted in the municipality of Saveh. A data collection tool has been questionnaire using Cronbach's alpha each question validity is extracted. Statistical society is 400 person, by using Cochran's formula 67 samples were selected. Eke for data analysis, T-test and SPSS software was used. The result obtained of data analysis indicate that the current status of Saveh Municipality base on principles of in Peter Senge's learning organization is relatively desirable.

사회복지기관의 학습조직이 조직몰입 및 이직의사에 미치는 효과 : Senge모형을 중심으로

본 연구는 사회복지기관의 학습조직 특성을 파악하고 학습조직이 조직몰입 및 이직의사에 미치는 영향을 분석하는데 그 목적을 두고 있다. 이를 위해 학습조직의 개념과 구성요소를 비교적 가장 명확히 제시하고 있는 Senge(1990)의 학습조직모형을 적용하여 학습조직을 공유된 비전, 개인적 숙련, 팀 학습 및 시스템 사고로 구성하였고, 민간분야 사회복지사 342명의 구조화된 설문조사를 실시하고 자료를 분석하였다. 연구결과 조사대상자들의 학습조직 수준은 평균값 이상의 결과를 보여주고 있으며, 상관분석 결과 학습조직은 조직몰입과는 정(+)의, 이직의사와는 부(-)의 관계를 갖는 것으로 나타났다. 학습조직이 조직몰입에 미치는 영향에 관한 회귀분석 결과 공유된 비전, 개인적 숙련 및 팀 학습은 조직몰입에 긍정적인 영향을 미치고, 공유된 비전과 팀 학습은 또한 이직의사에 부(-)적 영향을 미치는 것으로 나타났다. 이러한 결과를 바탕으로 학습조직 구축을 위한 정책적 및 실천적 함의를 논의하였다. The main objective of this study was to investigate the effect of learning organization on social worker's organizational commitment and turnover intention in the social welfare organization. For the research, learning organization was consisted of shared vision, personal mastery, team learning and system thinking on the P. Senge's learning organization model. The results of this study were summarized as follows: Mean analyses showed that social workers perceived the level of learning organization had a higher than medium. By using a hierarchical multiple regression, shared vision, personal mastery and team learning had a positive effect on the social workers' organizational commitment. Shared vision and team learning had a negative effect on the social workers' turnover intention. This study finally discusses theoretical implications for future study and practical implications for learning organization strategies on the results.

Do written mandatory accreditation standards for residential care positively model learning organizations? Textual and critical discourse analysis

BackgroundUnprecedented global population ageing accompanied by increasing complexity of aged care present major challenges of quality in aged care. In the business literature, Senge's theory of adaptive learning organisations offers a model of organisational quality. However, while accreditation of national standards is an increasing mechanism for achieving quality in aged care, there are anecdotal concerns it creates a ‘minimum standards compliance mentality’ and no evidence about whether it reinforces learning organisations. ObjectiveThe research question was ‘Do mandatory national accreditation standards for residential aged care, as they are written, positively model learning organisations?’. MethodAutomatic text analysis was combined with critical discourse analysis to analyse the presence of learning concepts from Senge's learning organisation theory in an exhaustive sample of national accreditation standards from 7 countries. The two stages of analysis were: (1) quantitative mapping of the presence of learning organisation concepts in standards using Bayesian-based textual analytics software and (2) qualitative critical discourse analysis to further examine how the language of standards so identified may be modelling learning organisation concepts. ResultsThe learning concepts ‘training’, ‘development’, ‘knowledge’, and ‘systems’ are present with relative frequencies of 19%, 11%, 10%, and 10% respectively in the 1944 instances, in paragraph-sized text blocks, considered. Concepts such as ‘team’, ‘integration’, ‘learning’, ‘change’ and ‘innovation’ occur with 7%, 6%, 5%, 5%, and 1% relative frequencies respectively. Learning concepts tend to co-occur with negative rather than positive sentiment language in the 3176 instances in text blocks containing sentiment language. Critical discourse analysis suggested that standards generally use the language of organisational change and learning in limited ways that appear to model ‘learning averse’ communities of practice and organisational cultures. ConclusionThe aged care quality challenge and the role of standards need rethinking. All standards implicitly or explicitly model an organisation of some type. If standards can model a limited and negative learning organisation language, they could model a well-developed and positive learning organisation language. In the context of the global aged care crisis, the modelling of learning organisations is probably critical for minimal competence in residential aged care and certainly achievable in the language of standards.

The Learning Organisation: A school's journey towards critical and creative thinking

Senge's learning organisation (LO) concept was introduced in many Singaporean schools to promote a learning culture. The implementation of the LO concept in organisations was in response to Singapore's call for all schools to be 'thinking schools' and the Singapore Ministry of Education's pronouncement that the foremost prerequisite of a thinking school is that it must be a learning organisation. This paper describes a qualitative study that was conducted in a secondary school that practiced the LO concept. The research was undertaken with a key focus on understanding how the implementation of the LO concept has enhanced open communication, a learning culture and critical and creative thinking. The research also identifies constraints, especially cultural ones. The findings suggest that LO concept produced significant progress towards an environment of a shared learning culture, effective communication and good working relationships among the staff. It has also helped to increase the level of awareness and the importance of critical and creative thinking in the school. However, strategies and activities used to promote critical and creative thinking were used sparingly so as not to undermine the 'academic excellence' that is important to the school's reputation as a 'good school.' Also, the curriculum structure and compulsory coverage of syllabus for examination as well as general cultural inhibitions were some of the factors that limited the growth of critical and creative thinking in the school. The paper concludes with implications for both academics and practitioners within organisations.

Organisational learning: a concept for improving teachers' competences in the Estonian School

The article identifies the features of a Learning Organisation (LO) in the Estonian school, as no surveys in this area have been carried out yet. The article looks at the concepts of development and change, and the background of organisational learning, and it deals with the teacher's competence-building process at school. The authors prepared a questionnaire for the study of the LO on the basis of the Senge's LO model and the three-dimension model of the framework of organisation development. The base model of the questionnaire, which arose from Senge's five-factor model, covered the structure of the questionnaire as the result of the factor analysis, which is characteristic of the three-factor model: the main process, individual and joint learning, and the mental (value) system. Senge's model may not have been operational owing to chaotic development activities. We argue on the basis of this survey that the development process in schools lacks system and concept. The article presents recommendations to launch a LO in the school.

Are your executives committed to achieving your learning goals?

PurposeThe paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting‐edge research and case studies.Design/methodology/approachThis briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.FindingsAS research inspired by Peter Senge's learning organization matures, employee commitment is perhaps the hottest topic around. Why? It is because it makes a big difference to employee performance. Can it be proved? This study of attitudes among executives by Brian Pool and Steven Pool of Ashland University in Ohio, USA has found direct cause and effect. This is just one of four key relationships that the researchers established.Practical implicationsThe paper provides strategic insights and practical thinking that have influenced some of the world's leading organizations.Originality/valueThe briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.

Book Review: Managing the Learning University

Chris Duke Buckingham: Society for Research into Higher Education and Open University Press, 2002. Managing the learning university spans a vast terrain, covering topics including managing the academic enterprise--Clark's academic heartland, managing people, resources, communication and information technology. It includes a chapter where Duke draws from the organisational theory and leadership literature to shape his conception of the university as a learning institution. Along the way, he notes that the concept of the 'learning organisation' which was the buzz word of 1990s management has now been replaced by the 'knowledge society' or 'knowledge economy'. In another chapter, changes in the operating environment of universities are identified, although not explored in any depth. Drawing on Senge's Learning organisation, Selznick's conception of leadership through developing an organisation's social capital, Emery's open systems theory of organisation's and Burton Clark's pathways for entrepreneurial transformation of universities, Duke fashions his vision of how a university should be managed (Clark, 1998; Emery, 1969; Selznick, 1957; Senge, 1992). He quotes Tight's critique of the higher education management literature where two distinct genres are observed: 'the how to' or 'can do' approaches to the management of higher education and the 'analytical or critical approaches to current practices and policies in that area' (Tight, 2000). Managing the learning university fits in the latter category; it is a strident manifesto. Duke demonises 'managerialism', which he asserts is the dominant ethos for managing modern universities and he articulates a vision of the 'abiding university'. Duke's vision of university management is paradoxical. He argues that a university 'can perhaps be governed, led and administered; but in the sense that management has come to be used, management and learning stand almost in opposition' (p.143). He concedes that the 'learning environment can be managed, fostered and facilitated, and the wider environment monitored, influenced and massaged into relative benevolence. But the tougher, tighter and closer the management, the more the creature slips through the fingers. Self-management, yes; managerialism, no' (p. 143). The first principles of Duke's thesis are sound. The operating environments of many Australian universities and their constituent academic units have become more complex and turbulent and public funding has declined (Marginson, Considine, Sheehan, & Kumnick, 2001a.) The emergence of Mode 2 transdisciplinary applied research teams situated in industry are intensifying competition in research markets, challenging conventional conceptions of knowledge (Gibbons, Scott, & Nowotny, 2001; Gibbons, Scott, Nowotny, Limoges, Schwartzman, & Trow, 1994; Jacob, & Hellstrom, 2000.) Massification of students, especially increases in mature-age and part-time cohorts are placing new demands upon universities to accommodate a more diverse range of needs for flexible, student-centred courses (Australian Vice-Chancellors Committee, 2002.; Department of Education, Science and Training, 2002.) There is increasing competition among universities across the globe for international students (Salmi, 2002; Tremblay, 2002.) Developments in information communication technologies provide additional options for the delivery of tuition and the administration of the infrastructure required to manage a modern university, but implementation and maintenance costs of this technology are high (Bates, 1999.) Duke's argument goes awry when he suggests that vice-chancellors and other executive managers of Australian and British universities have commonly responded to the increasing complexity and turbulence of operating environments by adopting tight managerialist control of their institutions. He asserts that some vice-chancellors exercise a megalomaniac level of control, 'a cult of one' where they attempt to micro-manage every facet of their institution, diminishing the autonomy of academics and turning them into a proletariat, disenfranchising collegial governance structures and thereby creating dysfunctional neurotic institutions. …