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The Fifth Discipline Fieldbook
... Nedensel Döngü Modellemesi (NDM) Maani & Cavana (2009), Anderson & Johnson (1997), Senge P. (1994) Nedensel ilişkileri haritalamak için. ...
... Senaryo Düşüncesi/Planlama Araçları (SDPA) Senaryo Planlaması (SP) Maani & Cavana (2007), Senaryo planlama kaynakları Alternatif gelecekleri görselleştirmek için grup düşünme süreçlerinde. Mikrodünyalar (MD) Maani & Cavana (2007), Senge P. et al (1994) Alternatif gelecekleri test etmek için simülasyon modelleri oluşturma süreçlerinde. Organizasyonel Öğrenme Araçları (OOA) Zihinsel Modeller (ZM) Senge P. (1991), Senge P. et al (1994) Çeşitli paydaş ve karar vericilerin derin motivasyonlarını, değerlerini ve varsayımlarını anlamak için. ...
... Mikrodünyalar (MD) Maani & Cavana (2007), Senge P. et al (1994) Alternatif gelecekleri test etmek için simülasyon modelleri oluşturma süreçlerinde. Organizasyonel Öğrenme Araçları (OOA) Zihinsel Modeller (ZM) Senge P. (1991), Senge P. et al (1994) Çeşitli paydaş ve karar vericilerin derin motivasyonlarını, değerlerini ve varsayımlarını anlamak için. Öğrenme Laboratuvarları (ÖL) Maani & Cavana (2007), Senge P. et al (1994) Kollektif öğrenme ve uzlaşı oluşturma süreçlerini desteklemek için. ...
Kitap bölümü, kullanıcıların farklı ihtiyaçlarını karşılamak üzere bir Sistem Düşüncesi Araç Seçim Tablosu da sunmaktadır. Bu araçlar, bireysel ya da birlikte kullanılarak, iklim değişikliği girişimlerinde ve politika tasarımlarında etkileşimli ve uyarlanabilir yaklaşımlar geliştirilmesine olanak sağlamaktadır. Sunulan yöntem ve araçlar, iklim değişikliğiyle mücadelede sürdürülebilir ve uzun vadeli çözümler geliştirilmesine katkı sunmayı amaçlamaktadır.
... Mientras que Edmondson y Moingeon (1996) la literatura aborda varios aspectos del aprendizaje organizacional, reflejando su complejidad, al mismo tiempo que reconoce que ocurre en múltiples niveles: en los individuos (Argyris, 1999), en los grupos (Alcover, 2000;Hinsz, Tindale, y Vollrath, 1997) y en las organizaciones (Levitt y March, 1988), y en todos a la vez tiene lugar a través de diferentes procesos intercambio de información, interpretativos P á g i n a 2360 Revista Científica y Académica. Vol. 4, No. 1, Enero, Marzo Año 2024 individuales y de comunicación interpersonal (Argyris y Schön, 1993), se considera en algunos casos la base de la teoría descriptiva, documentando factores que influyen o impiden la adaptación de la organización, mientras que en otros casos se considera prescriptivo, y por tanto manipulable , Senge, 1990. ...
... Las organizaciones que se consideran organizaciones de aprendizaje son aquellas que permiten a todos los miembros dentro de la organización participar en un aprendizaje continuo y son capaces de adaptarse o transformarse para satisfacer las demandas de su entorno (Senge 1990). En resumen, los actores de TecNM, utilizando su estructura organizacional recientemente establecida, están desarrollando activamente estrategias innovadoras que se alinean con sus modelos mentales moldeados por sus creencias, valores, estrategias de acción y suposiciones subyacentes. ...
... En resumen, los actores de TecNM, utilizando su estructura organizacional recientemente establecida, están desarrollando activamente estrategias innovadoras que se alinean con sus modelos mentales moldeados por sus creencias, valores, estrategias de acción y suposiciones subyacentes. Las organizaciones de aprendizaje demuestran sus compromisos colectivos a través de su misión, objetivos, políticas y estrategias, que sirven como reflejo de los pensamientos e intenciones de sus miembros (Argyris y Schön, 1993;Argyris, Putnam y McLain, 1987;Senge, 1990). A diferencia de las organizaciones tradicionales que se centran en controlar el comportamiento, las organizaciones de aprendizaje priorizan mejorar la calidad del pensamiento, P á g i n a 2361 Revista Científica y Académica. ...
El artículo presenta una síntesis sobre el concepto de organizaciones inteligentes y los desafíos que enfrenta el Tecnológico Nacional de México (TecNM) en su proceso de adopción a la Inteligencia Artificial (IA). Una organización inteligente es donde los integrantes incrementan sus capacidades y generar resultados deseados, promoviendo nuevos paradigmas de pensamiento, un aprendizaje continuo y colaborativo dentro de un contexto globalizado. Se destaca el papel fundamental del aprendizaje tanto a nivel individual como organizacional, como motor del progreso y generador de conocimientos, habilidades, actitudes y comportamientos que impulsan la evolución hacia una organización inteligente. Se subraya la importancia de fomentar un enlace colectivo de trabajo para transformar la organización hacia una cultura de aprendizaje inteligente. En este sentido, en este artículo se aborda los desafíos específicos en el uso de la inteligencia artificial en un entorno organizacional con el objetivo de mejorar la competitividad global del TecNM.
... • Question 1 is a learning organization lens and was intended to provide a view on Q in terms of the work of Senge (1994) and other authors working in the field of organizational learning. ...
... One view, which I will refer to as "LO," elaborated by Society for Organizational Learning at MIT (cf. Senge et al., 1994Senge et al., , 1999, is that a learning organization can be identified by its internal practices, such as double-loop learning, or Senge's five disciplines (described briefly in section 2. 4.4). A second, more organizational-development oriented view, which I will refer to as "OL," is that it is more fruitful to consider learning a necessary characteristic of all organizations and then to try to understand which attributes make some better at it than others (cf. ...
This thesis is the original full-length study on which the July 2001 research note and summary article in The International Review of Research in Open and Distributed Learning were based. It expands on sociotechnical systems theory, learning organization principles, and the cultural traits that shaped the success of a knowledge-based organization.
License: CC BY-NC-ND 4.0
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... Mental models are deeply held beliefs, assumptions, generalizations and images of how we view the world and how they lead to our understandings and resulting actions. 9 They are drivers, often not realized, that form the basis of many of our decisions and actions. Hidden mental models can be pervasive in organizations and business. ...
... Commitment to personal mastery sets organizations and individuals on a course of continuous improvement, including continuous examination of priorities and direction. 9 Mastery encourages creativity and learning how to generate and maintain creative tension. Mastery includes not only the entire "veterinary" skill set learned during the veterinary school years, but also things such as interpersonal skills, financial prowess and learning from life's lessons. ...
The beef industry, as well as beef cattle veterinary practice, are complex, adaptive systems that are highly interconnected. Challenges to future sustainability, including recruitment and retention of new associates and continued relevancy to the beef industry, have been raised. Changes are being implemented at a number of levels. Adaptation by veterinary practices themselves by changing practice models, or structure, can provide significant leverage to address these challenges. Deeper understanding of the system may be useful as practitioners adapt and models evolve. The objective of this presentation is to explore practice model adaptation as a leverage point for increasing relevance in beef cattle veterinary practice.
... The concept of a modern pedagogical paradigm underpins these advancements, combining traditional educational principles with innovative technologies to create learner-centered approaches. As argued by Senge (1990) and supported by recent studies (Daniela, 2020;Akour et al., 2023), this paradigm emphasizes adaptability, collaboration, and the integration of technology to meet the needs of contemporary learners. For the DJI, transitioning to this paradigm is both an opportunity and a necessity, as it aligns with Dubai's broader vision for a smart government and the digital transformation of public services (Efthymiopoulos, 2016;Hill et al., 2023). ...
... The modern pedagogical paradigm reflects a shift from traditional, teacher-centered approaches to learner-centered models that integrate technology and innovation. This paradigm emphasizes collaboration, critical thinking, and adaptability, aligning with the needs of contemporary learners and the demands of a rapidly changing professional landscape (Senge, 1990;Daniela, 2020;Hill et al., 2023). In the context of judicial education, the modern pedagogical paradigm incorporates principles of andragogy, which highlight the importance of relevance, practical application, and learner autonomy (Knowles et al., 2014). ...
Traditional classroom teaching remains the primary mode of learning at the Dubai Judicial Institute (DJI), a public entity educating aspiring judiciary members and legal professionals. However, the DJI faces specific challenges in transitioning to a smart learning model, including the potential loss of valuable personal interaction, significant financial and technological requirements, and the need for staff training to adapt to new systems. Despite these hurdles, both management and learners at the DJI express readiness and enthusiasm for this paradigm shift, driven by the benefits of flexibility, time efficiency, and increased learner autonomy. This study identifies core challenges in transitioning to smart learning, highlights key andragogical practices, and evaluates the institute’s organizational readiness for change. The findings indicate that while the transition requires a phased approach and careful planning, it presents a significant opportunity to enhance judicial training. By embracing smart learning, the DJI can align with Dubai’s broader smart government initiatives, ultimately fostering a more efficient, accessible, and innovative justice system.
... Learning organisations, which are places where people at all levels continuously develop their skills and learn as a community (Senge, 1990), when it comes to schools, need a shared vision for all students' learning, learning opportunities for teachers, systems for knowledge exchange between teachers, encouragement of team learning, a culture of innovation and administrative support for learning (Kools & Stoll, 2016;Fuller et al., 2012;Poortman, et al., 2021). In this context, it can be argued that there is a need for instructional supervision to support, observe and guide learning (Beverborg, 2015;Mudzofir, 2017) and for teachers to accept this support and to continuously advance their professional development through professional learning. ...
... Başka bir deyişle, eğitimde sürekli mesleki öğrenmenin gerekli olduğunu, okulların çalışanların öğrenmesini teşvik etmesi gerektiğini, mesleki öğrenmenin gerçekleşip gerçekleşmediğinin değerlendirilmesi gerektiğini ve nihayetinde okulların kendilerini öğrenen örgütlere dönüştürmeleri gerektiğini söyleyebiliriz. Her seviyeden insanın becerilerini sürekli olarak geliştirdiği ve bir topluluk olarak öğrendiği yerler olan öğrenen örgütler (Senge, 1990), söz konusu okullar olduğunda tüm öğrencilerin öğrenimi için ortak bir vizyona, öğretmenler için öğrenme fırsatlarına, öğretmenler arası bilgi alışverişi için sistemlere, ekip öğrenmesinin teşvikine, yenilik kültürüne ve öğrenme için yönetici desteğine ihtiyaç duymaktadır (Fuller vd., 2012;Kools & Stoll, 2016;Poortman, vd., 2021). Bu bağlamda, öğrenmeyi destekleyecek, gözlemleyecek ve rehberlik edecek öğretimsel denetime (Beverborg, 2015;Mudzofir, 2017) ve bu desteği kabul ederek mesleki gelişimlerini mesleki öğrenme aracılığıyla sürekli ilerletecek öğretmenlerin olması gerektiği söylenebilir. ...
In the current study, it was examined whether there is a significant relationship between school principals' instructional supervision behaviors and teachers' professional learning. The research was designed within the scope of the relational (correlative) survey model. In the analysis of the research data, canonical correlation analysis, which is one of the multivariate statistical methods that test the relationship between two or more variable groups, was used. The research sample consists of 574 teachers determined by a simple random sampling method. In the data collection process of the research, a data collection form composed of three parts, namely "Personal Information", "Instructional Supervision Behaviours of School Principal Scale" and "Teacher Professional Learning Scale" was used. As a result of the research, according to teachers' perceptions, it was determined that school principals tried to exhibit instructional supervision behaviours most of the time and teachers' professional learning behaviors to a great extent. It was determined that there was a positive and moderately significant relationship between school principals' instructional supervision behaviors and teachers' professional learning. In addition, it was seen that instructional supervision behaviors and professional learning were explained by 25%. On the other hand, it was concluded that there was a positive relationship between the variables of "developing teaching and teacher" and "classroom visits and providing feedback" in the instructional supervision behavior data set and the variables of "reflection", "collaboration", "accessing knowledge base" and "implementation" in the professional learning data set.
... Efforts to eliminate or reduce the attack on the identity are often viewed externally as resistance to change; however, this resistance is a balancing loop designed to slow change to a tolerable speed to decrease disorientation, confusion, and grief (Senge, 1994). As the individual moves toward integration, a new self is produced that is less dependent on the old employment paradigm. ...
... As the individual moves toward integration, a new self is produced that is less dependent on the old employment paradigm. As new mental maps and myths (Senge, 1994) are created around a world view of self-sufficiency and professional autonomy, the individual gives up the feelings of victimization and co-dependency. The first value change is to heighten self-interests and diminish corporate dependency. ...
Significant changes in workplace strategy or economic instability can lead individuals into emotional and spiritual crises, triggering identity transformations. This paper explores the effects of involuntary unemployment, underemployment, compromised employment, and mandatory retirement, referred to as involuntary second-order employment disruptions, on personal identity. Drawing from theories of quantum personal change and positive psychology, the paper discusses how these changes can lead to emotional and spiritual distress, akin to a “dark night of the soul,” potentially resulting in posttraumatic transformation. The transition through this crisis involves stages of resistance and adaptation, ultimately leading to a profound shift in identity and purpose. The process includes disengagement, disidentification, disenchantment, and disorientation, which can create significant psychological challenges, and involuntary opportunities for spiritual growth and self-actualization. The paper proposes that these employment disruptions are catalysts for deep personal transformation, highlighting the importance of managing such transitions effectively to foster resilience and positive outcomes.
... Balancing benefits and risks of introducing GenAI the question organizations are asking themselves is not whether to use GenAI, but how: integrate into the "run" of existing processes, "transform" the processes or "innovate" the organization at all (March, 1991;Spohrer, 2021)? On the other hand generative learning in the organizational context is in theory hardly characterized beyond rudimentary properties (Chiva et al., 2010;Senge, 1997). Our research focuses on building theoretical knowledge and practical implications of "how GenAI can be used to transform organizations into generative organizations for improving organizational learning and development" . ...
... In this process the rationale of the firm shifts from scalable efficiency to "scalable learning". To reach "scalable learning", basic "adaptive learning" must be combined with "generative learning", i.e. learning that enhances the organizational capacities and capabilities (GenXX) to create (Amit & Schoemaker, 1993;Andreu & Ciborra, 1996;Hagel III et al., 2012;McGowan & Shipley, 2020;Senge, 1997Senge, , 2006. ...
GenAI has conquered the world in flight. Balancing benefits and risks of introducing GenAI the question organizations are asking themselves is not whether to use GenAI, but how: integrate into the "run" of existing processes, "transform" the processes or "innovate" the organization at all (Spohrer, 2021, March, 1991)? On the other hand generative learning in the organizational context is in theory hardly characterized beyond rudimentary properties (Chiva et al., 2010, Senge, 1997). Our research focuses on building theoretical knowledge and practical implications of "how GenAI can be used to transform organizations to generative organizations for improving organizational learning and development". To address the research question we take a service lens and ground our research design on a broad knowledge base of theories, concepts, company practices, and instantiations that address individual parts of our research. The purpose of the paper is to explore how the introduction of GenAI can be used in a "land and expand" strategy to develop also other generative capabilities (GenXX). In this way, the study contributes to building knowledge about how organizations can continuously scale up their capacity to (co-) create value to learn, to adapt, and thus to develop.Methodology and Approach Our research design is seen as overall strategy in order to integrate in a logical way the different components of our research for ensuring that the research question will be thoroughly analyzed and investigated (Khanday S., 2019). A conceptual paper as approach and within this a “model” as type of paper is selected for building a conceptual framework that predicts relationships between the properties and the processes in the context of introducing GenAI. For explaining the properties of the phenomenon, we draw on the domain theories Service-Dominant Logic and Service Science. To demonstrate and study the relationships of the properties Service Dominant Architecture is chosen as method theory (MacInnis, 2011, Jaakkola, 2020, Gilson and Goldberg, 2015).Findings The study contributes to theory building referring to the terms and mechanisms of building generative capabilities and generative learning of organizations. More precisely, this means: The extension of the definition of "generative". The narrative and process of learning and building generative capabilities (GenXX) via service for service exchange provided by S-D Logic. The structural perspective on generative learning judged by Service Science as improvement of a service system or the structure of interconnected service (eco) systems. And architecture perspectives as (construction-) plan as medium and output for the intentional building of generative capabilities and fostering learning to improve change by Service Dominant Architecture. In this way, this work also contributes knowledge for practical decisions to foster organizational learning in the sense of "land and expand" with the introduction of GenAI.
... In this context, KSB is seen as a vital practice for global software development organizations (GSDOs) as it positively affects JP, which in turn impacts organizational stability and productivity (Munisamy, 2013;Rasch & Tosi, 1992;Senge, 1997). Employees, as the basic building block of any organization, play a crucial role in achieving organizational goals. ...
... One explanation is that simply having access to technological support does not guarantee its effective use. As noted by Senge (1997), an individual may receive information through technological support, but they may not have the skills needed to apply that information in a productive way. Additionally, when there are differences in domain knowledge across countries or locations, misunderstandings can arise and impede effective use of technological support (Betz et al., 2014). ...
Effective knowledge sharing among software developers is crucial for maximizing software development output throughout the software development lifecycle. Building upon Triandis’ Facilitating condition, this study explores the moderating impact of two factors, namely Organizational support and Technological support, on the relationship between knowledge sharing intentions (KSI) and knowledge sharing behavior (KSB). Specifically, the study investigates the impact of KSB on individuals’ job performance in global software development organizations. A self-administered questionnaire was used to collect data from 302 Malaysian participants working on global software development projects. The collected data was analyzed using Structure Equation Modeling (SEM) through SmartPLS. The results reveal that only organizational support, among Triandis’ Facilitating conditions, moderates the relationship between KSI and KSB. Moreover, the study finds that KSB mediates the relationship between knowledge sharing intentions and job performance. The findings of this study provide practical and theoretical implications for software developers.
... Leaders who look at the organization and social systems within which people operate understand the influential forces at work that develops the leaders' "compassion and empathy," thereby undermining "attitudes of blame and guilt" (Senge, 1990, p. 171). Kouzes and Posner (2006), when addressing the legacy of leaders, expanded the concepts of Senge (1990) and Fry (2003), suggesting that within the complexity of organizational challenges, leadership demonstrating forgiveness and grace supports the growth of employees by extending to them the very grace and opportunity the leader received. Therefore, if a leader 13 ...
... The first behavior and virtue inspired by the Beatitudes is reflective of a servant leader, according to Patterson (2003), who identified humility as a main characteristic of servant leadership. Klenke (2005) and Senge (1990) argued that a humble leader has an honest assessment of their strengths, weaknesses, accomplishments and as a lifetime learner remains teachable and humble. Leaders who are humble and teachable will demonstrate this virtue through a behavior reflecting humility and teachableness (Winston, 2002), thereby providing a positive influence on employees' commitment and effectiveness. ...
This study presents the development of seven five-item scales to measure leadership traits in the seven Beatitudes found in Matthew 5: 3-10. The Cronbach’s alpha reliability coefficients for these scales are .86, .95, .89, .92, .93, .93, and .92. Convergence validity was demonstrated by significant positive correlations for all seven scales with the Essential Servant Leadership Behavior scale and significant negative correlation with the Despotic Leadership scale. The value of the seven scales lies in their ability to assist researchers to compare leadership effectiveness with the seven representative virtues and, in time after normative data are developed, to offer a leadership tool for leadership selection and development.
... Transformational leadership plays an important role to promote or enhance organizational learning within organization (Senge, 1990). It promotes environment that inspires to employees to share knowledge, skill and other information with each other and enhance their knowledge through experiments. ...
The purpose of this study is to check the Impact of Transformational and Servant Leadership on Organizational Performance and organizational innovation with mediating role of organizational learning in manufacturing organizations. Two ethical leadership styles, servant leadership and transformational leadership are the main part of this study. Sample size of this study is 280 and total respondents are 276. Simple random sampling technique is used and data is collected on five point liker scale through survey from employees of manufacturing organizations. For analysis SPSS and AMOS are used. Results showed that both leadership style enhanced innovation, performance and organizational learning. This study help to organization how it can maintain its survival and better relationship between managers and leaders.
... The third LO's discipline, mental models, is also argued to influence work engagement. According to Senge, "mental models are deeply ingrained assumptions, generalizations, or even pictures or images that influence how we understand the world and how we take actions" (Senge, 1990, p.8). Mental models are the ability to learn how to think and it directly affects the performance of employees because individuals create and share their meaning of developing knowledge that affects the performance of an organization (Flood, 1999;Flood & Research, 1999;Peter, 1990). Existing literature suggests that mental models have a positive influence on work engagement (Malik & Garg, 2017Song et al., 2018). ...
This research is purposed to investigate the intricate effects of learning organization on ambidextrous innovation. The research undertakes a complex mediating mechanism of work engagement to examine how the effects of Senge’s learning organization disciplines are leveraged to foster twofold ambidextrous innovation — exploratory and exploitative innovation. Drawing a sample of 307 managerial-level employees spanning diverse industries, we collected quantitative data using a cross-sectional online survey. The statistical analysis was performed through the Partial Least Square Structural Equation Model (PLS-SEM) using the WarpPLS7.0 statistical package. The study found that learning organization’s all disciplines have profound effects on exploratory and exploitative innovation through the mediation mechanism of work engagement. The research makes an invaluable contribution to the existing body of knowledge by quantitatively examining the role LO’s five disciplines play in enhancing the twofold ambidextrous innovation through a nuanced mediating mechanism of work engagement. The findings of this research reveal that organizations endeavoring to ambidextrous innovation need to create a learning culture wherein employees can feel like an indispensable part of the system, master their skills, share the broader organizational vision, develop interconnectedness of their mental models with those of others, and learn and access knowledge during teamwork. Such a people-centric learning culture improves work engagement which is subsequently translated into ambidextrous innovation. Although learning organization is a well-researched phenomenon, its five disciplines concerning twofold ambidextrous innovation have largely been ignored. Studying this unique relationship is the key focus of this research. Further, the mediation of work engagement in this relationship also provides a fresh perspective on how the learning organization can enhance exploratory and exploitative innovation.
Graphical Abstract
... У цьому синтезі лідер створює середовище, яке сприяє прояву лідерських якостей у інших, фасилітує процеси колективного осмислення та прийняття рішень, моделює постійне навчання та адаптацію, балансує між наданням напрямку та створенням простору для емерджентних ініціатив. За словами П. Сенге, «справжнє лідерство проявляється у здатності системи усвідомлювати себе» [13], тобто, в такій системі присутня інтеграція індивідуального та колективного, відбуваються гнучкі організаційні структури, контекстуальне прийняття рішень та баланс контролю та довіри. Як зазначає Б. Басс [2], саме така форма лідерства передбачає підняття і лідера, і послідовників на вищий рівень мотивації та моралі, що і відображає діалектичний процес, де протиріччя між індивідуальним та колективним вирішуються на новому, вищому рівні розуміння та дії. ...
The article provides a philosophical understanding of the transformation of the leadership phenomenon through the prism of the dialectical method. The evolution of the understanding of leadership from an individualistic to a collective paradigm was studied, the phenomenon of leadership was analyzed through phenomenological and hermeneutic approaches, and it was considered as a dynamic process of interaction between the leader, followers and the context. Attention is paid to the role of the leader as a catalyst of collective development, which creates conditions for revealing leadership potential in others. The necessity of rethinking traditional organizational structures and leadership development programs in the context of modern challenges of globalization and digitalization is substantiated. A new perspective on leadership as a process of constant adaptation and collective learning is proposed, which has important epistemological and ethical implications for the development of organizations and society as a whole.
... For instance, initiatives to increase the innovation capability in organization can generate unexpected side effects. This, in the end, can harm other capabilities from a global perspective of the organization, as [39] argues about organizational learning. A similar issue happens with technical and social capabilities in organizations as socio-technical systems [2]. ...
In order to support capability management, the field of Enterprise Architecture proposes methods and notations to model enterprises and their capabilities. ArchiMate is one of such notations and includes constructs to support capability mapping and other capability management tasks. However, the notation lacks some fine-grained distinctions that are required to understand intricate phenomena involving capabilities, including capability interaction and the emergence of capabilities. In this work, we perform an ontological analysis of the language’s support for capability modeling based on a well-founded ontology of capabilities aligned with the Unified Foundational Ontology (UFO). Through this ontological analysis, we identify some issues outlining possible improvements for ArchiMate. This is a first step towards language redesign, which may include the proposal of language patterns and/or the revision of language constructs.
... Para pemimpin UMKM memiliki pekerjaan penting untuk melakukan, penciptaan kondisi yang memfasilitasi pengembangan personal mastery dalam anggota perusahaan. Mereka harus mendorong anggota perusahaan untuk mencapai tingkat tinggi penguasaan pribadi, karena pembangunan ini akan memungkinkan mereka untuk mengambil lebih banyak inisiatif, untuk memperluas dan memperdalam rasa tanggung jawab mereka untuk pekerjaan mereka, belajar dan berinovasi lebih cepat (Senge et al ., 1994 ...
MSMEs have a significant role in the economy in Indonesia. Micro, Small and Medium Enterprises (MSMEs), is one of the leading driving forces in economic development (LPPI and BI, 2015). In Indonesia itself, the existence of small industries is very important in saving the national economy. In Indonesia MSMEs have become an important part of the economic system. MSMEs are also able to create considerable employment opportunities for domestic workers, so it is very helpful in reducing the number of unemployed.This study aims to examine organizational learning with the 4I framework (intuiting, interpreting, integrating and institutionalizing) that is applied and carried out by Batik Tulis Lasem MSMEs in Rembang District based on the business scale of small business groups and medium business groups. As well as examining the factors that become obstacles and driving the success of organizational learning in Batik Tulis Lasem MSMEs in Rembang District.The results of the study show that: 1) The intuitive factors of individual SMEs in Batik are triggered by their level of experience, and subjective perceptions that lead to leaps of success. 2) The learning of organizational interpreting from Lasem Batik Entrepreneurs is mostly obtained from the feedback of interaction with stakeholders. 3) Integrating learning of the Batik Tulis Lasem MSMEs organization that is more sharing among fellow batik entrepreneurs, enriching their insights and knowledge, so that it becomes an awareness and shared learning that with a solid community (Cluster) Batik Tulis Lasem MSME can enhance mutual competitiveness. 4) Institalizing organizational learning in the form of a joint commitment to maintain handmade batik that is loaded with designs that contain artistic and philosophical values as well as ancestral cultural reflections that have high economic values that are preserved in clusters and instill in generations that occur by individuals and groups in organizations that include systems, structures, procedures, and strategies with a framework of cultural wisdom and values.
... Para pemimpin UMKM memiliki pekerjaan penting untuk melakukan, penciptaan kondisi yang memfasilitasi pengembangan personal mastery dalam anggota perusahaan. Mereka harus mendorong anggota perusahaan untuk mencapai tingkat tinggi penguasaan pribadi, karena pembangunan ini akan memungkinkan mereka untuk mengambil lebih banyak inisiatif, untuk memperluas dan memperdalam rasa tanggung jawab mereka untuk pekerjaan mereka, belajar dan berinovasi lebih cepat (Senge et al ., 1994 ...
MSMEs have a significant role in the economy in Indonesia. Micro, Small and MediumEnterprises (MSMEs), is one of the leading driving forces in economic development (LPPI and BI,2015). In Indonesia itself, the existence of small industries is very important in saving the nationaleconomy. In Indonesia MSMEs have become an important part of the economic system. MSMEsare also able to create considerable employment opportunities for domestic workers, so it is veryhelpful in reducing the number of unemployed.This study aims to examine organizational learning with the 4I framework (intuiting,interpreting, integrating and institutionalizing) that is applied and carried out by Batik Tulis LasemMSMEs in Rembang District based on the business scale of small business groups and mediumbusiness groups. As well as examining the factors that become obstacles and driving the success oforganizational learning in Batik Tulis Lasem MSMEs in Rembang District.The results of the study show that: 1) The intuitive factors of individual SMEs in Batik aretriggered by their level of experience, and subjective perceptions that lead to leaps of success. 2)The learning of organizational interpreting from Lasem Batik Entrepreneurs is mostly obtainedfrom the feedback of interaction with stakeholders. 3) Integrating learning of the Batik Tulis LasemMSMEs organization that is more sharing among fellow batik entrepreneurs, enriching theirinsights and knowledge, so that it becomes an awareness and shared learning that with a solidcommunity (Cluster) Batik Tulis Lasem MSME can enhance mutual competitiveness. 4) Institalizingorganizational learning in the form of a joint commitment to maintain handmade batik that isloaded with designs that contain artistic and philosophical values as well as ancestral culturalreflections that have high economic values that are preserved in clusters and instill in generationsthat occur by individuals and groups in organizations that include systems, structures, procedures,and strategies with a framework of cultural wisdom and values.
... "Systems thinking is a discipline for seeing wholes ... for seeing interrelationships rather than things, for seeing patterns rather than static snapshots. It is a set of general principles spanning fields as diverse as physical and social sciences, engineering and management" [10], In other words, systems thinking considers the whole rather than the parts in an interdisciplinary approach to solve complex real world problems which do not have one simple answer. ...
The purpose of this paper is to introduce a holistic and systematic approach, based in key concepts of systems thinking, systems of systems and management science; to completely represent, model and analyze microgrid systems. In this paper we propose a Microgrid Reference Methodology (MRM) that guides the cooperation and mutual benefits between electric utilities and industrial customers for microgrid projects. We sketch a four-level socio-technical system in which the {\delta} (business) level is added to the other three levels that are traditionally analyzed in microgrid design and planning. This MRM clearly specifies the steps and processes necessary for determining actors in the system, their interrelations, interests, goals and undesired effects. Finally, the MRM makes possible the evaluation of the impact of different alternatives on the objectives of both parties through the determination of criteria and factors. These factors can be influenced by the electric utility and customer; or they can be external, but still influenced by other actors such as regulators and government, to incentivize the implementation of microgrid projects.
... Follower commitment and compliance is a continuum related to the degree of follower trust in a leader (Senge, 2006;Caldwell & Hansen, 2010). According to Meyer and Allen (1997) ;Gade, (2017) and Griffith, (2003); commitment is a process whereby workers recognize the aims and values of the organization and maintain their existence. ...
The aim of this research is to study the leadership-followership among principals and school teachers by focusing on followership. This qualitative study used three methods to collect data which were then triangulated. The first method employed a semi-structured interview with two principals, one from a secondary school and a primary school in Kedah, Malaysia respectively. Data was also collected through observation of video recordings of the principals and lastly through document analysis of articles and databases. The findings showed that followership exists in both schools; teachers were independent and had autonomy; levels of teachers’ involvement in school discussions and decision-making was average in both schools; levels of teachers’ collaboration in helping the school principals were high; levels of teachers’ knowledge and skills were good; levels of professionalism in both schools could be considered high; levels of teacher’s taking responsibility of their teaching, classroom and accountability was also high. Teachers of one of the schools had an average level of discipline in doing their job as ‘trust’ and commitment was generally high among teachers of both schools, but decision-making among followers was average in both schools. It is recommended that a quantitative study be carried out to support this study to justify the relationship between followership and leadership. Theoretical and practical implications, limitations, and suggestions for future research are discussed.
... Inoue (2000) classifies ikigai into three directions -social ikigai, non-social ikigai, and anti-social ikigai -from a social perspective.' 'A learning organization (Senge, 1990) is based on personal mastery, deepening personal vision and seeing reality objectively, forming common mental models, the capability of creating assumptions and generalizations, building shared vision as the big picture, team learning, and thinking together from the systems point of view.' 'Innovation is not successful unless the knowledge, data, and information developed are shared, deployed, and disseminated' (Sudhakar, 2016). ...
The success of start-up entrepreneurship is dependent on multidisciplinary and multidimensional (operation-based functions) and business-related human-, team-, unit- and network cohesion building on many levels. That is most important in generating results during start-up entrepreneurship. It is essential to use experience-based best practices and design patterns in business development recognized in team building and start-up case studies. Human self-motivation and orientation and competence analysis according to IKIGAI- methodology is important before building a dream team of founders and operative teams. A start-up company is possible to create by the wow-effect idea, value production understanding, and right and committed and motivated people with the right competence. It has to be understood that cohesion is also formed between users and producers and between all members of the team, unit, and network partners.
This research and article have concentrated on cohesion building during the start-up phase of the gaming business entrepreneurship. It introduces as a case study a four-stage framework of cohesion building during the progress of start-up phases of gaming entrepreneurship.
... Argyris and Schön, 1978;Levitt and March, 1988;Gherardi, 1999Gherardi, , 2001Argote, 2013;Gherardi and Strati, 2013;Örtenblad, 2018. Beyond individual learning practices, it is asked how organizational learning capacities that are (relatively) independent of the knowledge of single employees can be strengthened and how individual and organizational learning processes can be combined constructively (Senge, 1990;Quinn, 1992). The "intelligent" organization, it is argued, constantly considers and improves its structures in order to effectively use and combine individual and organizational learning to enhance flexibility. ...
In modern society, organizations are expected to be increasingly flexible and adapt to constantly changing environments. While such flexibility is often considered a positive trait of organizations, the risks of continuous organizational change are often overlooked. Against this background, we argue that continuous, multiple and uncoordinated organizational change can lead to a state we define as “organizational restlessness” and a loss of the benefits of stable structures. Paradoxically, it is even possible that organizational restlessness reduces the capability of organizations to planfully introduce specific and highly desirable changes, such as those related to digital transformation. Using qualitative data from interviews and participant observations, we analyze a large German public administration and identify three sources of organizational restlessness: the innovation imperative of modern society, changes in political leadership as a result of democratic elections and the bureaucratic principle of personnel rotation. While barriers to digital transformation are often explained by bureaucratic rigidity, we show that also constant uncoordinated change hinders sustainable digital transformation. Our paper thus contributes to an enhanced understanding of organizational continuity and disruption, as we show that both are needed to digitalize organizations further.
... For instance, initiatives to increase the innovation capability in organization can generate unexpected side effects. This, in the end, can harm other capabilities from a global perspective of the organization, as [39] argues about organizational learning. A similar issue happens with technical and social capabilities in organizations as socio-technical systems [2]. ...
In order to support capability management, the field of Enterprise Architecture proposes methods and notations to model enterprises and their capabilities. ArchiMate is one of such notations and includes constructs to support capability mapping and other capability management tasks. However, the notation lacks some fine grained distinctions which are required to understand intricate phenomena involving capabilities, including capability interaction and the emergence of capabilities. In this work, we perform an ontological analysis of the language's support for capabilities based on a well-founded ontology of capabilities aligned with the Unified Foundational Ontology (UFO). Through this ontological analysis , we identify some issues outlining possible improvements for the notation. This is a first step towards language redesign, which may include the proposal of language patterns and/or the revision of language constructs.
... Rather than focusing mainly on research or theory development, as many change 284 theorists have done, Peter has focused on presenting concepts so they will be used in 285 impactful ways. The Fifth Discipline Fieldbook (Senge et al., 1994) was the first of 286 several books modeled on the Whole Earth Catalogue (Brand, 1971(Brand, , 1980 Peter has been catalytic in the formation of a number of organizations based on 299 the principles he explicated and in addition has been dedicated to long-term efforts 300 developed collaboratively by people from different parts of the world working in 301 business, academia, and government. He supported the founding of the Sustainable 302 Food Lab by Oxfam and Unilever in 2003, bringing together many of the world's 303 largest food companies and key NGOs to develop outcome-oriented collaboration 304 . ...
... Tourism can be considered as an inherently non-linear, complex, and dynamic system (McKercher, 1999). Systems thinking include a large and fairly amorphous body of methods, tools, and principles, all oriented to looking at the interrelatedness of forces and seeing them as part of a common process (Senge et al., 1994). Thus, systems thinking and the tourism systems can be thought of as 'fellow' travelers in the long-lasting journey towards sustainable growth. ...
Tourism is a complex system with multifaceted characteristics that concern a wide range of stakeholders. Furthermore, it uses multiple natural resources as a core element of its products and services. Moreover, in recent decades, we have been experiencing tourism growth in many countries across the globe. It is significant to understand how these rates of growth interact with the good ecological status of the natural environment. Consequently, it is important to discuss how all these parties and different tourism offerings can function smoothly and act in favor of environmental improvements and advanced performance levels. This approach is at the center of this study, which seeks a way to apply a systems theory approach to the tourism system. Practical implications of this attempt include effective management plans, for instance, environmental management and tourism marketing plans in the context of sustainable development.
... In their learning process to think strategically, the participants emphasized two types of thinking -systems thinking and metaphorical thinking. Senge (1997) argues that systems thinking is a way of thinking about and understanding complex systems in the world and involves seeing the world as a set of interconnected systems rather than a collection of isolated parts. After studying multiple scholars, Arnold and Wade (2015) define systems F I G U R E 2 Participant B's systems thinking process when shifting the company to an online mode. ...
Chinese leaders in the tutoring industry encountered a crisis brought about by the Pandemic and the Double Reduction Policy. This exploratory multi‐case study applied a conceptual framework that combines informal learning, strategic thinking, and experiential learning theory to explore how those leaders learned to think strategically in this crisis. Fifteen Chinese educational entrepreneurs were interviewed about their strategies and learning experiences related to the crisis. The findings suggest that the participants learned to think strategically from direct experiences, indirect experiences, and two thinking processes – systems thinking and metaphorical thinking. This process was also influenced by Chinese cultural and historical wisdom. This study extends the current understanding of strategic thinking and learning practices among Chinese educational entrepreneurs. The research contributes to cultivating Chinese leaders’ strategic thinking capabilities through informal learning during crises and offers practical value for leadership development in Chinese culture.
... Systems thinking is a holistic approach to problem resolution that addresses the whole system and its relationships rather than isolated parts, according to Senge (1997) and Meadows (2008). Structuresystem elements, interactions, feedback loops, and temporal delays-determines system behaviour (Meadows, 2008). ...
Energy Transition (ET) is a global shift from fossil fuels to non-carbon, predominantly renewable energy sources that increases energy equity and access and reduces energy poverty, allowing SDG 7. This study examines ET barriers in Kenya and their implications for Sub-Saharan Africa (SSA), and suggests ways to help Kenya meet global ET targets such as the Paris Agreement. A hybrid methodology that combined secondary data acquisition and thematic case study analysis which assesses secondary data against the research questions within a complex system dynamics framework, aimed at understanding the barriers to non-carbon renewable energy adoption in Kenya and Sub-Saharan Africa. Kenya aims to generate 100% of its power and 80% of its primary energy from non-carbon renewable sources by 2030. Kenya's unique geolocation and natural resources position it to be a world leader in ET and sustainability. Assessing ET barriers is crucial for Kenya to meet its ET targets. The ET barriers highlighted in the findings of this study include fiscal constraints, infrastructure obstacles, policy implementation issues, rising energy costs, societal disparities, opposition to alternative cooking technology, diminishing ET investments. In addition, public preferences, ET implementation, ET regulations, financial innovation are ET impediments. Supply chain interruptions from the Russia-Ukraine conflict have aggravated the SSA energy situation, making ET more urgent. In addition, oil producing SSA countries and Kenya's newly discovered oil sources are likely to be capitalised while meeting Paris Targets. Consequently, Kenya's ET trajectory is likely to differ from the global norm. The study recommends behavioral and policy changes, increase in infrastructure and technology investments, integrated energy frameworks, and cost and tariff modifications to accelerate ET towards sustainable ET in Kenya and SSA.
... A high degree of knowledge sharing enhances firm innovation. Fostering innovation demands efforts like acknowledging innovative behavior, dedicating resources, and cultivating a structure and culture that promotes innovation implementation and development (Senge et al., 1994). Kandemir and Hult (2005) posit that positive changes in behavior and understanding the environment are linked to an innovative culture and administrative/technical innovations. ...
The objective of this research paper is to propose a robust framework for understanding the correlation between organizational learning, innovation, and the performance of Saudi Arabian firms, encompassing both financial and non-financial aspects. Additionally, the study evaluates how factors such as “firm type” and “firm size” influence organizational learning, innovation, and overall firm performance. For this study, we distributed a questionnaire to Jeddah, Saudi Arabia's private firm employees for a year. Analysis involved 815 complete sets, utilizing Structural Equation Modeling (SEM) through Confirmatory Factor Analysis (CFA) to explore relationships among latent variables via path analysis. Organization learning significantly enhances both financial and non-financial performance. Additionally, innovation positively influences firm performance. The combined impact of organizational learning and innovation strongly influences overall firm performance. Introducing the mediating variable "type of firm" enhances the relationship between organizational learning, innovation, and firm performance, as depicted in Model 2. The result of path analysis shows that “firm size” as moderating variable is significantly negatively related with innovation and firm performance. This study contributes by exploring the interplay of organizational learning, innovation, and their impact on firm performance, particularly within the emerging Saudi context, enhancing existing knowledge.
... (Senge, 1990;Campbell et al., 1994 ...
Starting from the academic year 2019, Taiwan has initiated the 12- year National Basic Education Curriculum. To achieve the expected outcomes of this major reform, education governance needs to exhibit greater adaptability to change. Consequently, crossing organizational boundaries and employing network-type cross-system collaboration has become an important governance approach. If local and central governments can bring about changes in the governance system, providing schools with an enabling environment, it will facilitate schools in driving the implementation of competency-based curricula and teaching. This article, through literature analysis, elaborates on the analysis of organizational levels and exploratory perspectives when discussing cross-system collaboration. It suggests that the central, local, and school levels are three organizational levels where cross-system collaboration can occur. The perspectives to consider encompass collaborative governance, network analysis, and systemic leadership. 臺灣於108學年度起推動十二年國民基本教育課綱，此大型變革要能達成預期成效，教育治理需要更具因應變化的彈性，故而跨越組織疆域、網絡式的跨系統協作成為重要的治理方式。倘若地方與中央政府能透過治理系統的改變，提供學校一個促能（enabling）的環境，將有助於學校帶動組織落實素養導向的課程與教學。本文透過文獻分析，闡析進行跨系統協作探討時，可參採分析的組織層級與探究觀點；提出中央、地方及學校是三個可進行跨系統協作之組織層級，而切入分析之觀點可包含協作治理、網絡分析與系統領導。
... Guided by the preceding argument, it can be gleaned that effective leadership, which is anchored in distributed leadership (Morrissey, 2021;Northouse, 2007), can facilitate managing/leading change successfully in the VUCA world (Grint, 2022), particularly in the third sector (Mumbi & Obembe, 2021), leading to successful transformation Bass, 1984;Kotter, 1996), organisational resilience (Nwagbara, 2011;Harris, 2005Harris, , 2003, innovation Senge, 1990) and success (Robinson, 2008). Leadership style mediated by distributed leadership creates and nurtures an organisational atmosphere that is inclusive (Spillane, 2005), relational (Morrissey, 2021), shared (Robinson, 2008), and empowering (Kezar & Holcombe, 2017; Jones & Harvey, 2017) producing a community of professionals who are motivated by collective goal attainment and fostering a culture of altruistic value system and practice for the betterment of humanity in the communities (Mumbi & Obembe, 2021). ...
This research argues that distributed leadership has the potential to precipitate a more effective leadership during times of crisis like we witnessed during Covid-19 pandemic with specific focus on the Third Sector (voluntary sector). It has been contended that during uncertain, critical time, which is christened volatile, uncertain, complex, and ambiguous (VUCA) era, leadership style can be instrumental in shaping organisational behaviour and actions for a better operation, stability and success in the long haul. As COVID-19 struck, governments, the world and organisations including the third sector faced unprecedented challenges ushered in by the pandemic. Prospectively, in rising above these challenges and in contrast with the conventional, managerial-driven management practice in the third sector, this article contends that distributed leadership can engender effective change management as well as facilitate third sector organisations to rise above this quandary, leading to a better led Third Sector. The methodology adopted in this research is anchored in review of secondary sources that consequently aided development and justification of the conceptual framework appropriated here, which has the capacity to shed new light on how to navigate crisis of leadership during critical moment like the COVID-19 and related organisational challenges. It is believed that this argumentation would guide institutions, policymakers, and governments in times of uncertain times to lead more effectively.
We often observe phenomena connected to the actions of collectivities or populations of similar unorganized elements, or the actions of individuals (agents) of some species, which seem directed by an invisible hand guiding the analogous behaviors of the individuals to produce an emerging collective (macro) phenomenon. Such phenomenon cannot be reduced to the simple sum of the effects from the individual (micro) actions; rather, it is the result of the “combination” of these individual actions that conform to the collective behavior, which in turn conditions the behavior of the individual, in a macro-micro feedback. The awareness of the existence of traits common to collective phenomena leads to the formulation of the Combinatory System Theory to explain the genesis and maintenance of these macro phenomena. This chapter formally presents the basic ideas behind the theory, analyzing in some detail the logic of combinatory systems and their constitutive characteristics.
Learning has ever been a promising practice for dealing with challenges and crises, and organizational learning has become a favorite answer on how to respond to ever changing, complex and disruptive environments. However, it seems as if established practices and routines of organizational learning, even those known as agility today, cannot produce learning outcomes that enable organizations to sustainably cope with challenges and multi-crises at hand. This article takes a transdisciplinary look at both elements of organizational learning, the organization and the learning process. This leads to supplementary aspects for new learning outcomes: exploring a third, higher level of learning and reflection can enable the organization to grow beyond itself, both beyond its current self-understanding as well as beyond their ways of acting and working together, thus co-creating and shaping the environment around by coping with their experience and challenges.
The objectives of the research were to 1) design the learning management based on the Buddhist way and 2) study the learning achievement based on the Buddhist way. This research is preliminary experimental research using the One-Shot Case Study. The target group consisted of 55 undergraduate students from all faculties, every level at Thaksin University who enrolled in the course Truth of Life for teachers during the second semester of the 2019 academic year. The instruments used for the study consisted of Lesson plans based on Buddhist ways, the knowledge and comprehension test form, the teamwork skills evaluation form, and the student's satisfaction questionnaire. The data were analyzed by using percentage, arithmetic mean, and Standard Deviation. The results revealed that; 1) the learning management based on the Buddhist way consisted of a 4 lesson plan, lasting for 16 weeks, a total of 64 hours. The learning activities were managed through five steps, namely; Step 1: Value Awareness of Students' religion, Step 2: Searching and Identifying for causes, Step 3: Formulating hypothesis, Step 4: Data analysis, and Step 5: Learning evaluation. 2) The findings of the learning management based on the Buddhist way indicated that 45 students or 81.81 percent of the students passed the set criteria and with an average score of 30.42 or 76.05 percent whiwasere higher than the defined criteria. The overall results of students' learning regarding Teamwork skills were at a very good level (M = 3.58, S.D. = 0.34) and the student's satisfaction regarding learning management overall was at the highest level (M = 4.54, S.D. = 0.41).
Education doctoral programs have an essential role to play in this moment of American history, as we train, teach, guide, and prepare education professionals to learn, unlearn, and lead as antiracist education activists. EdD program faculty and administrators sit in critical roles and must examine our own antiracist beliefs, while also facilitating anti-racist learning for our doctoral learners, who, in turn, must create anti-racist learning communities where they teach and lead.
Mevcut araştırmada okul müdürlerinin öğretimsel denetim davranışları ile öğretmenlerin mesleki öğrenmeleri arasında anlamlı bir ilişki olup olmadığı incelenmiştir. Araştırma ilişkisel (korelatif) tarama modeli kapsamında desenlenmiştir. Araştırma verilerinin analizinde, iki ya da daha fazla değişken grubu arasındaki ilişkiyi test eden çok değişkenli istatistiksel yöntemlerden biri olan kanonik korelasyon analizi kullanılmıştır. Araştırma örneklemi basit seçkisiz örnekleme yöntemi ile belirlenen 574 öğretmenden oluşmaktadır. Araştırmanın veri toplama sürecinde “Kişisel Bilgiler”, “Okul Müdürünün Öğretimsel Denetim Davranışları Ölçeği” ve “Öğretmen Mesleki Öğrenme Ölçeği” olmak üzere üç bölümden oluşan veri toplama formu kullanılmıştır. Araştırma bulgularına göre öğretmen algılarına göre okul müdürlerinin genel olarak öğretimsel denetim davranışlarını “çoğu zaman” düzeyinde gerçekleştirdikleri ve öğretmenlerin mesleki öğrenmelerinin “katılıyorum” düzeyinde olduğu belirlenmiştir. Okul müdürlerinin öğretimsel denetim davranışları ile öğretmenlerin mesleki öğrenmeleri arasında ise pozitif yönde orta düzeyde anlamlı bir ilişki olduğu belirlenmiştir. Araştırmada, öğretimsel denetim ve mesleki öğrenme veri setlerinin %25’lik bir varyans paylaştıkları sonucuna ulaşılmıştır. Bununla birlikte öğretimsel denetim davranışı veri setinde yer alan “öğretimi ve öğretmeni geliştirme” ve “sınıf ziyaretleri ve geri bildirim sunma” değişkenleri ile mesleki öğrenme veri setinde yer alan “yansıtma”, “iş birliği”, “bilgi tabanına ulaşma” ve “uygulama” değişkenleri arasında da pozitif yönlü bir ilişkinin olduğu sonucuna ulaşılmıştır.
Modern company in today's economy is no longer solely dependent on its tangible assets such as real estate, factories or facilities. Doing business in today's global economy creates new types of companies which are becoming increasingly dependent on their intangible assets such as information and knowledge. Today's new economy has become global and information driven, and the first time in the history of the organization theory knowledge becomes companies the most valuable resource. Knowledge affects the creation of new value in the company, but it also affects on the creation of new knowledge. The use of the Internet enables its distribution in the global context. Knowledge can not be fully diminished. On the contrary, the more being used, it increases, expands and deepens. Therefore modern knowledge based companies need to continually work on their knowledge-based strategy as a source of the competitive advantage. This paper discusses the impact of organizational culture on creation of such companies.
El sector cerámico Norte de Santander se encuentra ubicado en seis municipios en la frontera colombo venezolana y tradicionalmente su mercado estaba dirigido a clientes venezolanos, debido a su cercanía, facilidad de transporte y ventaja en el cambio de divisa. Sin embargo, por diferencias en los sistemas políticos y económicos de los dos países la frontera fue cerrada en el 2015 y el mercado tradicional del sector desapareció. El objetivo de esta investigación es determinar las formas de reorganización gerencial que ha tenido el sector cerámico de Norte de Santander, frente a la crisis de cierre de frontera. El método de estudio es positivista y la información se recabó de 49 organizaciones del sector. Los principales hallazgos señalan que las organizaciones estudiadas, realizaron acciones de reorganización gerencial tales, modificar el portafolio de productos, invertir en otros negocios relacionados o no con la empresa, modificar la forma y tamaño de la planta de personal y reestructurar la gobernabilidad y funcionamiento de la compañía.
Flood risk is a global phenomenon affecting developed and less developed countries alike. Although developed countries are better equipped to handle the consequences of flood events due to investments in disaster risk reduction measures, less developed are struggling to cope with this challenge. This can be attributed to the complexities of managing floods while ensuring environmental sustainability, which are yet to be fully understood. As such, developing strategies to manage floods, adapt, and build resilience requires understanding the complex relationships between socioeconomic, environmental, and infrastructural factors to promote policy development in sustainable flood risk management. System archetypes provide a framework for understanding complex system behaviour and assessment of intended and unintended consequences of policy actions. Using the coastal city of Limbe as a case study, this paper identified and analysed four key system archetypes that define flood risk management in Limbe; - ‘fixes that fail’, ‘shifting the burden’, ‘limits to growth/success’ and ‘growth and under-investment’. Findings from the study underscore that policy availability does not directly translate to policy implementation and that Limbe’s operational policies prioritise quick fixes for flood symptoms, often leading to unintended consequences, emphasising the need for adaptive, flexible policies. Some leverage points are discussed to improve the sustainable management of floods and advocate for policies that consider long-term sustainability within its urban planning system, considering future urban and population growth to ensure sustainability in the short, medium, and long run.
Complaints and fears about AI have begun to mount and critics and supporters are talking about the need to develop a human-centric version of this technology. As a result, organizations have become the focus of attention, in an attempt to properly contextualize this technology. But there has been a blind-spot in this effort to introduce effectively AI into organizations. Specifically, organizations are treated very abstractly, that is, as empty vessels where AI is dumped. Organizations, however, are not abstract—they are mediated by social imagery, management theories, cultural elements, and the market. But some of these factors may inhibit the smooth integration of AI into an organization. This omission may become especially problematic when trying to humanize AI. Therefore, what is accomplished in this chapter are the following: (1) the character of these mediating factors is discussed, (2) their impact on organizational change is noted, and (3) how these organizational elements can be arranged to develop a human-centric AI that fuels a human-driven capitalism is examined. The overall aim of this contribution is to highlight some considerations that have been overlooked when discussing the implementation of AI in organizations and discuss how this technology can be contextualized to foster human flourishing at the workplace and support a sustainable capitalism.
Inclusive classrooms are at the heart of an inclusive school culture and positively impact the wider community. Western Eurocentric curricula and pedagogies were founded on colonial ideologies and principles that continue to center Western Eurocentric knowledge as superior. Through opening to decolonizing ways of knowing and being, educators can help create classrooms that strengthen student voice, choice, creativity, and agency; such spaces foster innovation and trust, allowing both students and educators to flourish. Arts-based pedagogies, which are accessible to all educators, help decolonize praxis by fostering attention, discovery, and connection; the interplay of these interconnected domains leads to the creation of more inclusive social environments, which support individual and collective well-being. Employing arts-based pedagogies does not require educators to teach arts-specific skills but encourages a shift towards open-hearted and open-minded practices that widen perspectives and cultivate a deeper sense of belonging.
The purposes of this study were: (1) to revalidate the revised Systems Thinking Measuring Instrument (Re_STMI) reported by Lee et al. (2024) among Vietnamese high school students and (2) to investigate the differences in systems thinking abilities between Korean and Vietnamese high school students. To achieve this, data from 234 Vietnamese high school students who responded to translated Re_STMI consisting of 20 items and an Scale consisting of 20 items were used. Validity analysis was conducted through item response analysis (Item Reliability, Item Map, Infit and Outfit MNSQ, DIF between male and female) and exploratory factor analysis (principal axis factor analysis using Promax). Furthermore, structural equation modeling was employed with data from 475 Korean high school students to verify the latent mean analysis. The results were as follows: First, in the item response analysis of the 20 translated Re_STMI items in Vietnamese, the Item Reliability was .97, and the Infit MNSQ ranged from .67 to 1.38. The results from the Item Map and DIF analysis align with previous findings. In the exploratory factor analysis, all items were loaded onto intended sub-factors, with sub-factor reliabilities ranging from .662 to .833 and total reliability at .876. Confirmatory factor analysis for latent mean analysis between Korean and Vietnamese students yielded acceptable model fit indices (χ2/df: 2.830, CFI: .931, TLI: .918, SRMR: .043, RMSEA: .051). Lastly, the latent mean analysis between Korean and Vietnamese students revealed a small effect size in systems analysis, mental models, team learning, and shared vision factors, whereas a medium effect size was observed in personal mastery factors, with Vietnamese high school students showing significantly higher results in systems thinking. This study confirmed the reliability and validity of the Re_STMI items. Furthermore, international comparative studies on systems thinking using Re_STMI translated into Vietnamese, English, and other languages are warranted in the context of students' systems thinking analysis.
The purpose of this study is to verify the validity of the revised STMI, which is a revised and supplemented version of the Systems Thinking Measuring Instrument (STMI) developed by Lee et al. (2013) for high school students. For this purpose, we used data from 475 high school students' responses to 20 Revised STMI questions and 20 STS scale questions. Validity verification includes item response analysis (Item Reliability, Item Map, Infit and Outfit MNSQ, and DIF of male and female groups), exploratory factor analysis (main axis factor analysis using Promax), and confirmatory factor analysis using structural equation model. And central/cross validity verification and correlation analysis between the two scales were used. The research results are as follows. First, as a result of the item response analysis of the Revised STMI 20 questions, Item Reliability was .98 and Infit MNSQ was .84~1.39, and valid results were also analyzed in Item Map and DIF analysis. Second, in the exploratory factor analysis, all sub-questions of the five sub-factors showed factor loading values of .3 or higher, and the reliability of each factor was .631~.800 and the overall reliability was .863. Third, in the confirmatory factor analysis, all model fit values were good (χ2/df: 2.406, CFI: .923, TLI: .908, SRMR: .046, RMSEA: .054), and the convergent validity and cross-validity were also established. The results showed that the model was suitable. Lastly, in the correlation analysis with the 20 items of the STS scale, the correlation between all items was .754, and the correlation with STS items for each sub-factor was high, ranging from .426 to .658. Therefore, in the case of the Revised STMI, significant results were obtained not only in construct validity but also in official validity, and the results of this study showed improved validity results compared to research results using existing scales. Continuously, additional validation research should be conducted so that the Revised STMI can be applied to various groups, including not only high school students, but also elementary and middle school students, and college students. In addition, ongoing research on the relationship between system thinking and other learning-related measures should be actively conducted using validated instrument.
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