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The Learning Company: a Strategy for Sustainable Development
... For SMEs and entrepreneurial businesses, this has profound implications as it advocates for wholesome learning as opposed to concentrating more on a single person who, in most cases, is often the founder or owner-manager (Simba and Thai 2019;Stefanovska and Soluncevski 2015). Consistent with that, Pedler, Burgoyne, and Boydell (1991) defined a learning organisation as one that facilitates the learning of all its members whilst continuously transforming itself. That is, adapting, changing and developing in line with the aspirations of both its internal and external stakeholders. ...
Organisational learning has long been one of the main focuses of management, entrepreneurship and leadership researchers and practitioners. However, studies explaining how entrepreneurs influence and direct individual learning in SMEs are still lacking. Thus, with this exploratory study, we focus on entrepreneurs in Iran, and we develop an in-depth understanding of their methods for leading and shaping the learning processes of individuals in their SMEs. We combine entrepreneurial leadership, personal construct and organisational learning concepts to explain the learning architecture(s) the entrepreneurs established in their SMEs. Data for analysis is generated from a cross-sectorial sample of 25 entrepreneurs. Considering their innovative way, we utilise entrepreneurial leadership and personal construct theory for data analysis. Accordingly, we extend the concept of organisational learning by developing a comprehensive understanding of leadership of learning in SMEs. Such understanding contributes to the literature on entrepreneurial leadership and organisational learning with theoretical, practical and policy implications.
... A number of past studies reveal that in order to create an environment of sustainable change, organizations need self-working to transform into learning organizations, exhibiting continuous learning and self-reflection, with constant support from flexible processes, structure and collective shared vision (Senge 2006;Garvin 1993;Pedler, Burgoyne, and Boydell 1996). This implies that the change efforts need to consider and address the different aspects of organization simultaneously, such as, structures, strategy, managerial instruments, culture, leadership and processes, which will ultimately help in achieving sustainable change (Nadler and Tushman 1989;Friedlander and Brown 1974;Beer and Nohria 2000). ...
In the present scenario of post-covid19, rapidly fluctuating and uncertain business environments, globalization, persistently changing technology and intense competition; organizations are compelled to engage in change initiatives, not only to survive in the short-run but rather to prosper in the long-run. But unfortunately most contemporary organizations struggle in the quest of making meaningful and sustainable changes. This failure of change to sustain in an organization is in large part due to the prevailing organizational structures, known as deep organizational structures. Deep organizational structures are implicit and stable organizational orders, carrying the inborn ability to enforce or limit any organizational change. This research paper presents an alternative perspective on sustainability of change, by proposing a framework for uncovering the socially constructed deep organizational structures co-created by the organizational members in a specific time frame, in order to explore whether these deep structures act as change facilitators or inhibitors in the context of sustainability of change
Η αειφορία και η αειφόρος ανάπτυξη προτάθηκαν ως η καταλληλότερη λύση για την αντιμετώπιση των περιβαλλοντικών, κοινωνικών και οικονομικών προβλημάτων τα οποία οφείλονται στις επιλογές, τις αξίες και τους θεσμούς της βιομηχανικής εποχής. Στη μετάβαση προς την αειφορία μπορούν να συνεισφέρουν οι διάφοροι οργανισμοί, όταν λειτουργούν ως Οργανισμοί Μάθησης, δηλαδή όταν υιοθετούν μια δυναμική μαθησιακή διαδικασία αυτοαμφισβήτησης και αναζήτησης νέων γνώσεων και πρακτικών. Ένας από τους στόχους της Εκπαίδευσης για το Περιβάλλον και την Αειφορία είναι να διαμορφώσει ανθρώπους πολιτικά γραμματισμένους και ικανούς να σκέφτονται με όρους αλλαγής. Προκύπτει συνεπώς η ανάγκη εφαρμογής μιας στρατηγικής μάθησης που στοχεύει στην αλλαγή της ατομικής και της συλλογικής κοσμοθεωρίας. Οι Εκπαιδευτικοί Οργανισμοί Μάθησης μπορούν να οικοδομήσουν τη μάθηση που θα διευκολύνει τη στροφή προς την αειφορία, καθώς δεν επιδιώκουν εξ αρχής ένα προκαθορισμένο αποτέλεσμα, δεν εγκλωβίζονται στη στείρα αναμετάδοση γνώσεων και την αναπαραγωγή κοινωνικών μοντέλων. Αντίθετα, νομιμοποιούν την αμφισβήτηση και την ανατροπή απαξιωμένων συντηρητικών δομών και αξιακών πλαισίων, υποστηρίζοντας τους εκπαιδευόμενους να αναζητήσουν την αειφορία, αλληλεπιδρώντας με τις τοπικές κοινωνικο-πολιτιστικές συνθήκες.
Modern organizations operating in a complex, volatile and uncertain environment are forced to constant adaptation to dynamic changes and learning on a permanent basis. At the same time, meeting the demands of the modern market is becoming increasingly difficult for individual compa-nies which rely solely on their own resources and competencies. For this reason, interorganiza-tional learning seems crucial as, by making use of the synergy effect, it contributes to the increase of the effectiveness of the organization in the dynamic environment. This article aims to present the meaning of interorganizational learning with the focus on its potential to increase the organiza-tion’s competitiveness in the market. The article, first, explains the concept of a learning organiza-tion, then points to interorganizational relations and cooperation as a basis for interorganizational learning. Finally, it also attempts to identify the benefits and barriers of interorganizational coop-eration.
The study aims at the role of learning organizations, as it has emerged as essential tool towards acquiring organizational performance. As small and medium enterprise is an emerging sector in Pakistan, thus the study examines the effect of Learning Organization on SMEs' performance, by employing leadership role as moderator, in the contemporary world of rapid economic development. Being cross sectional in nature, the data were collected from the SMEs related to the industry of Information Technology. The study adapted questionnaire for data collection from the respondents to gauge their input. For Econometric Analysis and empirical investigation, we collected data from 282 employees working in SMEs of Information Technology (IT). Analysis show that learning organization is significant for inclusive performance in large corporations and small business enterprises. Six proposed hypotheses were tested, and moderation analysis was employed to examine the relationship. Statistical techniques were employed, and findings reveal that; there exists not only a significant and positive impact of Learning Organization on performance of SMEs but also, each dimension of Learning Organization shows significant contribution towards the performance of SMEs. The dimension of 'shared vision' is found having higher values. Findings depict that leadership is not significantly moderating the nexus of Learning Organization and SMEs' performance. As it is one of its unique studies conducted in Pakistani culture, where we tested the associations. The study presents theoretical foundations for future researchers and practical implications for the managers of Small and Medium Enterprises.
La globalización económica imperante ofrece grandes oportunidades para el desarrollo empresarial. No obstante, el inevitable endurecimiento de la competencia, entre otras potenciales adversidades de un entorno turbulento, puede originar importantes amenazas para la empresa española. En este contexto, resulta imprescindible la adopción de una actitud estratégica como base fundamental de la moderna dirección de empresas. Consiguientemente, en línea con el creciente consenso al respecto, la adecuada gestión de las personas, así como del conocimiento, aparecen como dos de las cuestiones clave para el desarrollo y la competitividad empresarial. Como resultado de todo ello se ha visto incrementado de modo importante el interés por el estudio del aprendizaje organizativo (AO) como factor fundamental en la estrategia. Así, el AO, como proceso generador de conocimiento en la organización, resulta clave para entender la dinámica de ajuste organizativo sostenible a las características de un entorno altamente dinámico y complejo. En este trabajo ofrecemos una revisión bibliográfica simultáneamente sintética y exhaustiva del concepto de AO, identificando desde una perspectiva estratégica un conjunto de elementos clave -estímulo, cambio, adaptación, resultados y desaprendizaje- que nos sirven de guía para el análisis del mismo. Teniendo en cuenta la diferencia entre las corrientes descriptiva y prescriptiva del AO, proponemos asimismo una definición del término a la vez integradora de la literatura existente y orientada a resultar útil para la dirección estratégica de la empresa. De este modo, el objetivo general del trabajo consiste en ilustrar la relevante interconexión del AO con la eficaz implantación de prácticas de dirección de recursos humanos (DRH) de alta implicación -es decir, centradas en la búsqueda del máximo compromiso y motivación intrínseca de la personas-, impulsándose así una auténtica traducción de prácticas de DRH en mejora de resultados organizativos. En concreto, se propone la aplicación de un sistema de cuatro prácticas de DRH: contratación rigurosa y selectiva, retribución por conocimiento y habilidades, comunicación avanzada y empowerment -delegación generosa de responsabilidades-. Asimismo, se plantea un modelo de integración de DRH con AO, cuyo eje central es la consecución del cambio efectivo de conducta organizativa como manifestación de la puesta en práctica apropiada del cambio organizativo requerido.
The purpose of this quantitative research was to study the causal factors of employee retention in shopping center businesses. This research based on theory about Job satisfaction, Work motivation, Organizational commitment and Learning organization. Questionnaires were distributed to 630 samples as part of the quantitative research who are employees of shopping center that located in Bangkok and provinces. Data were collected by multistage stage sampling and were analyzed by structured equation modeling (SEM) technique. The result showed that the proposed model fitted with the empirical data (2 = 218.479, df = 211, p = .347, SRMR = .025, RMSEA = .007, AGFI = .962). The result of SEM showed that 1) Organizational commitment had the highest total effect on employee retention ( = .428, p < .01) and followed by Job satisfaction ( = .295, p < .01), Work motivation ( = .281, p < .01) and Learning organization ( = .271, p < .01) 2) Job satisfaction had the highest direct effect on employee retention ( = .295, p < .01) and followed by organizational commitment ( = .288, p < .01), work motivation ( = .281, p < .01) and Learning organization ( = .271, p < .01) 3) Organizational commitment had the indirect effect on employee retention ( = .14, p < .01).
هدفت هذه الدراسة إلى قياس مستوى جودة الحياة الوظيفية المدركة وأثره في تحقيق خصائص المنظمة المتعلمة، بالجامعة الجزائرية متخذين من جامعة زيان عاشور بالجلفة نموذجا للدراسة الميدانية، ومن أجل تحقيق هذا الهدف اعتمدنا على المنهج الوصفي في عرض الأدبيات السابقة لكل من مفهوم جودة الحياة الوظيفية والمنظمة المتعلمة، وأسلوب دراسة الحالة في الدراسة الميدانية، حيث قمنا بتصميم استبانة تتكون من (52) فقرة بناء على أنموذج الدراسة، وبعد تحكيمها قمنا بتوزيعها على عينة طبقية عشوائية بلغ عددها (280) أستاذا جامعيا من أصل مجتمع مكون من (1032) أستاذا جامعيا على اختلاف رتبهم الوظيفية وموزعين على سبع كليات ومعهد، وبعد إجراء عدة اختبارات احصائية وتحليلها عبر برنامج (SPSS V. 26) وأسلوب نمذجة المعادلات الهيكلية بالمربعات الصغرى الجزئية وفق برنامج (Smart PLS 4). خلصت الدراسة إلى مجموعة من نتائج أهمها ما يأتي:
- أن مستوى واقع جودة الحياة الوظيفية وأبعادها لدى عينة الدراسة جاء بدرجة متوسطة.
- أن مستوى ممارسة خصائص المنظمة المتعلمة لدى عينة الدراسة جاء بدرجة متوسطة.
- وبالنسبة لنتائج الفروق فأظهرت النتائج وجود فروق ذات دلالة إحصائية عند مستوى المعنوية (α≤0.05) في اتجاهات المبحوثين نحو جودة الحياة الوظيفية بمحل الدراسة تعزى لمتغير (العمر، أخر شهادة، سنوات الخبرة، الرتبة الوظيفية). في حين لا توجد فروق تعزى لمتغير الجنس.
- توجد فروق ذات دلالة إحصائية عند مستوى المعنوية (α≤0.05) في اتجاهات المبحوثين نحو المنظمة المتعلمة بمحل الدراسة تعزى لمتغير (الجنس، العمر، أخر شهادة، سنوات الخبرة، الرتبة الوظيفية).
- يوجد أثر ذو دلالة إحصائية عند مستوى المعنوية (α≤0.05) لجودة الحياة الوظيفية وأبعادها (المشاركة في اتخاذ القرارات، الاستقرار والأمن الوظيفي، فرص الترقية والتقدم الوظيفي، السلوك القيادي والإشرافي، علاقات العمل، التوازن بين الحياة والعمل، نظام الأجور والمكافآت، الصحة والسلامة المهنية) في تحقيق خصائص المنظمة المتعلمة لدى أساتذة جامعة زيان عاشور بالجلفة.
- تم التنبؤ من خلال نموذج المسار بأن جودة الحياة الوظيفية تفسر المنظمة المتعلمة بما نسبته (%72.4).
وانتهت الدراسة بجملة من الاقتراحات المؤكدة على ضرورة إعادة النظر في العوامل المؤثرة على جودة الحياة الوظيفية داخل الجامعة الجزائرية ودراسة متطلبات تفعليها من أجل الاستثمار الفاعل في رأس المال الفكري فيها والمتمثل في الأساتذة.
الكلمات المفتاحية: جودة الحياة الوظيفية، المنظمة المتعلمة، جامعة زيان عاشور بالجلفة.
This study aimed to measure the level of perceived quality of working life and its impact on the achievement of the characteristics of the learning organization, at the Algerian University, taking the Ziane Achour University in Djelfa as a field study model, and in order to achieve this goal, we relied on the analytical descriptive approach in presenting the previous literature for both the concept of quality of working life and the organization The educated, and the case study method in the field study, where we designed a questionnaire consisting of (52) items based on the study model, and after arbitration we distributed it to a stratified random sample of (280) university professors out of a community consisting of (1032) university professors on Their job ranks differ, and they are distributed among seven colleges and an institute, and after conducting several statistical tests and analyzing them through the program (SPSS V. 26) and the method of modeling structural equations in partial least squares according to the program (Smart PLS 4). The study concluded a set of results, the most important of which are the following:
- The level of the reality of the quality of work life and its dimensions among the study sample was medium.
- The level of practicing the characteristics of the learning organization among the study sample was medium.
- With regard to the results of the differences, the results showed that there were statistically significant differences at the level of significance (α≤0.05) in the respondents' attitudes towards the quality of work life in the subject of the study due to the variable (age, last certificate, years of experience, job rank). While there are no differences due to the gender variable.
- There are statistically significant differences at the level of significance (α≤0.05) in the at-titudes of the respondents towards the learning organization in the place of study due to the var-iable (sex, age, last certificate, years of experience, job rank).
- There is a statistically significant effect at the level of significance (α≤0.05) for the quality of working life and its dimensions (participation in decision-making, job stability and security, opportunities for promotion and career advancement, leadership and supervisory behaviour, work relations, work-life balance, wages and rewards system, health and Occupational Safety) in achieving the characteristics of the learning organization among the professors of Ziane Achour University in Djelfa.
- It was predicted through the path model that the quality of work life explains the learning organization with a rate of (72.4%).
The study concluded with a number of recommendations emphasizing the necessity of re-considering the factors affecting the quality of working life within the Algerian university and studying the requirements for its activation in order to effectively invest in its intellectual capital represented by the professor.
key words: quality of working life, the learning organization, Ziane Achour University of Djelfa.
Cette étude visait à mesurer le niveau de qualité de vie au travail perçue et son impact sur l'atteinte des caractéristiques de l'organisation apprenante, à l'Université Algérienne, en prenant l'Université Zayan Achour à Djelfa comme modèle d'étude de terrain, et pour atteindre cet objectif , nous nous sommes appuyés sur l'approche descriptive pour présenter la littérature antérieure à la fois pour le concept de qualité de vie au travail et d'organisation apprenante Et la méthode d'étude de cas dans l'étude de terrain, où nous avons conçu un questionnaire composé de (52) items basés sur l'étude modèle, et après arbitrage, nous l'avons distribué à un échantillon aléatoire stratifié de (280) professeurs d'université d'une communauté composée de (1032) professeurs d'université de différents Leurs rangs d'emploi sont répartis entre sept collèges et un institut, et après avoir effectué plusieurs tests statistiques et les analyser à travers le programme (SPSS V. 26) et la méthode de modélisation des équations structurelles aux moindres carrés partiels selon le programme (Smart PLS 4). L’étude a conclu un ensemble de résultats dont les plus importants sont les suivants :
- Le niveau de la réalité de la qualité de vie au travail et ses dimensions parmi l'échantillon d'étude était moyen.
- Le niveau de pratique des caractéristiques de l'organisation apprenante parmi l'échantillon de l'étude était moyen.
- En ce qui concerne les résultats des différences, les résultats ont montré qu'il existait des diffé-rences statistiquement significatives au niveau de signification (α≤0,05) dans les attitudes des répondants envers la qualité de vie au travail dans le sujet de l'étude en raison de la variable (âge, dernier diplôme, années d'expérience, fonction). Bien qu'il n'y ait pas de différences dues à la variable de sexe.
- Il existe des différences statistiquement significatives au niveau de signification (α≤0,05) dans les attitudes des répondants envers l'organisation apprenante dans le lieu d'études en raison de la variable (sexe, âge, dernier diplôme, années d'expérience, rang d'emploi) .
- Il existe un effet statistiquement significatif au seuil de signification (α≤0,05) pour la qualité de vie au travail et ses dimensions (participation à la prise de décision, stabilité et sécurité d'emploi, opportunités de promotion et d'évolution de carrière, comportement de leadership et d'en-cadrement, relations de travail, équilibre travail-vie personnelle, système de rémunération et de récompenses, santé et sécurité au travail) dans la réalisation des caractéristiques de l'organisation apprenante chez les professeurs de l'Université Zayan Ashour à Djelfa.
- Il a été prédit à travers le modèle de trajectoire que la qualité de vie au travail explique l'orga-nisation apprenante avec un taux de (72,4%).
L'étude s'est terminée par un certain nombre de suggestions soulignant la nécessité de reconsi-dérer les facteurs affectant la qualité de vie au travail au sein de l'université algérienne et d'étudier les conditions de son activation afin d'investir efficacement dans son capital intellectuel représenté par les professeurs.
Mots clés : qualité de vie au travail, organisation apprenante, Université Zayan Ashour de Djelfa
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