The Fifth Discipline. The Art & Practice of The Learning Organization
... This evolution necessitates a shift from traditional, hierarchical notions of leadership to a more relational and shared process that emphasizes trust, psychological safety, collaboration, and collective intelligence (Uhl-Bien & Arena, 2017;Edmondson, 2019;Uhl-Bien, 2006;Drath, McCauley, Palus, Van Velsor, O'Connor, & McGuire, 2008;Winnicott, 1971). This shift challenges conventional paradigms, requiring leaders to develop competencies in systems thinking, cultural agility, and navigating interdependencies (Senge, 1990;Heifetz, 1994). ...
... Decentralized systems often empower teams to make decisions and address challenges locally, a hallmark of agile and responsive organizations (Rigby, Sutherland, & Takeuchi, 2016). However, this autonomy must be harmonized with broader organizational objectives to prevent fragmentation or conflicting priorities (Senge, 1990). As mediators, managers ensure that localized decision-making aligns with overarching strategies while preserving the flexibility essential for operational effectiveness (Mintzberg, 1989;Yukl, 2013). ...
... They transform decentralized organizations into cohesive and resilient entities capable of achieving excellence in an ever-evolving landscape. To navigate complexity and foster sustainable performance, organizations must actively cultivate these dynamics and recognize them as indispensable (Senge, 1990;Sundstrom, De Meuse, & Futrell, 1990). ...
The digital era has reshaped organizational landscapes, heightening the demand for flexibility and collaboration as key strategic differentiators and driving the adoption of horizontal organizational architectures, such as adhocratic systems, networks, and business ecosystems. These decentralized configurations reject centralization, rendering traditional "entity-centric" leadership models ineffective and calling for novel approaches to managing organizational dynamics. This study examines the implications of these structural shifts across micro (individual), meso (group and intra-organizational), and macro (societal and interorganizational) levels, identifying key elements such as trust, innovation, and digital transformation that drive effectiveness in such environments. The research introduces a conceptual framework that integrates the Standard Model of Organizational Dynamics into horizontal architectures, highlighting the interplay of critical elements and their alignment across levels. This framework provides a cohesive system for fostering flexibility, collaboration, and innovation, equipping organizations to navigate the complexities of decentralized, digitally interconnected ecosystems. The study offers significant academic contributions by advancing leadership studies and organizational dynamics discourse, challenging traditional paradigms, and proposing alternative models suited to the demands of the digital age. Practically, the findings deliver actionable insights for managers and leaders, offering strategies to enhance organizational agility, empower distributed teams, and sustain competitive advantage. By bridging theoretical innovation with practical application, this study serves as a comprehensive roadmap for organizations striving to thrive in an era of constant change and complexity, contributing to the broader reimagining of leadership and management in the 21st century.
... Local leaders are uniquely positioned to drive sustainable change by leveraging their understanding of local contexts, mobilizing resources, and fostering community participation [9]. However, their effectiveness depends not only on personal traits such as visionary thinking, adaptability, and ethical integrity but also on their ability to navigate systemic factors like cultural norms, economic conditions, and political dynamics [1,10,11]. ...
... This study aligns with these principles by exploring local leadership's role in advancing these objectives [14]. System Thinking and Dynamics • System Thinking [10] provides a holistic lens to analyze interconnected leadership behaviors and community dynamics. • System Dynamics Modeling [4] utilizes tools such as Causal Loop Diagrams (CLDs) to map feedback loops, enabling researchers to visualize and simulate the impact of leadership traits on development outcomes. ...
... 3) Scalability of Bottom-Up Initiatives 4) Tailored local projects may face challenges in replication or expansion, risking dilution of their core vision [15,16]. 5) Resource Constraints 6) Limited financial and technical resources often necessitate external collaborations, creating dependencies that can compromise local autonomy [10]. 7) Behavioral Resistance 8) Resistance to change is a significant barrier, requiring leaders to employ strategies for trust-building and cultural sensitivity [3]. ...
p>This study investigates the critical role of local leadership in sustainable development, focusing on leaders’ behavioral traits and their dynamic interactions with systemic factors. A mixed-methods approach was employed, combining System Dynamics Modeling with qualitative and quantitative data collection. Data were gathered through the stratified sampling of residents., focus groups with 35 participants across domains such as agriculture, education, and health, and public consultations in the Vytina Municipality Unit in Greece. Questionnaires addressed topics including sustainability principles, behaviors, cultural norms, and community goals, while focus group discussions explored sector-specific challenges and strategies. The analysis utilized thematic coding for qualitative data and sensitivity analysis for simulation outputs to evaluate leadership effectiveness. Findings highlight the significance of adaptability in dynamic environments, cultural sensitivity in overcoming resistance to change, and community engagement in fostering trust and participation. Simulation results revealed critical feedback loops, such as the reinforcement of trust through transparency and collaboration, which amplified sustainable development outcomes. This research underscores the potential of System Dynamics Modeling to integrate empirical insights and predict the long-term impacts of leadership behaviors. Key challenges include the model’s reliance on simplified assumptions and its context-specific applicability. Future research should further refine the model and expand its validation in diverse communities to enhance its robustness and utility.</p
... The great insight of Norbert Weiner [52] in Cybernetics was that the same essential structure underlies any process that operates to accomplish a purpose, whether in the animal or the machine. Many scholars have elaborated on this basic model to represent human decisions [53][54][55][56][57]. Figure 1 represents a necessarily similar, more complete, essential process of crisis management. A crisis is a present or impending "problem" that lies outside the normal range specified by organizational "objectives," and beyond the usual control limits of the system [5,58]. ...
... Feedback is the fifth of the stages that Mitroff and Pearson [5] aver nearly all crises go through. It is also emphasized by Senge [57] in his model of the learning organization. However, the feedback loop is left out in the crisis management model suggested by Pearson and Clair [11]. ...
As crisis management strategies continue to evolve in the face of-more frequent and intense natural disasters, there is a growing need for proven processes to guide how organizations can more effectively respond and quickly adapt. In this chapter, we examine the real-life experiences organizations can have when managing a crisis, using an empirical investigation of crisis management in the aftermath of the attacks on the World Trade Center Twin Towers as a touchstone. This serves as a foundation for developing a practical and adaptive crisis management model. The methodology adopted for the study consisted of document analysis, autoethnography, and personal interviews. A review of the literature on organizational crises is followed by interviews conducted with six of the firms directly affected by the 9/11 attack. The interviews were supplemented with an analysis of documents published on the companies involved. We organized these experiences and insights to build the foundation for future crisis event learning. From the empirical data, we developed a novel crisis management model that integrates the essential feedback structure of decision-making and learning in every adaptive system, which distinguishes it from other models. In our findings, key crisis management themes emerged in three areas: (1) creating collaborative, multi-level teams for rapid decision-making can be highly effective, (2) demonstrating genuine, compassionate leadership is paramount to demonstrating responsiveness, and (3) the lessons learned, and insights derived from crises like the World Trade Center attack provide a foundation for firms in the future to manage crisis events. Lessons learned and implications for leadership in times of crises are discussed.
... In addition to governance theories, this study is informed by systems thinking, particularly the work of Meadows [17] and Senge [18] which emphasizes the interconnectedness of social, economic, and environmental systems. By treating the community as a complex system, this research integrates systems thinking with participatory methodologies to ensure that strategies address the multidimensional nature of sustainability challenges. ...
... By treating the community as a complex system, the methodology ensures that strategies address the interplay between social, economic, and environmental factors. his systems-based approach minimizes conflicts and maximizes synergies, reinforcing the principles outlined by Meadows [17] and Senge [18]. ...
p>This article explores the innovative sustainable development plan designed for the Municipality Unit (MU) of Vytina, a rural community in Greece. The study focuses on the experience and lessons learned over four years through educational and planning activities led by the Sustainable Development Association. The article highlights challenges, particularly the lack of direct municipal and government support, and emphasizes the necessity of financial, educational, and regulatory mechanisms to improve the effectiveness of bottom-up planning. The methodology combined qualitative and quantitative approaches, including surveys, focus groups, and participatory planning sessions. Findings reveal the importance of empowering residents to shape their sustainability goals while addressing barriers such as limited resources, resistance to change, and institutional gaps. The study proposes measures to streamline planning and align local efforts with broader frameworks like the 2030 Agenda for Sustainable Development. This research contributes to sustainable development discourse by providing a replicable model for rural communities, balancing local realities with global objectives. It highlights the pivotal role of municipalities and governments in fostering effective and inclusive sustainability initiatives.</p
... This suggests examining the enterprise rather than focusing on individual components and emphasizing feedback loops, interdependencies, and the broader system environment (Meadows, 2008). Systems thinking is the cornerstone of organizational learning (Senge, 1990). • Complex Adaptive Systems (CAS) are systems composed of multiple interacting agents that adapt and evolve in response to changes in their environment. ...
... It arises from diverse perspectives, motivations, behaviors, and the influence of cultural norms, power dynamics, and communication patterns. Social complexity is a key aspect of managing and understanding systems that involve human participation, where predictability is limited due to human subjectivity and adaptability (Freeman, 1984;Holland, 1995;Mintzberg, 1979;Senge, 1990;Luhmann, 1995). ...
Enterprises operate as complex systems embedded in dynamic environments characterized by global interdependencies, technological advancements, and systemic challenges. This paper examines the critical components, challenges, and resilience strategies necessary for modern organizations to navigate complexity and uncertainty. The COVID-19 pandemic and the global semiconductor shortage revealed vulnerabilities in interconnected supply chains, financial markets, and digital ecosystems, underscoring the need for systemic adaptability. Technological advancements, including artificial intelligence, the Internet of Things, and big data, add layers of operational complexity, demanding robust data management, cybersecurity measures, and seamless integration with legacy systems. The paper highlights the growing demand for sustainable and ethical practices, driven by regulatory pressures, consumer expectations, and advocacy group influence. Businesses are compelled to balance short-term efficiency with long-term adaptability to thrive in a volatile environment shaped by rapid technological, market, and societal changes. Case studies of organizations such as Toyota, Amazon, and Unilever illustrate how viewing enterprises as interconnected systems allows them to address root causes of challenges, implement resilience strategies, and leverage adaptability as a competitive advantage. Theoretical frameworks, including systems thinking, complex adaptive systems (CAS), and the Viable System Model, provide tools for understanding enterprise complexity. These frameworks emphasize interdependencies, nonlinearities, feedback loops, and emergent behaviors that define organizational systems. The paper explores the concept of resilience, emphasizing adaptability, recovery, and thriving amidst disruptions as critical elements of long-term sustainability. Challenges such as resistance to change, coordination across subsystems, and the trade-off between efficiency and resilience are analyzed within the context of enterprise architecture, Normal Accident Theory, and the Swiss Cheese Model. The study advocates for adopting resilience engineering and collective mindfulness to anticipate, detect, and manage errors effectively, ensuring organizational stability and growth. By framing enterprises as dynamic, adaptive systems, this paper contributes actionable insights for building resilience, fostering sustainability, and managing complexity in an era of unprecedented disruption.
... These include aligning staff development goals with the overall mission and objectives of the institution, providing ongoing support and feedback to teachers, and using a variety of methods to assess teacher performance, such as classroom observations, student feedback, and self-assessment (Danielson, 2013). Additionally, fostering a culture of continuous learning and improvement can help create a supportive environment where staff feel motivated to develop their skills and contribute to the success of the institution (Senge, 2014). ...
... Furthermore, staff development can help build a culture of collaboration and continuous learning within educational institutions (Senge, 2014). By providing teachers and staff with opportunities to collaborate and share best practices, educational institutions can foster a supportive environment where everyone is committed to improving their practice and helping each other succeed . ...
The main focus of this study was to assess training programs for sustainable school administration in the Calabar Education Zone of Cross River State, Nigeria. To achieve this objective, three hypotheses were formulated to guide the study. A review of relevant literature was conducted accordingly. A survey research design was adopted for the study, with a sample of 488 respondents selected through stratified and simple random sampling techniques. The questionnaire was the primary instrument used for data collection. The reliability of the instrument was established using the Cronbach Alpha reliability method. One-way analysis of variance (ANOVA) was employed as the statistical technique to test the hypotheses, each at a .05 level of significance. The results of the analysis revealed that in-service training, seminar attendance, and conference attendance significantly influenced sustainable school administration in the Calabar Education Zone. These findings highlight the importance of structured and ongoing professional development programs to enhance the overall quality of education administration. Based on these findings, it was recommended, among other things, that the government should encourage training programs for teachers to enhance sustainable school administration.
... Ayrıca, sistem davranışlarını farklı şekillerde modelleme yeteneği de önemlidir. Bu sistemler düşünme araçlarını kullanarak sistem davranışlarını modelleme yeteneğini içerir (Meadows & Wright, 2009;Senge, 2006). Bununla birlikte, sistemik düşünme yasalarını ve öğrenme engellerini de anlamak gereklidir. ...
... Bununla birlikte, sistemik düşünme yasalarını ve öğrenme engellerini de anlamak gereklidir. Bu, sistemi kavrama ve analiz etme sürecinde önemli bir rol oynar (Senge, 2006). Karmaşık sistemler, farklı düzeylerde meydana gelen birden fazla nedensel faktöre sahip olabilir. ...
Eğitim-öğretim süreçlerinin merkezinde yer alan öğretim programları, bu süreçleri düzenleyen, izleyen ve yönlendiren temel rehberlerdir. Öğretmenlerin bu programları etkili bir şekilde anlama, uygulama ve geliştirme yetkinlikleri, eğitim kalitesinin ve öğrenci başarısının artırılmasında kritik öneme sahiptir. Bu bağlamda, öğretmenlerin program okuryazarlığı becerilerinin geliştirilmesi, modern eğitim sistemlerinin sürdürülebilir başarısı ve pedagojik yeniliklerin uygulanabilirliği açısından hayati bir rol oynamaktadır. Bu bağlamda mevcut çalışmanın amacı öğretmenlerin öğretim programı okuryazarlık becerilerinin kuramsal yapısını sistem düşüncesi çerçevesinde ortaya koymaktır. Öğretim programı okuryazarlık becerilerinin sistem düşüncesi bağlamında incelenmesi, mevcut teorik çerçeveleri zenginleştirerek okuryazarlık alanına yeni bir perspektif sunmakla birlikte alan yazına katkıda bulunmayı hedeflemektedir. Bu çalışma kapsamında öncelikle öğretmenlerin öğretim programı okuryazarlıklarını inceleyen ilk ölçek geliştirme çalışmasının yapıldığı tarih olan 2017 yılından 2024 yılına kadar alan yazında yer alan araştırmalar incelenmiştir. İnceleme sonrası öğretmenlerin öğretim programı okuryazarı olmaları için gerekli görülen birtakım nitelikler belirlenmiş bu nitelikler içinde önem sırası yapılmış ve literatürde yer alan program okuryazarlığı çalışmalarındaki diğer boyutlarla karşılaştırılmıştır. Tüm bu derinlemesine araştırma sonucunda Türkiye Yüzyılı Maarif Modeli kapsamında yer alan sistem okuryazarlığı yapısı göz önünde bulundurularak öğretim program okuryazarlığı için 6 adet bütünleşik beceri oluşturulmuş ve daha sonra her bir bütünleşik becerinin süreç bileşenleri belirlenmiştir. Her bütünleşik becerinin geliştirilmesi için gerekli olan açık ve gözlemlenebilir eylemleri içeren "süreç bileşenleri", bütünleşik becerilerin alt boyutları kapsamında tanımlanmıştır.
... Benchmarking is a knowledge management technique that helps managers create a workplace culture that motivates employees to go above and beyond the call of normal daily work, take on more challenging tasks, and share and use practical knowledge to reach the highest levels of innovative performance. According to Argyris and Schön (1978), Senge (1990), Jashapara (1993), andZott (2003), benchmarking is positively associated with knowledge management practices, organizational learning, and innovative performance. A company that develops its business models based on benchmarking, workplace culture, and productivity is able to grow, develop, and survive in the market. ...
Purpose: The purpose of this research is to underscore the influence exerted by organizational culture on the organizational performance of Small and Medium-sized Manufacturing Enterprises (SMEs), leveraging the mediation of Total Quality Management (TQM) interventions and benchmarking practices. Design/methodology/approach: The empirical data underpinning this research was procured from SMEs within the manufacturing and industrial sectors of Jordan, using a sample of 710 owners and managers. This data was meticulously analyzed utilizing the statistical software package, Analysis of Moment Structures (AMOS). Structural Equation Modeling (SEM), a multivariate statistical analysis technique, was employed to scrutinize the interrelationships among the variables under consideration. Findings: The research reveals a positive correlation between organizational culture and organizational performance, with benchmarking and TQM interventions as significant mediators. Practical implications: This study refocuses management practitioners on improving organizational efficiency, corporate culture, TQM, and standard setting, providing beneficial insights for academics, managers, and policymakers. Originality/value: It significantly contributes to the limited literature on TQM in the context of manufacturing SMEs. While some research acknowledges benchmarking as a vital part of TQM, this study uniquely positions both as independent mediators between organizational culture and performance. Additionally, it views benchmarking through knowledge management, underscoring TQM interventions and benchmarking in the context of Jordanian manufacturing SMEs, distinguishing it from prior research.
... Thus, the learning loops represent a progression from conditioned learning to incremental, extended, and transformative change in the frames that generate responses to a given situation (Argyris and Schön 1978;Bateson 1972). Van Mierlo and Beers (2020) [based on Senge (1990)] note that feedback is a key challenge to learning in transitions, as in complex settings, feedback often comes from the immediate results of actions, neglecting the indirect, long-term, or elsewhere realized consequences, thereby possibly misrepresenting the reality of reflection. ...
This study explores the significance of individual learning in the context of sustainability transitions and examines the possibilities of augmenting human capabilities with artificial intelligence (AI). Looking beyond the predominant collective learning focus, this study presents an integrative literature review that elucidates the underlying factors (paradigm, learning needs, and competencies) and mechanisms (multilevel situational mechanisms; action formation mechanism of the combinatory learning process; and transformational mechanisms of evolutionary and relational nature) that influence the process and role of individual learning in the multilevel embedded context of sustainability transitions. A conceptual framework is developed to discuss the human-centric alignment of AI with these elements. The analysis identifies key points where AI can synergistically enhance the learning process, particularly in the restructuring of learning spaces and the facilitation of learning approaches that improve competency development. Conversely, potential risks are identified in the fitting management of the decentralized application of AI into learning processes, necessitating AI literacy to result in empowered agency. The results highlight the imperative to thoughtfully navigate the creation of human–AI-empowered learning systems by leveraging both systemic and individual perspectives for transparency for the optimized alignment of roles and responsibilities between humans and AI in the creation of an improved learning function necessary to steer sustainability transitions.
... El MAD representa una nueva forma de acompañar y asesorar a los servidores públicos mediante un cambio de paradigma, colaborativo y sistémico, que orienta el pensamiento hacia escenarios de implementación, impacto y futuro. En este sentido, Peter Senge (2006) en su obra sobre la quinta disciplina ya reflexiona sobre la visión sistémica como la clave para entender los problemas complejos en las organizaciones. ...
Objetivos: el presente artículo se orienta a analizar los retos del aprendizaje y la gestión del conocimiento en el contexto de la Administración pública, y a exponer los conceptos y ejes clave a partir de los cuales articular nuevos modelos orientados a su transformación. Este estudio se enfoca en el análisis y descripción del Modelo de Aprendizaje y Desarrollo (MAD) de la Escola d’Administració Pública de Catalunya (EAPC) y profundiza en cómo se está llevando a la práctica. Metodología: el valor principal de este artículo radica en su enfoque orientador y asesor. Resultados: un modelo que se alinea con la cultura colaborativa debía cocrear su implementación, por lo que se describe el proceso de elaboración del plan de implementación del MAD. Mediante el mismo, se están desarrollando actuaciones que abordan distintos ejes críticos para que la transformación sea efectiva y se impulse el cambio, como la transformación y gestión del cambio, la gobernanza, la gestión y transferencia de conocimiento, los instrumentos y herramientas, la comunicación y evaluación. Conclusiones: con el análisis planteado en este estudio se pretende que el ecosistema del aprendizaje y desarrollo en las Administraciones públicas pueda transferir las bondades de este modelo y, asimismo, sea crítica con él, con el objetivo de que se provoquen mejoras en la preparación de los servidores públicos para asumir nuevos retos, impacte en su desarrollo profesional y contribuya a la mejora de los servicios públicos.
... They are working through a networked social organization [23,24] where stakeholders band together according to their shared interest in a water issue. The networked group should comprise a learning organization [25] where mutual learning occurs through the systems concept of emergence. As the work proceeds, the actors learn more about the problem, the potential solutions, and the impacts. ...
This paper addresses the need to improve the understanding of how integrated water resources management (IWRM) can be more effective in addressing diverse water challenges globally. The emphasis is on the use of systems methods to clarify IWRM and create support for it among the academic community for emphasis after the Sustainable Development Goals (SDGs) expire in 2030. The importance of using IWRM is apparent in frequent reports about challenges like access to water supply and sanitation, water-related disasters, water stresses, water pollution, and ecosystem losses. These affect the SDGs, especially Goal 6 for implementation of IWRM. Among competing paradigms for water resources management practice, IWRM has a more organized advocacy base than others, and sustaining it can support all of them. However, IWRM has been supported for more than 20 years and is still difficult to understand and criticized. Despite this, sustained support for it indicates that it meets an important need. Systems concepts of problem archetypes, skeletonization, and the concept of emergence were used to create a model to explain IWRM as a framework of institutional arrangements and a cooperative problem-solving process. A set of four synthesized problem archetypes was developed, and stakeholder analysis was used to identify key disciplines for its implementation and to identify the knowledge, skills, and abilities needed among them. These point the way for academics to develop clear explanations while retaining comprehensive perspectives of IWRM. Building and sustaining a viable academic community to support IWRM will face barriers because academics focus mainly on their disciplines where they are rewarded and recognized. This is also evident in the smaller membership bases of interdisciplinary water associations compared to disciplinary or sector-based water associations. IWRM as an organizing platform for cross-sector water resources management has a long-term future if academics focus on it and its support by international partners continues. By explaining IWRM better and marshalling greater support for it among the academic community, the same approach of clarifying ambiguous concepts and providing better ways to engage academia may help other SDG areas.
... Inspired by the idea of 'system thinking' (Senge 1990), the emerging literature on system leadership has extended theories of teacher and distributed leadership into interorganisational and network environments (Boylan 2016). System leadership is conceptualised as a form of leadership where leaders are willing and able to shoulder wider roles and responsibilities for system transformation (Hopkins and Higham 2007). ...
... Organisasi pembelajaran Senge (2006) menjelaskan maksud organisasi pembelajaran ialah sebuah organisasi yang keseluruhan warga kerjanya di semua peringkat adalah secara kolektif, berterusan meningkatkan keupayaan mereka untuk mencipta sesuatu yang benar-benar mereka hendak ciptakan atau wujudkan. Dengan perkataan lain, kakitangan yang menganggotai sesuatu organisasi benar-benar iltizam melalui kegigihan untuk meneroka bidang-bidang baru dan menghasilkan pelbagai inovasi (Gil, Rodrigo-Moya, & Morcillo-Bellido, 2018;Ismail, 2005). ...
Tujuan kajian adalah untuk menentu dan membandingkan hubungan serta varians budaya organisasi dan organisasi pembelajaran berdasarkan gender. Seramai 211 guru dari 12 sekolah cemerlang kategori luar bandar dipilih secara rawak. Analisis ujian korelasi Pearson dan MANOVA sehala digunakan untuk menguji tiga hipotesis nol. Dapatan kajian menunjukkan hubungan antara budaya organisasi dan organisasi pembelajaran adalah sederhana dan siginifikan iaitu r = 0.56, p < 0.05. Manakala Perbandingan secara simultan antara varians budaya organisasi dan organisasi pembelajaran berdasarkan gender menunjukkan tidak terdapat perbezaan yang signifikan, Wilks’ Lambda = 0.99, F (2,208) = 0.67, p > 0.05. Justeru kajian ini boleh mengesahkan bahawa sekolah-sekolah yang cemerlang perlu mempunyai rasa kesamaan dan bertanggungjawab tanpa mengira gender. Kesimpulannya, semua guru dan pentadbir sekolah perlu berkerjasama ke arah sekolah cemerlang tanpa mengira gender. Implikasi kajian ini adalah dapat membantu pihak sekolah mempromosikan budaya organisasi dan organisasi pembelajaran tanpa mengira gender.
... Youth centers serve as essential environments for youth development, and effective information management is crucial for tailoring programs that meet the nuanced needs of young individuals (Karaca & Demir, 2019). As noted by Senge (2006), organizations that cultivate a culture of continuous learning and knowledge sharing tend to perform better due to their adaptability and innovation. Therefore, this study aims not only to contribute to the academic understanding of information management processes within youth centers but also to provide practical insights that could inform training and development programs for youth center directors. ...
Information is one of the most critical resources for both individuals and organizations. With the Internet and information system tools, the ease and affordability of accessing information have led to the restructuring of organizational frameworks to be knowledge-based and management systems to be human-centered. This study aims to analyze how demographic characteristics influence the attitudes toward information management among youth center directors, who are largely responsible for the operations of these centers.Statistical analyses involved surveying 113 youth center directors across Turkey. The results revealed that youth center directors scored highly in self-improvement, with an average score of 4.49. The commitment average score was also found to be relatively high at 3.23. However, the average communication score remained low at 2.23. This suggests that while youth center directors demonstrate a strong willingness to improve themselves and possess high levels of commitment, they exhibit weak performance in communication skills.Further analysis of demographic variables indicated that directors with postgraduate education scored lower in communication compared to those without postgraduate qualifications. The scores for communication, commitment, and self-improvement did not exhibit significant differences across other demographic groups.The findings suggest that postgraduate education may negatively impact communication skills among directors, highlighting the need for targeted communication skills training in youth center management programs, particularly for those with advanced academic qualifications.Keywords: Information Management, Information Management Attitudes, Information Management Strategies, Youth Center.
... Günümüzün hızla evrimleşen iş ortamında, çalışanların düzenli olarak yeni bilgi ve beceriler edinmeleri bir zorunluluk haline gelmiştir. Bu sürekli gelişim süreci, hem bireylerin hem de kurumların rekabet üstünlüğünü sürdürmelerine olanak sağlamaktadır (Senge, 2010). İş dünyasının dinamik yapısı, çalışanların ve organizasyonların sürekli adaptasyon kabiliyetini gerekli kılmaktadır. ...
... In the context of IT project management, this approach can lead to better knowledge exchange and the identification and solution of interdisciplinary problems. Moreover, open communication can help avoid misunderstandings and conflicts resulting from differences in approach to work or way of thinking typical of different fields of knowledge (Senge, 2006). Additionally, teal organisations are characterized by a culture of trust, which translates into greater openness to cooperation and exchange of knowledge between specialists from various fields -an example of this is the risk register. ...
... In the context of engineering, the complexity is further amplified by the need to balance multiple, often conflicting objectives. Systems thinking, as introduced by Peter Senge in The Fifth Discipline, highlights the necessity of understanding the interconnections within complex systems, encouraging engineers to consider multiple perspectives and the broader implications of their solutions [8]. ...
Multi-Agent Large Language Models (LLMs) are gaining significant attention for their ability to harness collective intelligence in complex problem-solving, decision-making, and planning tasks. This aligns with the concept of the wisdom of crowds, where diverse agents contribute collectively to generating effective solutions, making it particularly suitable for educational settings. Senior design projects, also known as capstone or final year projects, are pivotal in engineering education as they integrate theoretical knowledge with practical application, fostering critical thinking, teamwork, and real-world problem-solving skills. In this paper, we explore the use of Multi-Agent LLMs in supporting these senior design projects undertaken by engineering students, which often involve multidisciplinary considerations and conflicting objectives, such as optimizing technical performance while addressing ethical, social, and environmental concerns. We propose a framework where distinct LLM agents represent different expert perspectives, such as problem formulation agents, system complexity agents, societal and ethical agents, or project managers, thus facilitating a holistic problem-solving approach. This implementation leverages standard multi-agent system (MAS) concepts such as coordination, cooperation, and negotiation, incorporating prompt engineering to develop diverse personas for each agent. These agents engage in rich, collaborative dialogues to simulate human engineering teams, guided by principles from swarm AI to efficiently balance individual contributions towards a unified solution. We adapt these techniques to create a collaboration structure for LLM agents, encouraging interdisciplinary reasoning and negotiation similar to real-world senior design projects. To assess the efficacy of this framework, we collected six proposals of engineering and computer science of...
... Kepemimpinan inovasi dan reformasi telah menjadi topik yang semakin relevan di era transformasi digital saat ini, di mana perkembangan teknologi menjadi faktor penting dalam mendukung kemajuan berbagai sektor, termasuk pendidikan. Pendidikan adalah elemen esensial dalam perkembangan suatu masyarakat (Senge, 1991). Sistem pendidikan yang efektif dibutuhkan untuk mendorong perubahan positif didalam masyarakat sekolah. ...
This research aims to explore the implementation of a cashless payment system (Cashless Management Information System) at SMP Tahfidh Al Hidayah, which was introduced in the 2024/2025 school year to improve the efficiency, security, and transparency of financial management. The focus of this research is the leadership of innovation and reform in improving the Management Information System. The research method used is a qualitative approach with data collection techniques through in-depth interviews, observation, and document analysis and the implementation of the research from August 23-October 13, 2024. The results showed that Innovation and Reform Leadership in Management Information System at SMP Tahfidh Al Hidayah Kauman Tulungagung Regency successfully integrated the Cashless SIM system as part of the long-term vision of a more modern school. The school environment supported by the cashless system includes several aspects of digital payment facilities, integrated management systems and accessibility of financial information. The findings from this study also provide practical recommendations for similar schools to improve the quality of education through innovative and reformist leadership strategies that focus on the implementation of cashless systems and are oriented towards operational efficiency.
... Therefore, this study could be replicated after these digital tools become available in an open-access format to all Maritime English teachers worldwide. Only then will we be able to re-examine whether new information and technologies can be drivers of change at the examined institutions viewed as learning organisations (Senge, 1994). Last but not least, expanding the geographical scope of the study would enable the identification of differences across regions and contexts with different educational and cultural traditions. ...
... They play the role of promoter and catalyst that helps to boost the acquisition and distribution of knowledge. Simply we can make an argument that transactional leadership eases and simplifies cognitive and behavioral variations, further variations in the organizational association caused due to organizational learning in preceding years which plays the most significant impact on organizational learning (Senge, 1990;Swieringa & Wierdsma, 1992;Lei, et al., 1999). On the other side, literature also augmented the theoretical advances highlighted with the contingent styles of leadership and organizational learning (Vera & Crossan, 2004). ...
Leadership is to keep things in an absolute direction, its concern not only related to the splendid acts but also keep the team on straight direction with the help of learning organizational procedures, practices, and encourage team members to achieve set target with combine efforts. The focus of this study is to examine the role of transactional and transformational leadership on learning organizations by using Full Range Leadership Theory (FRLT). Transactional leadership measured by three dimensions; contingent reward, management by exception-active and exception-passive. Transformational leadership has four dimensions; idealized influence, inspirational motivation, intellectual stimulation, and individual stimulation. Feedback sought from faculty and non-faculty from public and private selected 10 universities (5 public and 5 private universities) in Pakistan, within the radius of Islamabad and Rawalpindi. Contingent reward in terms of transaction leadership, on the other side idealized influence, intellectual stimulation and individualized consideration in terms of transformational leadership showed strong contribution for organizational learning. From comparative results, significant differences were noted in organizational leadership among these sectors. The study also confirmed FRLT perspective that end up by providing conclusion and future recommendations.
... Even though these data are higher than in the last case, they show that two thirds of working people in the CR are not participating in education during their work time. Therefore, it is appropriate to ask whether we can consider the companies in the CR to be 'learning organizations' (Senge, 1990). ...
This study deals with the issue of non-formal education in the Czech Republic. In this regard, it focuses on theparticipation of adults in non-formal education in and outside of a workplace and on the conditioning factors oftheir participation. For this purpose, the study uses a quantitative research strategy through which the data for therepresentative sample of adults were collected (N = 1,022). The study found that the participation rate of theadult population in non-formal education in the Czech Republic is 29%, where 33% of adults do participate innon-formal education in the workplace and only 17% of adults participate outside of the workplace. The mainfactors affecting the participation of local inhabitants in education are age and socioeconomic status. The higherthe status is, the higher the participation is. The current situation in the Czech Republic differs from othercountries because of the comparatively large number of self-employed people in the Czech Republic. On theother hand, it shares with other countries a similar structure of people excluded from educational activities.
... For effective learning to take place, the teacher must foster the learner's desire to learn; therefore, the teacher needs to create a balance between the content to be taught and the strategy used when delivering that content. According to Senge (2006), learners only remember a fraction of what they are told. Thus, with experiential learning, learning becomes a real-world, subjective, reflective, and lived experience. ...
The book is a dual-purpose resource designed to enhance both teaching and learning processes within contemporary education. This book addresses a significant gap in educational literature by focusing on adaptable pedagogical methods that benefit both educators and students in diverse classroom settings. It is structured in two main parts: the first ten chapters present ten essential teaching strategies for educators at all levels, addressing real-world challenges with practical methods. Topics range from collaborative and cooperative teaching to inquiry-based instruction, visualisation, and technology-based teaching, each promoting inclusive, student-centred learning environments. The second part (Chapters 11-20) guides students in developing self-directed learning skills that are critical for modern education. It introduces various research-backed strategies such as collaborative learning, experiential learning, spaced practice, and imagery, empowering students to enhance retention, adaptability, and critical thinking. Collectively, these chapters provide a foundational framework for learners to approach their studies proactively and with resilience. Therefore, offering a comprehensive "2-in-1" approach, it emphasises a holistic view of education, supporting lifelong learning and positioning itself as a valuable tool for both educators and students in achieving sustained academic growth and adaptability in the 21st century.
... The comprehensive set of activities incorporated into CAS helped assess the candidates' (a) reflective and introspective capacity (through the individual reflective activities); (b) creative, collaborative, and relational skills with regard to addressing educational inequalities (e.g., the Fishbowl scenario); and (c) interest, calling, readiness, resilience, and efficacy in disrupting systemic inequalities (through the individual interviews). These activities were embedded in CAS not in a compartmentalized way, but in a more seamless fashion, where the different activities intersected and reinforced each other [62], allowing a holistic look as candidates were assessed, identified, and admitted to this university-district partner program based on their potential abilities to lead for equity [6]. As we analyzed our CAS documents, though we found numerous alignments between themes we identified in our documents and our three-part theoretical framework, there were also themes we uncovered in our CAS documents that had not been highlighted in the research that formed our framework. ...
The role of the school principal has garnered international significance. When it comes to student learning outcomes, the effectiveness of the principal has been recognized as being more important than the effectiveness of a single teacher. Studies also highlight the role school leadership plays in fostering equity and social justice practices in schools and communities. Yet only a small body of research exists on how to prepare leaders to lead for equity. In this paper, we will describe, analyze, and reflect on the components of one school leadership preparation program’s (SLLP’s) candidate assessment system (CAS), which guided the selection of equity-centered leadership candidates for a cohort program in a university–district partnership. We applied a qualitative content analysis to the documents we utilized to select aspiring equity-centered leaders through the program’s redesigned CAS. Our findings revealed that the content and process of the program’s CAS was aligned with many tenets of equity-centered leadership, specifically in CAS documents and in the involvement of a broad group of constituencies and partners during the design and implementation of CAS. We also uncovered a new finding outside of our framework: an emphasis on instructional leadership in our CAS documents as a key component of leading for equity. This study is likely to inform other SLPPs intending to select leadership candidates who will have the capacity to lead for equity.
Consumer demands are increasingly greater and dynamic and have provoked increasingly fierce competition, while at the same time arousing great interest in the need for tools for evaluating future alternative possibilities. The complexity of managing organizations and the search for tools that would allow organizations to better guide themselves in the face of the new reality gave rise to the study of prospective scenarios, as a methodology capable of conceiving a range of possibilities. And, in this way, expand the ability of organizations to design and monitor their strategic actions, to implement and preserve their competitive advantages. The present study reviews this important methodology, its main concepts, and related applications. The conclusions indicate the validity of using prospective scenarios, as a tool to help define strategies, while taking ownership of uncertainty and risk, making the positioning a more robust strategy.
Kết quả công việc của giảng viên (GV) đóng góp trực tiếp vào kết quả hoạt động của trường đại học, giúp hiện thực hóa mục tiêu và chiến lược phát triển của trường. Do đó việc xem xét yếu tố tác động nhằm cải thiện kết quả công việc của GV là điều cần thiết. Bài viết phân tích tác động của tổ chức học tập (TCHT) đến kết quả công việc của GV các trường đại học, xem xét vai trò trung gian của hành vi đổi mới sáng tạo. Sử dụng phương pháp phân tích hồi quy với mẫu nghiên cứu 505 GV, kết quả cho thấy TCHT ở cấp độ nhóm và trường có tác động tích cực đến kết quả công việc của GV, TCHT ở cấp độ cá nhân và trường có tác động tích cực đến hành vi đổi mới sáng tạo, hành vi đổi mới sáng tạo có tác động tích cực đến kết quả công việc của GV và làm trung gian toàn phần trong mối quan hệ giữa TCHT ở cấp độ cá nhân và kết quả công việc của GV, làm trung gian một phần trong mối quan hệ giữa TCHT ở cấp độ trường và kết quả công việc của GV. Phát hiện này khẳng định vai trò của TCHT ở các cấp độ khác nhau đến kết quả công việc của GV cũng như hành vi đổi mới sáng tạo và vai trò của hành vi đổi mới sáng tạo trong mối quan hệ này. Từ kết quả nghiên cứu, bài viết đề xuất một số hàm ý đối với các trường đại học Việt Nam trong thúc đẩy TCHT, hành vi đổi mới sáng tạo và nâng cao kết quả công việc của GV.
Interpersonal dynamics have a major influence on team processes and outcomes. Psychological safety, in particular, is one of the foundations of effective teamwork. While there has been a recognition of the importance of psychological safety in team settings, in particular in organizational and management literature, there has been an underrepresentation of studies addressing ways by which the concept can be operationalized. Recognizing the primacy of teamwork in higher education settings, this paper aims to raise awareness and provide guidelines for incorporating interventions centred around psychological safety. We first elaborate on the concept of psychological safety. We then distil and elaborate on three major components of psychological safety: mindful listening, asking questions, and providing and receiving feedback. Next, we review two sample interventions and provide guidelines for developing similar training and learning interventions.
Introduction
Evolving human–wildlife interactions have contributed to emerging zoonoses outbreaks, and pandemic prevention policy for wildlife management and conservation requires enhanced consideration from this perspective. However, the risk of unintended consequences is high. In this study, we aimed to assess how unrecognised complexity and system adaptation can lead to policy failure, and how these dynamics may impact zoonotic spillover risk and food system outcomes.
Methodology
This study focused on three countries: China, the Democratic Republic of the Congo (DRC) and the Philippines. We combined evidence from a rapid literature review with key informant interviews to develop causal loop diagrams (CLDs), a form of systems map representing causal theory about system factors and interconnections. We analysed these CLDs using the ‘fixes that fail’ (FTF) systems archetype, a conceptual tool used to understand and communicate how system adaptation can lead to policy failure. In each country, we situated the FTF in the wider system of disease ecology and food system factors to highlight how zoonotic risk and food system outcomes may be impacted.
Results
We interviewed 104 participants and reviewed 303 documents. In each country, we identified a case of a policy with the potential to become an FTF: wildlife farming in China, the establishment of a new national park in the DRC, and international conservation agenda-setting in the Philippines. In each country, we highlighted context-specific impacts of the FTF on zoonotic spillover risk and key food system outcomes.
Conclusion
Our use of systems thinking highlights how system adaptation may undermine prevention policy aims, with a range of unintended consequences for food systems and human, animal and environmental health. A broader application of systems-informed policy design and evaluation could help identify instruments approporiate for the disruption of system traps and improve policy success. A One Health approach may also increase success by supporting collaboration, communication and trust among actors to imporove collective policy action.
The article is devoted to the theoretical and methodological substantiation of the integrating role of digital maturity of personnel in the processes of modern transformations of industrial enterprises. The subject of the study was the assessment of the role of company employees within the framework of the proposed balanced digital transformation (DT) model, and its purpose is to establish the relationship between the digital maturity (DM) of employees and methods of its formation, taking into account the priorities of a balanced DT. The methodological basis was the materials of works from the field of organizational institutionalism, applicable to solving the problems of managing digital transformations in industry. The results of the research, carried out using the methods of scientific analysis and synthesis, as well as processing the results of the survey and questionnaires, consist in the formation of new ideas about the model of digital transformation. The article reflects its features such as cyclical nature, the sequence of mandatory stages (formation of corporate digital culture, motivation of staff, practice-oriented mentoring, technology, data analysis and customer influence). As differences from existing approaches, the inclusion of the integrating role of digital maturity of personnel in the digital transformation (DT) processes and consideration of technologies and customer needs only after assessing the readiness of personnel in the formed digital environment is noted. The authors have formed recommendations for the practical implementation of the presented model of balanced digital transformation and the conduct of appropriate survey procedures that may be of interest to specialists in this field.
In this chapter we cover design thinking and systems thinking, two complementary human-centered approaches to system analysis and problem solving that are extremely important in today’s increasingly complex information environment. We share the concepts and outcomes in the iterative design thinking process, and a system mapping case study that gives Information Architects and UX designers a start with this powerful method. Combined with human-centered design, this chapter delivers a top-down and bottom-up approach to information system design.
This chapter explores the strategies and mechanisms for advancing environmental leadership and governance, including the various levels at which governance operates. It highlights the distinct yet interrelated concepts of ‘environmental leadership’ and ‘environmental governance,’ both of which are fundamental to organizational and societal management. Environmental leaders can operate both within and outside formal governance structures. Conversely, effective environmental governance heavily relies on robust leadership that can articulate a clear and compelling vision for future environmental goals. Strategies such as legislation, regulation, policy frameworks, and sustainable development planning, as well as mechanisms like partnerships, funding, scientific research, and technological innovation, play distinct yet complementary roles in achieving sustainable outcomes. Strategies set the overarching vision and direction, ensuring that all actions are aligned with broader objectives of environmental sustainability, while mechanisms serve as the specific tools and processes utilized to operationalize those strategies. Furthermore, the chapter delves into multi-level governance, acknowledging that environmental issues often cross national and political boundaries, necessitating coordinated actions among various government levels and non-state actors. Consequently, environmental governance and management operates across international, intergovernmental, regional, national, and local levels, each playing distinct yet interconnected roles to ensure comprehensive environmental management and sustainability.
Environmental education (EE) is fundamental in empowering individuals to address contemporary environmental challenges. Education for Sustainable Development (ESD), a key framework within EE, broadens the scope of EE in formal education systems by integrating sustainable development principles into broader educational and societal practices. Environmental leadership education (ELE), an essential component of ESD, emphasizes the acquisition of knowledge, skills, and attitudes necessary to promote sustainable development. It is tailored to address the specific needs of different societal segments, drawing on various theoretical frameworks such as transformative learning, lifelong learning, and experiential learning. Proficiency in technical and adaptive competencies and skills for addressing environmental issues in diverse contexts should be considered when designing development and training programs. Key pedagogical strategies for ELE, which facilitate the cultivation of the knowledge, skills, values, and attitudes required for developing environmental leaders, are explored. Furthermore, this chapter reviews various educational resources developed by United Nations agencies and other global educational institutions for facilitating ELE, including an argument for the professional development of teachers in EE. Case studies of innovative development programs that enhance environmental leadership are also reviewed. Lastly, a set of guidelines for designing and evaluating environmental leadership development and training programs is introduced.
As the world grapples with escalating environmental crises, environmental nonprofit organizations (ENPOs) have emerged as key actors in promoting environmental stewardship. Unlike corporations, ENPOs operate within a unique framework where mission-driven objectives often supersede financial gains, allowing them to adopt bold and innovative environmental practices. The roots of ENPO leadership can be traced back to the conservation movements of the 19 and 20th centuries, shaped by various social, political, and economic factors. However, in the 21st century, ENPOs have increasingly focused on sustainability and forming partnerships with the private sector and community groups. Their leadership is characterized by advocacy and policy influence, scientific rigor, grassroots mobilization, a global perspective, and strategic partnerships. The significance and impact of these partnerships are explored through global case examples that showcase the essential roles of multiple stakeholders, including governments, research institutions, corporations, and community groups, in advancing environmental leadership within ENPOs. Such collaborative efforts enable ENPOs to harness the unique capabilities of each partner, enhancing their capacity to achieve sustainability goals and develop adaptive strategies and innovative solutions for emerging environmental challenges, thereby significantly amplifying their impact. Finally, strategic solutions to the challenges facing ENPOs in the execution of their missions are discussed.
Corporations are major contributors to the triple planetary crisis. In response to these challenges, the United Nations Global Compact, launched in 2000, encouraged corporations to align their business practices with principles of sustainability and sustainable development. The 2015 Paris Agreement further reinforced corporate commitments to environmental sustainability, recognizing that corporations possess substantial resources and expertise that can be effectively mobilized to address global environmental crises. Corporate environmental leadership has become increasingly critical as businesses face growing pressure from stakeholders to demonstrate environmental responsibility. This chapter examines the interconnected concepts of environmental leadership and corporate environmentalism, exploring their distinct yet complementary aspects in advancing an organization’s commitment to sustainability. Corporate environmentalism operationalizes the environmental leadership vision of corporations through specific policies, practices, and initiatives aimed at minimizing environmental impact, such as environmental management systems, the circular economy, and the integration of the environmental, social, and governance (ESG) framework into corporate strategies. ESG has evolved into a critical set of criteria for evaluating a corporation’s operations, offering a comprehensive sustainability framework. This chapter also discusses strategic solutions to environmental leadership challenges within organizations, as well as the global impact of environmental leadership initiatives across various industries, demonstrating environmental, economic, and social benefits.
In relation to the established field of leadership, environmental leadership emerged as a distinct academic focus later, in response to growing environmental awareness in the mid-20th century. Events such as the first Earth Day in 1970 highlighted the need for leadership in conservation and sustainability. The Brundtland Commission’s 1987 report, Our Common Future, further emphasized the critical role of leadership in advancing sustainable development, calling for visionary, political, collaborative, grassroots, corporate, and educational leadership to address the multifaceted challenges of sustainability. The current VUCA world demands leadership styles and adaptive approaches that can effectively address the “wicked” problems associated with the triple planetary crisis—issues that often lack clear solutions and for which traditional leadership approaches are inadequate. The study of environmental leadership has evolved with an increasing emphasis on interdisciplinary approaches that recognize the complex nature of environmental challenges and the need for leaders who can navigate them. Effective environmental leadership requires employing a range of strategies to inspire, influence, and mobilize individuals, organizations, and communities toward sustainable practices. This chapter explores the application of various leadership theories and concepts in environmental leadership, demonstrating their relevance and effectiveness in fostering environmental sustainability at community, organizational, national, and international levels.
This chapter explores the various motivations driving individuals and organizations to engage in environmental leadership and pro-environmental practices. These motivations are rooted in a combination of intrinsic factors, such as personal values, ethical imperatives, and environmental stewardship, as well as extrinsic factors, including social support, regulatory pressures, and economic incentives. Additionally, an integrative and systems perspective emphasizes the importance of long-term sustainability approaches over short-term gains. The chapter also addresses the challenges associated with the traditional concept of leadership, which often embodies a hierarchical and individualistic paradigm. It presents an innovative perspective based on Keith Grint’s analytical typology, which categorizes leadership into five distinct dimensions: person, position, process, results, and purpose. This typology is applied to the context of environmental leadership and illustrated through a review of a previous study that examined various leadership dimensions within conservation programs. This analysis sheds light on how leaders and leadership are socially constructed within environmental contexts, providing a comprehensive view of leadership. Furthermore, the chapter explores how environmental leaders exert influence across different scales within organizational structures, highlighting a two-dimensional framework characterized by two distinct yet interrelated levels of influence—individual and organizational—and two types of influence relationships—internal and external.
Jordanian commercial banks are achieving sustainable performance by balancing economic, social, and environmental dimensions, aiming for long-term profitability, community development, and environmental awareness, which are crucial for the banking sector's continuity and development. The current study aims to investigate the impact of strategic orientations on sustainable performance and the moderating role of business intelligence at Jordanian commercial banks. This study collects the primary data from 218 managers at the top and middle levels of Jordanian commercial banks. This study utilized the Statistical Package for the Social Sciences (SPSS) to analyze hypotheses. The study revealed that strategic orientations (learning orientation, market orientation, digital orientation, and entrepreneurial orientation) had a statistically significant impact on sustainable performance at Jordanian commercial banks, with an explanatory power of (R2= 44.4%). It was also demonstrated that business intelligence had a statistically significant impact on improving the impact of strategic orientations on sustainable performance at Jordanian commercial banks, with an explanatory power of (R2= 45.3%). According to the results of the study, the most important recommendations for the banks surveyed are as follows: Jordanian commercial banks should adopt a sustainable strategy through their strategic orientations, focusing on social responsibility, environmental preservation, and environmental interest projects. They should utilize business intelligence, foster a sustainability culture, communicate with stakeholders, and continuously improve performance.
Inovai peningkatan kualitas produk, pelayanan dan kinerja sumberdaya manusia terus berubah seiring dengan perkembangan zaa, informasi dan teknologi komunikasi. Buku ini mencoba mengkaji manajemen sumberdaya manusia yang dihadapkan pada tantangan organisasi perusahaan yang semakin kompleks, perlu penanganan holistik, teritegrasi, intekonektivitas antar organ kelembangaan dalam perusahaan. pendekatan terbaru, teknologi cangih, data akurat, tujuan strategis, dan menciptakan lingkungan kerja yang positif dan produktif.
In response to pressuring challenges such as climate change and the need for sustainable building and manufacturing, the Kalundborg demonstrator aims to develop innovative solutions grounded in education, inclusion, biology, and ecology. The experimentation conducted within the Desire project calls for a transdisciplinary approach for the learning environment, ensuring that graduates can work across educational levels and engage various stakeholders in co-creating innovative solutions. The city of Kalundborg aspires to develop a robust educational campus for about 1,250 students, researchers, teachers, entrepreneurs, and future job candidates. Located near the major Kalundborg biotech industry and just outside the city center, this campus is set to become a significant educational hub within biosolutions and biomanufacturing. This transformation highlights challenges such as the development of a shared vision, plans and programs for the future of the campus. Key challenges include fostering local citizen engagement, creating a vision for the sustainable educational campus that meets diverse needs, and ensuring long-term benefits for the city and its inhabitants. The experimentation conducted within the Desire project seeks to address these issues through comprehensive and inclusive development strategies, promoting sustainable urban development and community resilience.
The Ziepju 11 site in Riga, Latvia, is undergoing significant renovation as part of the Desire project, focusing on sustainable and inclusive urban development. Originally a Soviet-era dormitory, the building has been vacant since 2018. The Riga Energy Agency is spearheading the renovation, aiming to transform the site into social housing and community spaces, with a strong emphasis on circular economy principles. Key challenges include addressing the building’s poor energy efficiency, integrating the local community, and overcoming the post-Soviet mentality of passive citizenship. The experimentation tests innovative procurement formats and engages various stakeholders through workshops, focusing on creating a vibrant, inclusive community. These efforts also align with Riga’s broader sustainable energy and circular economy policies. The goal of the experiment is to develop scalable models for community engagement in public spaces and improve the city’s social housing system. Initial successes include engagement with social housing residents, children, and people with mental disabilities, offering insights into how physical and social spaces can be redesigned to promote sustainability, belonging, and active citizenship.
BTC City Ljubljana, a significant retail park in Slovenia, is an experimentation site in the Desire project. BTC, in collaboration with the CER-Sustainable Business Network, worked on experimenting with urban greening, biodiversity, and climate change adaptation. The project engages diverse stakeholders, including businesses, academia, and the local community, to co-create a sustainability strategy for BTC City 2025–2030. Key activities run under Desire include workshops, hackathons, and exhibitions, which foster collaboration and generate innovative solutions such as reducing carbon emissions and enhancing green spaces to combat the urban heat island effect in line with current EU policies. This chapter shows how the experimentation also implements concrete measures, including planting trees and developing green corridors to improve microclimate and biodiversity. Through its Green Star Sustainability Certification and a strong emphasis on stakeholder engagement, BTC City builds a collaborative network for its green transformation. The Desire project demonstrates how systemic collaboration, clear leadership, and community empowerment can drive meaningful environmental change, positioning BTC City Ljubljana at the forefront for the transition to urban sustainability.
This chapter presents the project Desire —Designing the Irresistible Circular Society—within the context of the New European Bauhaus (NEB) program, emphasizing how its goals align with the NEB’s core values of sustainability, inclusivity and aesthetics. As one of the six lighthouse projects funded under the NEB, Desire seeks to inspire a movement by developing a new school of thought, drawing inspiration from the original Bauhaus. Following a theoretical exploration of these guiding values, the chapter outlines the context and framework within which the Desire project operates. It highlights how the project translates NEB ideals into practice, shaping innovative and sustainable solutions to address contemporary societal challenges. The chapter concludes by introducing the concept of the “sites’ biographies”, which provide detailed accounts of the unique histories and contexts of the project's sites of experimentation. These biographies set the stage for the in-depth discussions featured in the following eight chapters of the book.
In this chapter the authors use the impacts of the global pandemic on educational systems as a muse to highlight the need for educational leaders to transition from strategic planning to foresight thinking. They analyze the shortcomings of traditional bureaucratic models and emphasize the importance of adaptive leadership in addressing contemporary challenges. They present the Three Horizons Framework as a tool for envisioning long-term educational innovations and integrating foresight into school leadership. By examining issues like teacher shortages, school choice, and facilities management, the chapter provides practical steps for fostering a future-focused mindset in educational environments, urging leaders to embrace innovation, adapt to emerging trends, and cultivate resilience in the face of an ever-evolving educational landscape.
Accountability and productivity are important themes nowadays in assessing the performance of organizations. And closely tied to these ideas is the notion of efficiency. Indeed, the general climate of an organization is thought to improve if the production process is implemented and monitored effectively. For quite some time, the use of technology has been treated as almost a magic elixir to enhance every facet of an organization. At one time, cybernetics had this status (Beer 1981, 1985). Meanwhile, the invention and proliferation of micro-computers has only increased this optimism, along with the arrival of AI.
This qualitative research aims to study an initial process to adapt Human Resource Analytics and to study each process according to the HR Analytics cycle. Informants are employees working in large organizations, which a registered capital of more than 100 million Thai Baht. The informants work in private organizations and large state-owned enterprises in the manufacturing and wholesale industry and the service industry that preforming a human resource data management, in total of 32 informants. Data was collected from employees worked both directly and indirectly related with human resources management in order to compare and check data from many sources. Data was analyzed by the thematic analysis process.
The results showed that large organizations collected human resources management data that related with routine works and key performance indicators. Results showed that HR Analytics cycle can indicate the organization development process. The large multi-national corporations in the manufacturing and wholesale industries applied a holistic analysis of data up to the predictive level, with focusing on financial and manpower analysis. Unlike other private organizations that have assessed and analyzed only in their own departments and did not combine the analysis results with others in the organization. This was the same with state enterprises organizations that applied only indicators for their own departments.
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