The Fifth Discipline: The Art And Practice of the Learning Organization
... Knowledge has been defined as: "the individual ability to draw distinctions within a collective domain of action, based on an appreciation of context or theory, or both" (Tsoukas and Vladimirou, 2001). This means that the individuals can make distinctions at the same time as they appreciate collective understandings and what is generally accepted as appropriate. ...
... This means that the individuals can make distinctions at the same time as they appreciate collective understandings and what is generally accepted as appropriate. Tsoukas and Vladimirou (2001) also claim that knowledge consists within a rule based context. The rules or the norms are determined within an organization by members of a Community of Practice (p. ...
... These meetings, although "long and boring" contributed to the fact that all of the staff at the ad-hoc organization were informed as well as possible at all times. This allowed for the staff to feel included, as in a CoP (Lave and Wenger, 1991) and also a feeling of mastery (Senge, 1992) as they could answer questions from the participants of the camp. ...
The organizers of the world record attempt regarding gathering the largest number of singersongwriters in the world in a song writing camp (RENA SONG FEST 2024). From previous investigations, we know that there are certain steps in the development of a song, and that to develop a song that can be produced, they need to finish each step within a time frame. This has been a tacit knowledge. Hence, to organize for a vast number of groups they need to disseminate this knowledge to the ones that are to supervise and aid the groups towards a product that can be developed for production. In this paper we investigate how the managers at Woods developed a process for implementing and disseminating the knowledge needed to mentor the different groups taking part in the song writing camp. This two-tier mentorship will revisit the SECI-model and allow us to investigate if and how the organizers utilize this model to aid the supervisors in their work with the different songwriter groups.
... To deal with complex processes, many fields working with complex systems have employed theories and methodologies developed by the business management world in their investigations, such as system dynamics and system archetypes (Senge, 1990;Sterman, 2001). This is the case, for example of ecological management (Hallett & Hobbs, 2020), socio-hydrology Gain, Sarwar Hossain, et al., 2020), climate change adaptation (Fedele et al., 2020), and sustainable development (Moallemi et al., 2022). ...
... In this paper, we use system archetypes as tools to formalize and analyze the interactions between CSs and (mal)adaptation (Meadows et al., 1972;Senge, 1990). Archetypes are simple system models characterized by feedback loops giving rise to dynamically complex emerging behaviors (Mirchi et al., 2012;Wolstenholme, 2003). ...
... Due to their simplicity, system archetypes are used for conceptualizing complex systems (Elsawah et al., 2017), and for identifying dynamics across socio-ecological and socio-technical systems (Moallemi et al., 2022). Originally introduced by Peter Senge (1990) in the The Fifth Discipline, system archetypes are theoretically rooted in system dynamics modeling. More recently, they have been exploited as useful tools to explore challenges arising from complex systems interactions, such as the impact of ecological intervention measures (Hallett & Hobbs, 2020) and trade-offs between different Sustainable Development Goals (SDGs) (Moallemi et al., 2022). ...
Developing and implementing climate adaptation measures in complex socio-ecological systems can lead to unintended consequences, especially when those systems are undergoing rapid hydro-climatic and socio-economic change. In these dynamic contexts, a systemic approach can make the difference between adaptive and maladaptive outcomes. This paper focuses on the use of climate services, often touted as no-regret solutions, and their potential to generate maladaptation. We explored the interactions between climate services and adaptation/maladaptation across five case studies affected by different types of natural hazards and characterized by a range of hydro-climatic and socio-economic conditions. Using system archetypes, we show how climate services can play a role in both producing and preventing maladaptation. The dynamics explored through system archetypes are: i) “fixes that fail”, where short-sighted solutions fail to address the root causes of a problem; ii) “band aid solutions”, where the benefits brought about in the short-term come at the expenses of delaying long-term adaptive actions; and iii) “success to the successful”, where some groups increasingly benefit from climate services at the expenses of other groups. We demonstrate how these dynamics constitute maladaptive processes, as well as identifying the tools and theories that can be used in this type of assessment. Finally, we provide a framework and recommendations to guide the ex-ante assessment of maladaptation risk when designing and implementing climate services.
... In SMEs, directing innovation is the responsibility of the top management team (TMT), whose managerial discretion puts them in charge of firm innovation strategy (Alexiev et al., 2010;West & Anderson, 1996). TMT members engage in learning and knowledge consolidation processes that form the micro-foundations of firm innovation strategy (Senge, 1990). Existing research commonly assumes a similar level of learning behavior to characterize all team members (Kostopoulos et al., 2013). ...
... Learning involves processes such as questioning, experimenting, reflecting, and discussing, which allow individuals to adapt and improve (Edmondson, 1999). These processes are so essential to the growth of companies that they have been described as a micro-foundation of innovation strategy (Roberson et al., 2017;Senge, 1990). However, not everything that is learned by firm-members is converted into radical innovations on the organizational level (Zahra, 2012): turning individual-level insights into firm-level innovations requires teams to overcome internal resistance to change and engage in organizational learning (Bunderson & Reagans, 2011). ...
... These team learning processes can be very complex and depend on interpersonal factors (Huckman et al., 2009). Unfortunately, lessons on how to transform individual learning into organizational innovation are rare because most studies skip the fundamental unit of learning: teams (Senge, 1990). It is teams that commonly harbor the structural challenges, such as norms and policies, that prevent the progression from individual to organizational learning (Argyris, 1976;Argyris & Schon, 1978). ...
Plain English Summary
How can teams benefit from diversity? Two CEO approaches to power determine whether and when differences in learning behavior make SME top management teams more innovative. Top management teams (TMT) try to harness the power of diversity by combining team members who prioritize learning and constantly try to explore new areas with others who focus on implementing existing insights. This study investigates the effects of learning diversity in TMT on a firm’s innovation strategy in the context of technology ventures. First, we found that a moderate level of diversity in learning behavior is linked to more radical innovations but that too much diversity hurts firm innovativeness. Moreover, we show that the power that CEOs wield plays a central role in these processes: if CEOs are prestigiously powerful (i.e., when they hold many other board appointments), they can guide their teams in ways that allow them to benefit from learning diversity. However, if CEOs are structurally powerful (i.e., they are also chairperson of the own board), their TMT will struggle to harness the power of diversity and end up seeing less radical innovation in their firm. These findings contribute to research by offering a novel theoretical account of diversity in learning behavior. Our study has implications for the design of TMTs, in the context where these teams’ impact on firm innovation strategy is substantial.
... To deal with complex processes, many fields working with complex systems have employed theories and methodologies developed by the business management world in their investigations, such as system dynamics and system archetypes (Senge, 1990;Sterman, 2001). This is the case, for example of ecological management (Hallett & Hobbs, 2020), socio-hydrology Gain, Sarwar Hossain, et al., 2020), climate change adaptation (Fedele et al., 2020), and sustainable development (Moallemi et al., 2022). ...
... In this paper, we use system archetypes as tools to formalize and analyze the interactions between CSs and (mal)adaptation (Meadows et al., 1972;Senge, 1990). Archetypes are simple system models characterized by feedback loops giving rise to dynamically complex emerging behaviors (Mirchi et al., 2012;Wolstenholme, 2003). ...
... Due to their simplicity, system archetypes are used for conceptualizing complex systems (Elsawah et al., 2017), and for identifying dynamics across socio-ecological and socio-technical systems (Moallemi et al., 2022). Originally introduced by Peter Senge (1990) in the The Fifth Discipline, system archetypes are theoretically rooted in system dynamics modeling. More recently, they have been exploited as useful tools to explore challenges arising from complex systems interactions, such as the impact of ecological intervention measures (Hallett & Hobbs, 2020) and trade-offs between different Sustainable Development Goals (SDGs) (Moallemi et al., 2022). ...
... Given teaching and school system issues, the concepts of learning organizations seemed relevant. Senge (1990) explained learning organizations through "learning disciplines" that develop personal mastery, mental models, shared vision, and team learning. He further stated that each learning discipline connects to levels like practice, which refers to what individuals do, principles that guide ideas and insights, and essences that help form a state of being with high mastery of disciplines-due to core knowledge or skills. ...
... As an organization, education does not appear to have learning inabilities, as Senge (1990) argued when describing learning disciplines in activities aiming at expert knowledge and skills. However, recurring failure to learn from activities of professional development that meet the needs of teachers indicates historical elements of a problem associated with teacher support and a continuous system of learning for all educators, whatever their experiences (Glatthorn,1997;Lieberman & Miller, 1999); Little, 1994;). ...
... 1) It will be fun teaching, 2) I Am a child at heart, 3) I However, in the drawbacks or challenges of the profession, they identified and indicated specific practical issues that need the attention of the school administrators and people who support programs for new teachers. These assumptions, in mind models of learning organizations (Senge, 1990), should be opportunities for a sustainable learning system that can allow mastery of knowledge and skills to cope with the demands of the profession. preferable time for such a learning system is the first years of teaching to eradicate simplistic assumptions and build resilience toward some of the drawbacks that the nature of the profession cannot eradicate. ...
This digital ethnographic study aimed to understand how and why college students decide to be teachers while many trained teachers leave the profession every year in the United States. A purposive sampling technique enabled 30 prospective teachers in a college of education to participate in this study. The research questions that guided the study were: 1) How and why did preservice teachers choose teaching as a career? 2) How did preservice teachers' perception of the drawbacks of teaching and the opportunities to support them in becoming teachers influence their decisions? The conceptual framework to understand the phenomena came from educational change, teachers' professional development, and learning organizations. This research used qualitative digital ethnographic design to collect data. Digital ethnography uses anthropological and sociological research approaches to understand digital space as a typical 'traditional locale.' Thematic analysis followed three weeks of data gathering, and the results indicate that people decide to teach from personal convictions that stem from experiences with children in different settings. The themes were service for children, payback to the community, other influences, and personal commitment. The study’s conclusions cover novice teachers' understanding of teaching as a career, its challenges, opportunities, and creativity.
... That is why, therefore, this paper provides a context on human learning where it is exposed, from authors specialized in the subject, how the environment influences learning, both appropriation and the results of these. Next, the relevance of what is required and done with knowledge is exposed from the parameters of comparison that are in contexts, in such a way that it realizes the doing under criteria and standards established where it is reported on the requirement of the development of knowledge and learning, from the real spaces, because it is here where consequences of doing that leads us to adaptation are observed, it is in itself where we learn by doing, if we take into account that the feedback of the acts is fast (Senge, 2010). ...
... It is through this that human beings learn and compare what they have learned, since experiences are given in real spaces, consequences of doing that leads us to adaptation are observed. It is in itself where you learn by doing, if you take into account that the feedback of the acts is fast (Senge, 2010). In this way, it is called to take into account that contexts no matter what they are are changing. ...
... This is why where people with common goals converge, as is the case of organizations, learning will be the product of human interactions (Paredes and Salerno, 2015). Companies are societies that are transformed because it is the people who compose it, those who do so in order to provide practical solutions to organizational challenges, which makes it intelligent before society (Senge, 2010). Thus, according to Sánchez, et al., "the main mission of Knowledge Management is to create an environment in which the knowledge and information available in an organization are accessible and can be used to stimulate innovation and improve decision making" (2019, p.3). ...
The paper presents the theoretical foundations and proposed guidelines that can contribute to the formulation of Learning Outcomes from a series of conceptual elements related to the subject. It is considered that they are the results of a qualitative study of descriptive type. Thus, this is an article that presents a review of the literature in order to recognize aspects, actors, context, among others that contribute to the characterization of learning, and the dynamics and the various variables that revolve in their environment. The literature reviewed addresses different exposures, including public policies on learning outcomes, according to the Ministry of Higher Education. The proposal that will help to confront this need that higher education institutions currently experience, such as the coherent formulation of learning outcomes regardless of the program that requires them, was left to the consideration of the interested parties.
... "A learning company is a company where people are constantly expanding their capacity to produce the results they really want, where new and expansive thinking patterns are nurtured, where collective aspiration is set free and where people are continually learning how to learn together." (Senge, 1990). ...
... If we try to consolidate the different opinions of different authors on the effects of introducing the concept of a learning company we come to the conclusion that the advantages of this concept are multiple. The advantages are; more successful adaptation to changes in the environment and an increase in innovation related to work processes, products and technology (Watkins and Marsick, 1993), encouraging leadership at all levels; positive leadership forms in managerial positions (Watkins and Marsick, 1996), ability to manage ever greater amounts of knowledge in the enterprise as well as open access to knowledge bases by employees (Garvin, 1993;Marquardt, 2002), satisfying the needs of existing customers, facilitating access and conquering new markets and increasing new customers (Slater and Narver, 1995;DiBella and Nevis, 1998), greater opportunities for personal and employees's professional development and encouraging use of novel knowledge and skills in innovative ways (Senge, 1990) and ability to improve company's performance (Ellinger, Ellinger, Yang and Howton, 2002). There are numerous examples, as Marquardt and Reynolds (1994) state in their book The Global Learning Organization, a large -scale companies in the world that started to adopt this learning company concept accomplish to achieve quality in sustainable organizational change using learning capacity for continuous growth and development. ...
Modern company in today's economy is no longer solely dependent on its tangible assets such as real estate, factories or facilities. Doing business in today's global economy creates new types of companies which are becoming increasingly dependent on their intangible assets such as information and knowledge. Today's new economy has become global and information driven, and the first time in the history of the organization theory knowledge becomes companies the most valuable resource. Knowledge affects the creation of new value in the company, but it also affects on the creation of new knowledge. The use of the Internet enables its distribution in the global context. Knowledge can not be fully diminished. On the contrary, the more being used, it increases, expands and deepens. Therefore modern knowledge based companies need to continually work on their knowledge-based strategy as a source of the competitive advantage. This paper discusses the impact of organizational culture on creation of such companies.
... Learning capacity must be understood as a multidimensional variable inspired by the human component [7]. Peter Senge [8] interprets organizational learning capacity as the result of five integrated disciplines: systems thinking, personal mastery, mental models, shared vision, and team learning. ...
... Peter Senge [8] identifies five disciplines that an intelligent organization must have and that can be interpreted as variables that define organizational learning capacity: systems thinking, personal mastery, mental models, shared vision, and team learning. Every organization must be open to permanent learning, this will allow its work teams to adapt more easily to changes in the environment, making it an intelligent organization. ...
Best practices in project management have been positioned in the organizational field as a suitable alternative to achieve the planned objectives. Learning capacity is one of the most important advantages of any organization, linked to human talent and business culture. This research sought to establish the relationship between organizational learning capacity and effectiveness in the management of the projects executed. In this study, 192 project managers were surveyed. The data were processed through a multivariate factor analysis method with the purpose of specify the relationship between the proposed variables. This research allowed us to understand learning capacity as a multidimensional variable that positively affects project management.
... The more direct is a city/region that promotes learning amongst all its population. The second is 'the capacity of a city or region itself to learn almost as an individual person or other organism can learn, understand, and adapt its behavior' as is more commonly understood of a learning organisation (Duke 2010, 144; see also Senge 1990). Duke (2010, 144) distinguished the learning city/learning region from the engaged university -'A university which plans and connects its teaching and research work with the needs and communities of the locality -city or regionin which it is located'. ...
... Many studies have highlighted the importance of organizational learning for long-term success (Bell et al., 2010;Han & Zhang, 2021;Ramos-Hidalgo et al., 2022;Rui et al., 2016;Santos-Vijande et al., 2012;Senge, 1990). While the definition of learning as knowledge acquisition, sharing, and utilization (DiBella et al., 1996) is widely accepted, the literature on learning is characterized by a lack of consensus regarding the locus of learning. ...
... The results of the statistical analysis suggest that there are different patterns of impact-generating mechanisms in multihazard events for different types of impact and hazard types. We observed four different patterns which we call archetypes, inspired by the field of system dynamics which uses the term to describe certain common dynamics that seem to recur in many different settings (Senge 1990). We provide short descriptions of each archetype and hypothesize possible explanations, while noting that there is large uncertainty on whether each case falls into a particular archetype. ...
Recent studies have been reporting more extreme, compounding impacts from multi-hazards than from single hazard events owing to complex interrelationships of hazard, exposure and vulnerability in a multi-hazard setting. However, our current understanding of multi-hazard impacts is primarily based on case studies of individual events. To complement this, we examine the disaster records of the global emergency events database EM-DAT for the period 2000–2018 for evidence of multi-hazard risk dynamics. We develop an algorithm to identify multi-hazard events which uses the information on associated hazards as well as spatiotemporal relationships between disaster records in EM-DAT. We then perform a statistical analysis to assess potential risk dynamics in reported impacts of selected hazard pair types. We identified that twice as many hazards are part of multi-hazard events when considering a spatial overlap of at least 25 % and a time lag of at most 1 year between disaster records in addition to the information of associated hazards. These multi-hazard events account for 78 % of the total damages, 83 % of the total people affected and 69 % of the total deaths in the reported disasters. The statistical comparison indicates that there are different patterns of how impacts compound depending on the impact metric as well as the hazard type. However, as a general trend, hazard pairs seem to have at least as or more impact than two isolated single hazards. To capture the patterns and to integrate them into risk analysis and decision making, we propose the development of generic archetypes of multi-hazard risk dynamics. Despite the well-known limitations of EM-DAT related to completeness of the records as well as reliability of the impact data, which prevents detailed analyses of the data, we found the database useful for exploring high-level patterns at the global scale. Nonetheless, the uncertainties and limitations encountered highlight that future research should be directed at improving and supporting the multi-hazard and impact information in EM-DAT.
... The fundamental importance the contingency approach offers to management is that it emphasises that there are no universal or simplistic standards for managers to adhere to and that management is fully situational (Robbins and Coulter, 2009). A key benefit of this theory is that it makes managers considerably more dynamic and flexible in their approach to problemsolving and managing organisations, since possibilities for management acts are dependent upon internal and external factors. ...
... The analysis of the private managers' responses highlighted that, during an emergency period, accountability depends on learning by doing (Senge, 1990). This calls for a shift to enabling digital innovation skills, i.e. the knowledge of how to become aware of and exploit digital innovation's potential. ...
Purpose
This study aims to explore what and how digital innovation, as a knowledge-based and multi-dimensional process, can be used to increase the accountability of public and private sector organizations during the COVID-19 pandemic.
Design/methodology/approach
Taking an interpretivist approach, qualitative research is designed around Strong Structuration Theory (SST). A content analysis of relevant documents and semi-structured interviews focusing on the relationships between digital innovation and accountability in extraordinary times is conducted.
Findings
The results show the existence of digital innovation barriers and facilitators that can have an impact on accountability during extraordinary times. The research highlights how managers of public organizations focus largely on the social dimension of knowledge (i.e., competencies shaped by collective culture), while managers of private organizations focus mainly on the human dimension of knowledge (i.e., skills gained through learning by doing).
Research limitations/implications
The paper enriches the accountability literature by historicizing SST for extraordinary times and by utilizing a multiple-dimensional approach to digital innovation. Also, the work underlines specific strategies organizations could usefully adopt to improve accountability through digital innovation in the public and private sectors during extraordinary times.
Originality/value
This article emphasizes the crucial integration of technological components with knowledge. In particular, the digital innovation is considered as a strong synergy of human and social dimensions that compels organizations toward enhanced accountability, particularly in the face of extraordinary challenges.
... Creating a learning organization within the educational administration context is crucial for fostering continuous learning and collaboration among stakeholders. Thomas and Senge (2018) emphasize the principles and practices of creating a learning organization in their book "The Fifth Discipline." Sergiovanni (2013) also highlights the importance of moral leadership in school improvement, emphasizing the role of administrators in fostering an ethical and values-driven culture. ...
This qualitative review examined the curriculum of the Master of Arts in Education major in Educational Administration (MAED) program. The study found
that the program objectives aligned closely with the broader goals and objectives of
educational administration, focusing on leadership development, knowledge of
educational policies, collaboration and stakeholder engagement, and ethical leadership and cultural responsiveness. The program aimed to equip students with the
necessary skills and knowledge to lead and manage educational institutions effectively. The role of educational administrators was seen as multifaceted, requiring a diverse set of skills, including leadership, communication, policy understanding, collaboration, diversity promotion, research and data analysis, and technology
integration. The program also prioritized outcomes-based assessment, utilizing diverse assessment methods to assess specific competencies and skills and promote the application of knowledge in real-world scenarios. Self-assessment and reflection were encouraged, and both formative and summative assessments were used to provide
ongoing feedback and evaluate the overall achievement of learning outcomes. The
findings suggest that the MAED program provides a comprehensive and holistic
approach to assessing student learning, preparing them for successful careers as educational administrators.
... The psychological security and freedom provided by humble leaders nurture positive employee attitudes and behaviors, enhancing organizational outcomes (Senge, 1990;Li, et al., 2016;Morris & Brotheridge, 2005). Despite the growing recognition of humble leadership's importance (Owens & Hekman, 2012), empirical studies on its impact on employee attitudes and behaviors remain relatively scarce (Wang, et al., 2018a). ...
Leadership is pivotal in today's dynamic business environment, where organizations navigate complexity and strive for sustained success. This study explores the relationship between humble leadership and organizational citizenship behavior (OCB) within organizational settings. Humble leadership, characterized by leaders who exhibit self-awareness, openness to feedback, and appreciation for their team members' contributions, has garnered increasing attention for its positive impact on employee outcomes. Extensive literature supports the notion that humble leadership enhances employee job satisfaction, commitment, and overall organizational performance. This study synthesizes existing research to highlight how humble leadership influences various dimensions of OCB, including altruism, courtesy, sportsmanship, conscientiousness, and civic virtue. Despite empirical evidence demonstrating the positive association between humble leadership and OCB, gaps remain in understanding the nuanced mechanisms and specific dimensions of OCB influenced by humble leadership behaviors. By addressing these gaps, this study aims to contribute to the literature on leadership effectiveness and organizational behavior, providing insights that can inform leadership practices and enhance organizational performance.
... Collaborative endeavors within the CIG built trust across racial identities, encouraged critical reflection, and created a collective commitment to asset-based perspectives. For example, the Five Whys root cause analysis protocol (Senge, 1990) guided participants to examine factors impacting student success that were within their control. These discussions supported CIG teachers to take responsibility for ways their instruction didn't serve students and to move away from attributing lack of success to deficits in the students. ...
The racial mismatch between the overwhelmingly white teaching force and an increasingly heterogeneous student population continues to widen (Boucher, M. (2016). Urban Education, 51(1), 82–107.) with pernicious implications for BIPOC students “who are systematically marginalized by the institution of schooling” (Kinloch, V., & Dixon, K. (2017). English Teaching: Practice & Critique, 16(3), p. 332). This article employs critical whiteness studies to examine one white teacher’s progress toward antiracist praxis. By “problematizing the normality of hegemonic whiteness” (Matias et al.. (2014). Equity & Excellence in Education, 47(3), p.291), critical whiteness studies expose the ways that whiteness and white people’s resistance to acknowledging their whiteness upholds racism and systems of racial injustice. Analysis uncovered two shifts: 1) from a deficit perspective to an asset-based stance, and 2) from a dominant culture curriculum to a culturally relevant and sustaining curriculum that centered family and community. The conclusion offers recommendations for integrating antiracist praxis into pedagogy and ways of being.
... Inoue (2000) classifies ikigai into three directions -social ikigai, non-social ikigai, and anti-social ikigai -from a social perspective.' 'A learning organization (Senge, 1990) is based on personal mastery, deepening personal vision and seeing reality objectively, forming common mental models, the capability of creating assumptions and generalizations, building shared vision as the big picture, team learning, and thinking together from the systems point of view.' 'Innovation is not successful unless the knowledge, data, and information developed are shared, deployed, and disseminated' (Sudhakar, 2016). ...
The success of start-up entrepreneurship is dependent on multidisciplinary, multidimensional (operation-based functions), and business-related human-, team-, unit- and network cohesion building. It is most important in generating results during start-up entrepreneurship. In business development, it is essential to use experience-based best practices and design patterns that have been recognized in team building and start-up case studies. A start-up company can create an impressive idea with value production when the company has committed people with the right competencies. It has to be understood that cohesion is also formed between users and producers, and between all members of the team, unit, and network partners. This research and article have concentrated on cohesion building during the start-up phase of the gaming business entrepreneurship. It introduces as a case study a four-stage framework of cohesion building during the progress of start-up phases of gaming entrepreneurship. As a result, it introduced a four-stage cohesion-creating concept for a dream team to build a distinct game product and support the start-up of a successful entrepreneurship.
... SI has a human-centred approach to organizations. SI is built on Peter Senge's seminal book The Fifth Discipline (Senge, 1990). Senge describes learning organization with five disciplines called as systems thinking, personal mastery, mental models, building shared vision and team learning. ...
Systems Intelligence (SI) has a systemic, pragmatic, bottom-up, behavioral, and interactional approach to organization. It correlates positively with organizational learning, performance, and wellbeing. However, previous research has focused on quantitative measurements while context-specific patterns behind the evaluations are understudied. A goal of this case study is to explore SI using a mixed method approach in an expert organization. To study SI, an Organizational Systems Intelligence (OSI) inventory was used and received 46 responses. The results of the OSI showed an overall good level of SI in the organization studied. Four, the most and least positively evaluated, SI factors (attunement, spirited discovery, reflection and effective responsiveness) were further studied to understand the organization-specific underlying themes and practices using semi-structured interview with five participants. The results of thematic analysis are in line with previous research on SI and complements it with context-specific characteristics. This research contributes a new approach to experience-focused and context-dependent SI and supports the bottom-up development of organization.
... A crucial set of competencies, skills, and the exchange of knowledge related to fostering innovation in products and services within a team is essential, as emphasized by (Senge, 1990). This continuous individual development of learning capacity is imperative for achieving deeper levels of creativity. ...
Purpose
This study social based on cognitive theory (SCT), aims to better understand how transformational leadership affects team-level knowledge sharing and absorptive ability in the construction industry. It also examines the moderating influence of the AI-based virtual assistant on the indirect relationship between transformational leadership and team innovation through knowledge sharing and absorptive ability at the team level.
Design/methodology/approach
This study used a simple random sample approach to gather data from several small and medium-sized construction firms in Anhui Province, China. A total of 407 respondents, including 89 site engineers and 321 team members, provided their responses on a five-point Likert scale questionnaire.
Findings
The findings showed that AI-based virtual assistants significantly moderated the direct and indirect association between transformational leadership and knowledge sharing, and subsequently with team innovation. Unexpectedly, the findings showed that AI-based virtual assistant did not moderate the direct relationship between transformational leadership and team-level absorptive capacity.
Originality/value
This study adds a fresh perspective to the literature on construction management by examining team innovation driven by transformational leadership through an underlying mechanism. It is unique in that it uses the team adaptation theory to investigate the understudied relationship between transformational leadership and team innovation in the construction industry.
... Systems thinking is a set of tools for observing the interrelations among system components and the underlying complex relationships [1], [2]. It has been characterized as a rich language by Senge [3] for describing interrelationships and the deeper patterns lying behind the events and the details. It can be described as the dual ability to understand systems and analyze circumstances, questions, or problems from a systems perspective [4]- [7]. ...
... While test use is certainly about inferences, those inferences must be based on actual observable evidence. One cannot safely go a single rung up the ladder of inference (Argyris & Senge, 1990;Marcel, 2022;Ross, 1994) if that ladder is not grounded in strong evidence 2 . The very first sentence of the of first chapter of both the 1999 and the 2014 editions of The Standards for Educational and Psychological Testing address the importance of evidence. ...
Rigorous Test Development (RTD) is a ten-year-old methodological framework for developing items for large scale assessment that elicit evidence of the targeted cognition for the range of typical test takers. RTD was inspired by Evidence Centered Design (ECD) and picks up item development where ECD leaves off. RTD takes a validity-focused approach to test development by concentrating on the building block of all assessments: items. This paper presents RTD’s nine New Core Principles (i.e., the first revision to the Core Principles since RTD’s launch) and RTD’s five Pillar Practices (i.e., Radical Empathy, Unpacking Standards, Item Review, Item Refinement, and Balancing Confidence and Humility) of item developers’/content specialists’ work.
... Before exploring ways to enhance ST, it is criBcal to refine the concept given the diversity of definiBons present in the literature (Forrester, 1994;Richmond, 1994;Senge, 1990;Sweeney and Sterman, 2000;Stave and Hopper, 2007;Squires et al., 2011). Arnold and Wade (2015) synthesized these definiBons into a comprehensive one: "Systems thinking is a set of synergisBc analyBc skills used to improve the capability of idenBfying and understanding systems, predicBng their behaviors, and devising modificaBons to them in order to produce desired effects. ...
This exploratory study investigates the potential of the artificial intelligence tool, ChatGPT, to support systems thinking (ST) in various subjects. Using both general and subject specific prompts, the study assesses the accuracy, helpfulness, and reliability of ChatGPT's responses across different versions of the tool. The results indicate that ChatGPT can provide largely correct and very helpful responses in various subjects, demonstrating its potential as a tool for enhancing ST skills. However, occasional inaccuracies highlight the need for users to remain critical of ChatGPT's responses. Despite some limitations, this study suggests that with careful use and attention to its idiosyncrasies, ChatGPT can be a valuable tool for teaching and learning ST.
... To achieve this ideal state within institutions of higher education, Sharp (2002) calls for a rethinking of organisational action and actors that questions the prevailing assumptions of organisational rationality that stay within the confines of the current systems. Similarly, Senge (2000) stresses the importance of cultivating a "learning organisation," rather than a "knowing organisation" since change at higher education institutions is a "complex learning and unlearning process for all concerned" (Scott 2004). Therefore, nothing less than a paradigmatic shift in organisational thinking is needed for colleges and universities to promote cultural transformation. ...
... In this context, Peter Senge's "five disciplines of learning organizations" 14 are useful (Senge, 2014). Finger and Bürgin Brand pointed out (1999) that our governments need to become learning organizations, a concept which Peter Senge popularized as places "where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together" (Senge, 1990). That -idyllic? ...
... Therefore, a proper understanding of the effects of accreditation requires consideration of such a wide variety of elements for which the open system approach provides a comprehensive perspective. Senge (2006) defined a system as a set of interrelated elements that act as operating units. ...
This study aims to examine the effect of accreditation on schools in terms of open system elements. For this purpose, the research was designed as a multiple-case study. Three private primary schools accredited by International Baccalaureate Organization's Primary Years Program (PYP) were chosen as cases. The data were collected through interviews, observations, and documents. The data were analyzed using Katz and Kahn's Open System Theory with a thematic analysis method. Although the three schools have different characteristics, it has been observed that the PYP has similar and positive effects on the system elements. The formation of these positive effects and the successful implementation of the program was observed to be dependent on the attitude of the school community towards the accreditation program. The findings also suggested that the professional competence of the staff as PYP practitioners, the adaptation of change, communication, and team skills played a decisive role. Teachers and administrators working in PYP schools reported that they experienced tension in aligning the national curriculum with the PYP and balancing academic success expectations with the program's achievements. To cope with such tensions, it is argued that schools that want to be accredited need to analyze their realities in terms of the school vision, economic conditions, and parent expectations. It is suggested that schools will benefit better and manage the accreditation process successfully when relevant evaluations, before the start of accreditation studies, are performed on sustainability, cost-benefit, and readiness of the school community.
... Seperti halnya yang dinyatakan oleh Senge (1990) bahwa LO memiliki orientasi yang kuat pada sumberdaya manusia, dengan menyatakan; ...
The facts about the increasingly turbulent cases of children make education. institutions more serious about running child-friendly schools (SRA). The term SRA contains a meaning that is still very abstract and needs technical-political arguments as well as patterns of systematic application to describe it. Therefore, through the learning organization (LO) with the theoretical approach of The Fifth Discipline Peter M. Senge and Organizational Learning Model Michael J. Marquardt can further produce visionmission alignment, the formation of mental models and system thinking, as a very integral part in building understanding and implementation of SRA in a more holisticintegrative manner. Because solving wholly various cases and integrated certainly cannot be done alone, cooperations with many parties, both in the scope of micro, meso, exo and macro are necessarily allied. This becomes a responsive step as well as preventive way against various acts of crime and violence in children around us
... It is important to note that proper and meaningful self-assessment in an organisation provides an excellent opportunity for learning by accumulating knowledge of the lessons learned, allowing staff and the community to use it to plan future activities. It should also be noted that self-assessment is directly related to the idea of a learning organisation [20]. Assessment becomes a prerequisite for organisational learning, identifying gaps, challenges, and bottlenecks in the organisation's performance to improve quality. ...
Ensuring the quality of the various processes is essential to the effective functioning of an organisation. One way to achieve this is to assess the quality of the organisation’s performance. This process involves both self-assessment and external evaluation, which are carried out using different methodological approaches to evaluation. It should be stressed that the outcome of the quality assessment also depends on the choice of a methodological approach and its correct use from a methodological perspective. The aim of this paper is to present methodological approaches to assessing the quality of organisational performance. The paper focuses on action research as a methodological approach to evaluation and case studies as a methodological approach to external evaluation, showing how the two are closely interrelated and how they can be used more frequently and successfully in quality management research.
... Learning organizations also related the acquisition of knowledge through the application and mastery of new information, tools, and methods to transform themselves [22] [23]. Senge [24] states that "learning organizations are organizations where members continually expand their capacity to create the results they want, where new expansive patterns of thought are fostered, collective aspirations are freed, and people continually learn to see the whole organization together." In practice, a learning organization needs people who are intellectually curious about their work, who actively reflect on their experience, who develop experience-based theories of change and continuously test these in practice with colleagues, and who use their understanding and initiative to contribute to knowledge development [25]. ...
The research exploring the antecedence and consequences of lecturer's innovative behavior of private higher education in Indonesia. This research used a quantitative approach with a survey method. The sample of this research is 230 lecturers selected by purposive sampling. The data were obtained by spreading questionnaires and analyzed with path analysis by supporting descriptive statistics and correlation. The results of research confirm that talent management and learning organizations had a significant effect on OCB, both directly and indirectly by mediating innovative behavior. A fit research model was found about the effect of talent management and learning organization on OCB by mediating innovative behavior. This model can be discussed as a reference by researchers and practitioners in developing models of innovative behavior on actual conditions and any context in the future.
... The focus is on the creative, innovative, and massive utilization of learning organizations, reward systems, and organizational commitment through organizational engineering, for example by optimizing learning organizations, reward systems, and organizational commitment. Such efforts can, for example, be pursued through new policies that enable organizations to truly act as learning organizations, namely places where students (members of the organization) continually expand their skills to create and achieve, places to encourage new patterns of thinking, places collective aspirations are learned, where students (members of the organization) learn how to learn together, and where organizations expand their ability to innovate and solve problems (Senge, 1990). In addition, the new policy can also be oriented towards improving the reward system, both in content and methods, so that it can trigger the emergence of a new spirit that initiates the growth of organizational commitment and OCB that is stronger and solid among lecturers or employees. ...
This research explores the antecedence of the lecturer's organizational citizenship behavior (OCB) of the private higher education in Indonesia. This research used a quantitative approach with a survey method. The sample of this research is 190 lecturers selected by purposive sampling. The data were obtained by spreading questionnaires and analyzing with path analysis based on supporting descriptive statistics and correlation. The results of research confirm that learning organization, reward system, and organizational commitment had a significant direct effect on OCB, learning organization and reward system had a significant direct effect on organizational commitment, and learning organization and reward system had a significant indirect effect on OCB by mediating organizational commitment. A fit research model was found about the effect of learning organization and reward system on OCB by mediating organizational commitment. This model can be discussed as a reference by researchers and practitioners in developing models of OCB in the future.
... As stated, Hoy and Miskel [1], schools -in contrast to other types of organizations -must become learning organizations. Hence, school should become places where students (members of the organization) continually expand their skills to create and achieve, places to encourage new patterns of thinking, places collective aspirations are learned, where students (members of the organization) learn how to learn together, and where organizations expand their ability to innovate and solve problems [2]. Performance refers to a set of tasks or work behaviors designed to accomplish job requirements or realize organizational goals [3]- [5]. ...
Cite This Paper in the following Citation Styles (a): [1] M. Abstract Teacher professionalism determines the quality of education output. Hence, this study aims to explore the effect of good corporate governance (GCG) and knowledge management (KM) on the teacher's professional performance in Indonesia mediating by affective commitment. A questionnaire collected the research data through the survey method. The research participants are 375 teachers spreading across three provinces (Jakarta, Banten, West Java) determined by accidental sampling. Data analysis uses path analysis supported by descriptive statistics. The results show that GCG and KM have a significant effect on the teacher's professional performance, either directly or indirectly, mediating by affective commitment. The affective commitment has a direct effect more adequate on the teacher's professional performance than GCG and KM, KM has a direct effect more adequate on teacher's affective commitment than GCG, and KM has an indirect effect more appropriate on the teacher's professional performance mediated by affective commitment than GCG. Therefore, a fit research model about the effect of GCG and KM on the teacher's professional performance mediated by affective commitment was found based on data from teachers in Indonesia. This model can be adopted as a reference or discursus by researchers and education practitioners in developing teacher professional performance models in the future and various contexts, fields, and educational organizations.
... Today's organizational environment is dynamic, extraordinarily complex, uncertain and unpredictable, such that to organize everything from the high can be challenging (Senge, 1990). Humility (humus) means earth in Latin; therefore, leader humility literally refers to leading from the bottom up (Owens and Hekman, 2012). ...
Purpose
This study aims to examine how and when leader humility influences subordinates’ proactive customer service performance (PCSP). Drawing upon the conservation of resources theory, this study theorizes a moderated mediation model with relational energy as the mediator and person–supervisor fit (P-S fit) as the moderator.
Design/methodology/approach
This study conducted a three-wave survey in 20 hotels in China, collecting 467 valid questionnaires from frontline employees and supervisors. Hierarchical regression analysis and the PROCESS procedure were adopted for data analyses.
Findings
Leader humility can facilitate followers’ PCSP, and relational energy mediates this relationship. Furthermore, P-S fit amplifies leader humility’s direct influence on relational energy, as well as magnifies leader humility’s indirect effect on PCSP through relational energy.
Research limitations/implications
Companies need to be more concerned about selecting qualified candidates for management positions and fostering their humility via training, focus on employees’ relational energy and P-S fit and attempt to encourage PCSP in multiple ways.
Originality/value
Research on PCSP has largely neglected the influence of leader humility, which has the potential to be particularly effective in today’s hospitality industry, characterized by high dynamics. This study extends the literature on PCSP by connecting it with leader humility. It also provides new insights into the mechanism and boundary condition from a relational and resource perspective.
... The PLC has its roots in the "learning organisation" theory which discusses the capacity of organisations to learn by means of recognising obstacles to its survival as well as opportunities for continual growth (Vescio et al, 2008). Senge (1990) described five learning disciplines crucial to a learning organisation: personal mastery, mental models, team learning, building a shared vision and systems thinking. These five disciplines, when developed in an organisation, enable its people to learn from each other and develop more effective ways effective ways of doing things. ...
A number of research studies conducted has shown that professional learning communities (PLC) produce positive outcomes for both staff and students through sustainable changes and improvement in teaching practices (Ingvarson, Meiers, & Beavis, 2005; McLaughlin & Talbert, 1993).
This study investigated how teacher engagement in the Professional Learning Space (PLS) in Raffles Girls' School (RGS) contributes to knowledge and practice, and by extension, to student learning outcomes, using a case study approach.
This paper exhibits the Micro Small and Medium Enterprises (MSMEs) sector constitutes an important segment of the Indian economy in terms of its contribution to the country"s industrial production, exports, employment and creation of an entrepreneurial base. MSMEs have the advantages of generating gainful employment with low investment, diversifying the industrial base, reducing regional disparities through dispersal of industries into rural, semi-urban and backward areas. The government established the Ministry of Small Scale Industries and Agro and Rural Industries (SSI & ART) in October, 1999 as the nodal ministry for formulation of policies and programmes/ schemes, their implementation and related coordination, to supplement the efforts of the states for promotion and development of this category of industries in India.
This chapter introduces the transcultural learning model (TLM) as a model for operationalizing organizational learning as relationalizing rationalities. The chapter includes a discussion of the meaning of transculturality and transcultural learning as applied in this book. Culture is discussed in terms of both stakeholder culture (micro-level) and organizational culture (meso-level). At the micro-level, culture is defined in terms of multiple rationalities. At the organizational level, culture is elaborated as an organizational attribute that is distinct from the micro-level, but which influences the relationalization of the rationalities of the various stakeholders. The TLM is then conceptualized in terms of relational governance. The chapter also includes further elaboration to elucidate the concepts of non-normativity and pro-sociality, concepts discussed and included in the TLM but new to the organizational learning literature.
Against the background that mechanical principles were applied in management leading to bureaucracy, an application of cybernetics principles in management would imply (1) a behaviouralist approach to organisations, (2) teleology: reintroducing the notion of purpose, (3) managing complexity, (4) systems thinking, (5) managing as building intelligence, (6) managing as integrating knowledge domains. This overcomes the rigidity embedded in bureaucracy where organizations sought stability and equilibrium and operated in a relatively stable environment for a dynamic and integrative approach to organisations which are not closed stable entities but dynamic open systems. Organisations built on cybernetics principles are agile and continuously respond to their environment through information processing and feedback loops. In this context, there is a paradigm shift from top down management processes linked with hierarchy to cross-functional, flexible, adaptable, and open to learning management principles based on knowledge networks. Alternatives to bureaucracy can be suggested in terms of flat, inverted pyramids, matrix, networked and virtual organisational structures which may stipulate a change from Michael Porter's normative approach to strategic management to Mintzberg's descriptive approach. Organisational structures are not cast in stone but respond to changes in the environment, and there is a paradigm shift in corporate culture from organisations as closed stable entities to organisations as open dynamic systems, from competition to trust and collaboration including outsourcing, consortia, joint venture, and conglomerates become better ways of satisfying customer needs. From a corporate culture there is also a change from focusing on power and ownership in decision-making to focusing on knowledge and an increased use of information and communication technologies leading to virtualisation.
Accurate project status reporting is important to avoid the problem of information technology (IT) project escalation and to successfully manage and deliver IT projects. One approach that some organizations have taken is to audit their IT projects to avoid surprises that are frequently associated with inaccurate status reporting. Little is known, however, about the effects that such auditing arrangements can have on the dynamics of project status reporting. To examine the process of IT project status reporting in this context, we followed a grounded theory inspired approach in which we investigated nine IT projects in one U.S. state's government agencies. All of the projects we studied were subject to the state's IT oversight board. Based on 118 interviews with a variety of stakeholders including technical personnel, managers, users, and contractors, we present a grounded theory of project status reporting dynamics in which the reporting process can best be characterized as a self-reinforcing cycle of distrust between the project team and the auditors. Specifically, in some projects, we observed a pattern whereby project teams interpreted the auditor's scrutiny as unfair and as not adding value to their projects. As a result, they responded by embracing some defensive reporting tactics. The auditors interpreted the project team's actions as indicating either deception or incompetence, and they then increased their scrutiny of the reports, thus exacerbating the situation and further fueling the cycle of distrust. We discuss implications for both theory and practice.
This chapter describes effective ways for educational intentional learning communities to harness time, focus, and adult learning practices to ensure that they increase equity. Five key practices to develop equity-focused ILCs are described. These include (1) aiming for equity, (2) focusing efforts on the core of learning and teaching, (3) using key leadership practices and continuous improvement methodology, (4) using tools to develop community and transformational learning, and (5) walking the talk. The chapter begins with a short description of how one organization iterated these practices and ends with areas in which the organization is evolving their work. The intent of this chapter is to not be a polished recipe book, but rather an opportunity to share a learning journey of the five key practices, how they were developed, and how the organization has learned to enact them in their practice. The intention is for this chapter to be used to help ILCs reflect on their own improvement journeys to guide them into their next steps in leading for equity-focused improvements.
The present study investigated the impact of social capital on organisational learning as perceived by 554 faculty members from five public universities in Jordan. The internal social capital scale and organisational learning capability scale was validated through exploratory and confirmatory factor analyses. Results of the validation indicated that social capital holds three domains (cognitive, structural, and relational). However, organisational learning was found to include only two domains (management commitment and ‘internal and external learning’). Moreover, results indicated that social capital and organisational learning are highly practiced in Jordanian public universities. Further, a very strong and positive relationship existed between social capital and organisational learning. Finally, results of the study indicated that the cognitive social capital was the best predictor of overall organisational learning explaining 68.9% of the variance. This study is considered the first to fill the gap in the literature regarding the impact of social capital on organisational learning in higher education institutions from Jordan. The results of this study can be used by academics and practitioners to further research in a non-western culture and to design strategies to improve and sustain social capital and organisational learning
ATD’s Organization Development Handbook is a tactical, hands-on book for those in learning and development looking to make that first step into organization development or those who are a one-person band doing both. While many books and textbooks exist on organization development—the effort to improve an organization’s capability through the alignment of strategy, structure, people, rewards, metrics, and management processes—this volume is the first of its kind to address OD from the talent development and, specifically, L&D perspective.
More than ever, L&D professionals are taking on organization development work to drive organizational effectiveness and performance. Sometimes this happens out of choice when seeking a new career challenge, and other times out of necessity when the organization adds OD to their responsibilities. In either case, L&D professionals need new knowledge and skills—as well as insight into how to utilize their analysis, design, development, implementation, and evaluation abilities—to become successful in creating OD solutions.
Edited by OD practitioner and expert Brian J. Flores, this volume includes in-house experts and consultant contributors from the OD field itself, as well as those who crossed over from L&D to OD. Readers will learn how to apply the foundations of organization development to their multiculturalism, upskilling and reskilling, soft skill development, and succession planning processes and programs.
Buku ini menjelaskan interaksi Islam dan Ilmu Pengetahuan
Penelitian ini bertujuan untuk menganalisis pengaruh motivasi, kompetensi dan disiplin secara Parsial terhadap kinerja Pegawai Dinas Pemberdayaan Masyarakat, Desa, Perempuan dan Perlindungan Anak Kabupaten Sidrap. Menganalisis pengaruh motivasi, kompetensi dan disiplin secara Simultan terhadap kinerja Pegawai Dinas Pemberdayaan Masyarakat, Desa, Perempuan dan Perlindungan Anak Kabupaten Sidrap. Dan menganalisis variabel mana yang paling dominan berpengaruh terhadap kinerja Pegawai Dinas Pemberdayaan Masyarakat, Desa, Perempuan dan Perlindungan Anak Kabupaten Sidrap. Hasil penelitian menunjukkan bahwa: 1) Secara parsial menunjukkan bahwa variabel motivasi berpengaruh dominan terhadap Kinerja Pegawai, hal ini menunjukkan bahwa semakin tinggi Motivasi akan semakin meningkatkan Kinerja Pegawai pada Dinas Pemberdayaan Masyarakat, Desa, Perempuan dan Perlindungan Anak di Kabupaten Sidrap. 2) Secara parsial menunjukkan bahwa variabel Kompetensi berpengaruh terhadap Kinerja Pegawai, hal ini menunjukkan bahwa semakin kompeten seorang pegawai akan semakin meningkatkan Kinerja Pegawai pada Dinas Pemberdayaan Masyarakat, Desa, Perempuan dan Perlindungan Anak di Kabupaten Sidrap. 3) Secara parsial menunjukkan bahwa variabel Disiplin berpengaruh terhadap Kinerja Pegawai, hal ini menunjukkan bahwa semakin Disiplin pegawai dalam melaksanakan tugas dan tanggung jawabnya akan semakin meningkatkan Kinerja Pegawai pada Dinas Pemberdayaan Masyarakat, Desa, Perempuan dan Perlindungan Anak di kabupaten Sidrap. 4) Secara simultan menunjukkan bahwa variabel motivasi, Kompetensi dan Disiplin berpengaruh terhadap Kinerja Pegawai yang berarti bahwa peningkatan Motivasi, Kompetensi dan Disiplin akan mempengaruhi peningkatan Kinerja Pegawai Dinas Pemberdayaan Masyarakat, Desa, Perempuan dan Perlindungan Anak di Kabupaten Sidrap sebesar 96,3%.
Companies are under pressure to bring new products to the market faster, at a lower cost and with increased
performance. In this demanding environment, companies frequently focus on tools and methods that can
enhance product development performance. Gate-models are regularly used in industry in order to control
the product development process and reduce uncertainty. However, it is also argued that this sequential
principle with pre-defined steps does not fully support product development of today. This paper will
therefore propose an alternative approach in which goals and deliverables trigger different sets of activities
needed in order to reach the goal. This approach will introduce the pull-principle into the process, which
potentially increases the efficiency of execution. The proposed approach has been tested in one case study.
The results are promising, but additional case studies are provided in order to make more accurate
conclusions.
Artikkelissa dialogioppimista on tulkittu hoitotyön oppimisen ja opettamisen erilaisissa käytänteissä. Käsitys dialogista perustuu Bahtinin puheen teoriaan, jossa näkökulmien vastakkaisuutta pidetään dialogin syntymisen ehtona. Käsitys oppimisesta perustuu kontekstuaaliseen näkemykseen, jossa oppimisen kohteeksi rajataan arkitodellisuus ja sieltä nousevat ongelmat. Koska arjen ristiriitaiset käytänteet kiinnittyvät erilaisiin ajattelu- ja toimintamalleihin, puheesta on etsitty historiallisia ääniä, vakiintuneiksi muodostuneita hoitamisen ja oppimisen muotoja. Tarkoituksena on ollut selvittää, millaisten dialogien avulla näistä erilaisista äänistä rakennetaan jaettua ja yksilöllistä tietämystä. Analyysimenetelmän avulla löytyi kaksi dialogioppimisen tapaa: kriittinen ja reflektiivinen dialogi. Näistä kehittyneemmässä, kriittisessä dialogissa vastakkaisia näkökulmia ei pyritty sulauttamaan toisiinsa, vaan käytettiin hyväksi ongelman monitasoiseen tarkastelemiseen. Reflektiivisen dialogin avulla jaettua tietämystä pyrittiin sitä vastoin tuottamaan yhdistämällä ryhmän jäsenten erilaisia näkökulmia toisiinsa.
Purpose: This study develops a theoretical model that explores the effect of organizational learning on the organizational citizenship behavior of professional accountants in Pakistan. Additionally, the model also explores the mediating role of organizational innovation between this relationship.
Design/Methodology/Approach: Data were gathered from professional accountants at small accounting firms in Pakistan.
Findings: The findings prove that organizational learning positively influences the citizenship behavior of accountants. Additionally, the findings also report the mediating role of organizational innovation between organizational learning and accountants’ organizational citizenship behavior.
Implications/Originality/Value: The findings of this paper may have both practical and theoretical implications for researchers, domestic and international companies.
IMPROVING TEACHER ORGANIZATIONAL CITIZENSHIP BEHAVIOR BY STRENGTENING OF LEARNING ORGANIZATION AND PRINCIPAL TRANSFORMATIONAL LEADERSHIPThis study is intended to empirically determining the relationship between Strengthening of Learning Organization and Principal Transformational Leadership towards Organizational Citizenship Behavior (OCB). The population in this study were permanent teachers of the Private Junior High Schools foundations accredited A, in Central Bogor Distric, Bogor City. There were 102 teachers who were taken by porpotional random sampling. The method using was correlational method. The hypothesis testing was carried out using parametic statistical analysis in the form of simple and multiple linear, regression analysis, simple and multiple correlation analysis where the significant levels of α = 0,05 and 0,01. This research resulted in four conclutions and followed by the SITOREM analysis stage. Firstly, there was very significant possitive corellation between the Strengthening of the Learning Organization and the OCB. It was indicated by the corellation coefficient ry1=0,522, supported by the regression equation Ŷ = 60,9380+ 0,4019X1 and the determination coefficient r2y=0,2724. Secondly, there was very significant possitive corellation between principal transformational leadership and the OCB. It was indicated by the corellation coefficient ry1=0,493, supported by the regression equation Ŷ = 63,8397 + 0.4146X2, and the determination coefficient r2y=0,2430. Thirdly, there was very significant possitive corellation between both strengthening of Learning Organization and principal transformational leadership towards the OCB. It was indicated by the corellation coefficient ry.12=0,541, supported by the regression equation Ŷ = 54,4963 + 0.2698X1 + 0.1870X2, and the determination coefficient r2y=0,2927. Fourthly, OCB could be improved by strengthening the Learning Organization and principal transformational leadership, both separately or altogether. It can be concluded that OCB can be improved by strengthening Learning Organization and principal transformational leadership. The results of the SITOREM analysis ftgured out that the components of strengthening of learning organization, principal transformational leadership, and OCB were gaining 13 good indicators that they could be maintained, which were: (1) Mental Models, (2) Inspirational Motivation, (3) Intellectual Stimulation, (4) Concientousness, (5).Personal Mastery, (6) Sportmanship, (7) Systemic Thinking, (8) Contingen Reward, (9) Idealized Influence, (10) Courtesy, (11) Teams Learning, (12) Shared Vision, (13) Individualized Consideration. Meanwhile, there were 2 indicators those were still needed to be improved, namely: (1) Altruisme and (2) Civic Virtue
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