The Fifth Discipline: The Art And Practice of the Learning Organization
... To stay relevant in the new knowledge economy, organizations need to accept change as part of their routine and become learning organizations in which people continually develop creative confidence and capacities, and sharing and transferring knowledge across the organization is encouraged so that innovation and collaboration are nurtured and sustained for business growth (Senge, 1990). Having a shared vision of the current and future states leads to commitment on the organizations goals. ...
... Play is the cradle of organizational engagement and creativity (Mainemelis and Ronson, 2006). When managers play and behave playfully, it activates the "child's mind" (Kofman and Senge, 1993;Renesch and Chawla, 2006;Senge, 1990) and this helps develop and draw on an alternative way of thinking as leadersa much-needed capability in today's uncertain business environment. Filled with awe and curiosity, this beginner's mindset can enable them to challenge status quo and better adapt to the need for constant change, creativity and innovation (Kark, 2011). ...
... To examine the potential of play in enhancing the skills used in the human-centric design process, case studies (4) related to interventions within the organization as well as with its partners and clients in different contexts were considered. Each case study description is structured to discuss the context and goals of the intervention conducted for the learning organization (Senge, 1990), followed by workshop flow and observations, and lastly the analysis and lessons learned. ...
To navigate the increasingly uncertain business environment, human-centric design and innovation is becoming a necessity. The ability to think creatively and come up with new solutions is needed to thrive in the future. This requires a shift of mindset from scalable
efficiency of the industrial age to sustainable creativity of the digital age for corporate India. While change is hard, it need not be painful.
What if there was a more intrinsically motivating and nourishing way to deal with change? This thesis explores the potential of play as a catalyst of co-creation for design-led innovation in organizations struggling to accelerate transformation. First, through the qualitative, interpretative research method, the practical implications of infusing play into work for serious organizational outcomes are discussed using four single case studies that cover empathy, vulnerability, divergent thinking, and creative agility – four integral skills for managers and leaders to rehumanize business, build creative confidence and accelerate change using the human-centric design process. Second, through the cross-case content analysis, this paper
quantitatively identifies key micro-behavioral patterns discovered in the co-creation of play-enabled, design-led innovative solutions from six case studies, that result in building design thinking mindsets. Lastly, the within-case and cross-case analysis are compiled
and structured to build a conceptual model of skills, behaviors and mindsets resulting from play-infused co-creation, and key implications are provided for organizations struggling to shift mindset and accelerate innovation in the post-pandemic world.
Keywords: play, serious play, creativity, creative thinking, co-creation, design thinking, design, innovation, innovation management, transformation, leadership, psychology, empathy, vulnerability, divergent thinking, agility, organization development, organization culture, organization change, organization behavior, learning and
development.
... Leadership is vital to develop a learning organization (Chang and Lee, 2007;Senge, 1990;Watkins and Marsick, 1993). Learning culture creates a situation for successful learning activities to happen at the individual, team and organizational levels (Chang and Lee, 2007). ...
... From the situation and strategy perspective, LOC creates a climate for employees to leverage resources from external environments, which include the family domain because an LOC emphasizes the interaction between internal and external organizational environments (Marsick and Watkins, 2003;Watkins and Marsick, 1993;Yang, 2003). Learning activities prepare employees with strategies to handle challenges in the workplace (Senge, 1990;Watkins and Marsick, 1993). To be specific, an LOC encourages and supports employees' continuous learning, requiring them to constantly improve learning performance and update their knowledge base (Marquardt, 1996;Senge, 1996). ...
... Thus, when Chinese employees are motivated with broader learning purposes such as the strategic goals of the organization instead of their personal objectives, they devote more to LOC. Immersed in a learning culture, employees are adept to create, acquire and transfer knowledge, modifying their behavior to reflect new knowledge and insights to connect internal and external organizational systems (Senge, 1990). In China, traditional values of filial piety and family interdependence are still powerful influencers in employees' family and work life. ...
Purpose – This study aims to examine the relationship between supervisor’s altruistic leadership behavior (ALB) and family-to-work development (FWD) in the context of Chinese small and medium-sized enterprises (SMEs); and test the mediation effect of learning organization culture (LOC) between ALB and FWD.
Design/methodology/approach – A non-experimental, quantitative, cross-sectional survey research approach was applied. A structural equation modeling technique was used to test all hypotheses.
Findings – Results indicated that ALB is positively and significantly correlated with FWD. Additionally, the relationship between ALB and FWD is mediated by LOC.
Practical implications – This study suggests that building and maintaining an effective LOC requires leaders to champion, human resource (HR) professionals to strengthen and employees to support learning as a system. Thus, HR professionals should implement altruistic leadership mentoring and coaching programs. In the case of Chinese SMEs, altruistic leaders are especially instrumental in generating followers’ positive outcomes in both work and family domains.
Originality/value – This study looks into the influence of organizational factors on the direction of FWD. In particular, this study seeks to examine organizational factors that relate to spillover from family to work.
... "Information as a commodity has a very short shelf life ... [B]efore information is of value, it requires the imput of time, prior experience and mental effort to transform / assimilate information into knowledge." (Senge 1990) Organisations must compare the time and cost of duplicating work and knowledge already acquired in their organisation against the cost and reward of developing a strategy and framework for the capture and re-utilisation of internal knowledge. ...
... Senge, P. M. (1990). The Fifth Discipline. ...
Previous research in the UK, Europe and in the USA has shown different understandings of the concept of knowledge management and its implementation strategies. This paper will present a discussion of field research by survey of the current business understanding of the concept of Knowledge Management and of its uptake trends in the Australian corporate environment. It will discuss the role of Knowledge Management as a tool, with reference to the performance measures used to establish the effectiveness of a Knowledge Management strategy. In particular it will present discussion on the relationship between measures of value or productivity increase and an effective Knowledge Management program in an organisation. The paper will provide background to the current study, refer to preliminary results and to further research possibilities.
... In this regard, institutions of higher education are viewed as an open system that interacts with the environment (Norlin, 2009). A system is an interrelated set of elements functioning as an operating unit (Senge, 2006). The interrelated elements include inputs, a transformation process, outputs, feedback, and the environment ( Figure 1). ...
... Open systems theory (Senge, 2006) Organisational environment (political & socioeconomic) ...
Whilst the virtual classroom has become the most tenable alternative to address educational needs under the circumstances of the Covid-19 crisis, most universities in Zimbabwe have been found wanting-lacking responsive information communication technology (ICT) infrastructures and techno-savvy human capital. This exploratory study employed in-depth telephone interviews with five purposively sampled deans, lecturers, and disadvantaged students-one each from each of five universities (three state, and two private). Forty more students for five focus group discussions were selected through stratified random sampling. Our study adopted a qualitative approach to collect, present, and analyse data. The key finding was that Covid-19 has certainly amplified the digital divide and preexisting inequalities in institutions of higher education, particularly in developing nations like Zimbabwe. Further, the study revealed that a techno-based curriculum delivery approach becomes discriminatory and intensifies social exclusion because some students living in poverty struggle to access the e-learning resource materials. In Zimbabwe, the situation has become dire and complicated because of the economic meltdown prevailing in the country. Universities as service institutions are thus encouraged to invest heavily in ICT infrastructure, and the government to subsidise the cost of internet bandwidth and data bundles to enable students to access the e-learning materials.
... Metacognition is also associated with selfregulated learning (Zimmerman & Schunk, 2001) and is deemed a necessary component of transformational learning (Mezirow, 1991(Mezirow, , 1997. Metacognition is required to integrate transformative learning experiences into one's existing mental models, as research has demonstrated (Argyris & Schon, 1974;Kolb, 2015;Senge, 1990). ...
... Metacognitive awareness enabled participants to shift their perspectives and guard themselves against bias or making false assumptions (Argyris & Schon, 1974;Senge, 1990). In this study, metacognitive awareness seemed to be influenced by self-reflection, self-management, critical thinking, and problem solving that enabled learning agility. ...
The recent global pandemic in 2020 and numerous other political, economic, social, technological, environmental, and legal factors have heightened the importance of individuals developing emotional intelligence and learning agility. This phenomenological qualitative dissertation research study explored the perceptions of 35 management consultants in North America, South America, Europe, Asia, and Africa regarding learning experiences in new and challenging situations. Qualitative data were analyzed using an inductive and deductive thematic analysis. Two key findings emerged from this study: 1) Emotional intelligence competencies at the individual level facilitate learning new competencies quickly while flexibly integrating lessons from previous experiences into new and challenging situations; 2) Metacognitive Awareness, Self-Efficacy, and Psychological Safety influence learning quickly and flexibility from workplace experience. This study offers insights regarding how emotional intelligence competencies and learning agility enable individuals to transform themselves and adapt new learning behaviors in new and challenging situation and evolving business environments.
... Indirectly, learning organization can improve the quality of production or services rendered more efficiently to customers, increase staff commitment and job satisfaction, improve efficiency and delivery systems, and enhance the effectiveness of change management. According to [6] there are several benefits and interests for learning organizations if practiced in an organization. This has led to a lack of knowledge and skill sharing among heads and staff, and no teamwork practices put in place to implement change. ...
... As a result of this sharing process, organizational commitment and teamwork spirit can be enhanced [36]. This supports the assertion made by [6] in which shared vision can inspire the staff to further contribute to organizational success. As for the implementation of changes in PPD, KPPD builds staff's trust with friendly relationships by acknowledging the staff's weaknesses and strengths, in addition to establishing good relationships among schools. ...
(1) Background: This study is aimed at determining the strengthening process level, the learning organization level, and the indicator of change level among District Education Offices (PPDs’). This study aims to investigate the perceptions of the Head of District Education Officers and their use of change indicators in enhancing District Education Offices and their learning organization practices. (2) Methods: By using a mixed-method approach through an explanatory sequential design, a survey was conducted and 93 Head of District Education Officers throughout Malaysia were selected using the survey method through questionnaire. To identify the respondents, the study employed group sampling and strata random sampling techniques and the data analysis was conducted using the Statistical Packages for Social Sciences software. Then, the qualitative study involved five Head of District Education Officers and two Program Managers who were chosen through purposive and snowball sampling. Through semi-structured interviews, data were then collected, and themes were formulated and analyzed using Nvivo 11. (3) Results: The results of the descriptive analysis show that the strengthening process level, the learning organization level, and the change indicator level in the District Education Office, are all high. Thus, the research findings illuminate six theme of change indicators, i.e., namely, Head of District Education Officers Roles and Responsibilities, Program Manager Roles and Responsibilities, School Improvement Partner+ (SIP+) Roles and Responsibilities and School Improvement Specialist Coaches+ (SISC+) Roles and Responsibilities, Performance Dialogue, Provision Management, Key Performance Indicators (KPI), Dashboard and PPD Excellence Rating. (4) Conclusions: This study offers insights into how the PPDs’ can utilize, as a reference for monitoring, the implemented changes in the District Transformation Program, to see if they are on the right track, and also as treatment to deal with any conflicts or issues in the transformational programme.
... A szakmai fejlesztő iskolák a partneri együttműködések révén tanulószervezetekként működnek (Learning Organizations), amelyek célja mind az egyetemek, mind pedig a gyakorlóhelyek folyamatos fejlesztése. A tanulószervezet fogalmának definiálásához Senge (1990) és Garvin (1993) megközelítését alkalmazzuk, amely szerint "[….] egy szervezet, amely képes létrehozni, elsajátítani és átültetni a tudást, valamint megváltoztatni viselkedését annak érdekében, hogy reflektáljon az újonnan létrejött tudásra, tapasztalatra" (Garvin, 1993, p. 80.). A tanulószervezet öt fő jellemzője (Senge 1990, Garvin 1993: ...
... A tanulószervezet fogalmának definiálásához Senge (1990) és Garvin (1993) megközelítését alkalmazzuk, amely szerint "[….] egy szervezet, amely képes létrehozni, elsajátítani és átültetni a tudást, valamint megváltoztatni viselkedését annak érdekében, hogy reflektáljon az újonnan létrejött tudásra, tapasztalatra" (Garvin, 1993, p. 80.). A tanulószervezet öt fő jellemzője (Senge 1990, Garvin 1993: ...
Korábbi hazai felmérések rámutattak arra, hogy a pedagógusképzésben résztvevő hallgatók képzéssel kapcsolatos elvárásai nem minden esetben teljesülnek. A jelöltek úgy érzik, az egyetemi képzés nem szentel kellő figyelmet a tanulási-tanítási folyamat hatékony irányításához szükséges szakmai kompetenciák fejlesztésére. Ezek az adatok egybecsengenek a kezdő pedagógusok kihívásaival foglalkozó hazai és nemzetközi kutatásokkal is. Kutatásunk a gyakorlóiskolák tanárképzésben betöltött szerepét és hatékonyságát vizsgálta ún. felderítő típusú esettanulmányon keresztül. A mintát az Eszterházy Károly Egyetem gyakorlóiskolai képzésében résztvevő hallgatók (N=22), az egyetemen tanító szakmódszertanos oktatók (N=16) és a gyakorlóiskolában tanító pedagógusok (N=102) alkották. Mérőeszközeink nyílt és zárt (likert-skálás, egyválasztós, többválasztós) kérdéseket tartalmazó online kérdőívek voltak. Az általuk nyert adatok segítségével leíró és matematikai statisztikai vizsgálatokat végeztünk. A nyílt kérdésekre adott válaszok elemzése tartalomelemzéssel, nyílt kódolással történt, a kategóriák megbízhatóságát intra-kódolás biztosította. Eredményeink szerint a tanárképzés hallgatók által visszajelzett hiányosságainak hátterében számos okok között az intézményen belüli és intézmények közötti szakmai együttműködés hiánya áll. A kölcsönösségen alapuló egyenrangú szakmai együttműködés gondolata sem a gyakorlóiskola pedagógusai sem pedig az egyetemi oktatók nézetrendszerében nem élvez prioritást. A csoportos gyakorlat fő célja a hallgatók egyéni tanítási képességeinek fejlesztése, ugyanakkor azok a képességek, amelyek a szakmai együttműködést tennék lehetővé, nem kapnak kellő figyelmet. Emellett a pedagógusok tanítási-tanulási folyamatra vonatkozó nézeteiben sem jelenik meg domináns fogalomként a szakmai együttműködés. Eredményeink alapján olyan javaslatokat fogalmaztunk meg, amelyek támogatják a hazai pedagógusképzés megújítását. ----- Fields which should be developed in Teacher Education in the mirror of professional cooperation ----- arlier Hungarian researches pointed out that student teachers’ expectations related to Teacher Education have not always been fulfilled. The candidates think that during their university training certain professional competences are not adequately developed. These professional competences are classroom management, supporting students with special needs and cooperation with parents. These data coincide with the results of Hungarian and international studies dealing with challenges which novice teachers have to cope with. Our research examined the role and effectiveness of practice schools in Teacher Education with a descriptive case-study. The sample consisted of student teachers doing their MA courses at Eszterházy Károly University (N=22), university instructors of subject methodology (N=16) and teachers working at the university’s practice school (N=102). Our research tools were online questionnaires containing Likert-scales and open-ended questions. The data were analysed with descriptive and mathematical statistics. The open-ended questions were content analysed with an open coding process of the answers. The reliability of our categories was provided with intra-coding. Our results showed that the one of some weaknesses of the present system is the lack of cooperation between the university and the practice school. The main goal of the school group practice is to improve candidates’ individual skills but those of enhancing collaboration are not developed adequately. Moreover, the lack of cooperation is a relevant issue among school teachers concerning their beliefs related to the teaching-learning process. On the basis of our results we formed some proposals in connection with renewing Hungarian Teacher Education. We hope that our suggestions will help change the student teachers’ group practice and form new foundations of the partnership between the university and the practice school.
... Peter Senge had already widely discussed the importance of systems thinking in his seminal book The Fifth Discipline (Senge, 1990), and Senge's work served as a particular inspiration for developing the idea of SI -that it is important to develop and promote the skills of individuals, teams, and organizations to be able to successfully manage and succeed in complex wholes around them. ...
... SI links to various skills in different systems approaches, most notably to the five disciplines described by Senge (1990) -systems thinking, personal mastery, mental models, shared vision, and team learning. ...
Systems Intelligence (SI) refers to intelligent behavior in the context of complex systems involving interaction and feedback. Systems intelligent individuals and organizations are able to successfully and productively engage with the holistic feedback mechanisms of their environment. This study operationalizes the concept of SI by providing novel measurement and modelling tools and approaches that help take Systems Intelligence from the laboratory to the real world.
The SI Inventories introduced in this study provide both measurement tools and a multi-dimensional conceptual framework for evaluating and discussing how individuals and organizations can succeed in wholes. The study introduces eight factors of SI – Systemic Perception, Attunement, Positive Attitude, Spirited Discovery, Reflection, Wise Action, Positive Engagement and Effective Responsiveness – and argues for their usefulness for individual and organizational development. The dissertation presents and validates inventories for self, peer, an organizational evaluation of SI, and opens new perspectives for discussing organizational learning.
As applications of the framework, the study also presents visualization and simulation solutions for helping people explore and improve their capability to succeed in systemic contexts. Visual displays of individual and team SI scores help people communicate and understand their systems-related strengths and weaknesses, and the Positive Systems Intelligence Teams (PoSITeams) simulator helps to explore socio-emotional systems.The measurement and modelling tools presented in this work can help to stage interventions for improving individual and organizational capabilities to be more productive within and with respect to systems. The tools also serve as useful instruments for building learning organizations and human resource capabilities.
... 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.
... 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.
... There has been greater interest in learning 3 controlled process (March 1991;Guan and Liu 2016). By contrast, the continuity perspective sees learning as an ongoing, cumulative process of acquiring knowledge through experience (Hernes and Irgens 2012), through transformative learning (Mezirow 2000(Mezirow : 2009Waddell and Pio 2015) and in the context of a learning organization (Senge 1990), with an emphasis on dynamic, sustainable competence and organizational capability building. ...
In this paper, we apply a model derived from dynamic capability theory to analyze the evolution and development of Huawei as an emerging MNC that is also a dynamic learning organization. We show how this firm has evolved through four distinct eras, characterized in succession by imitation, improvement, integration, and cross-disciplinary engagement. Each era has involved a sequence of steps, beginning with opportunities, and followed by path, position, processes and transformation. Through much of its history, Huawei drew heavily on outside expertise. By contrast, the contemporary Huawei has become self-sufficient, as progressive transformations have enabled the firm to acquire dynamic capability for developing unique client-driven solutions by combining knowledge from diverse internal expert communities.
... Organisational commitment positively affects knowledge sharing. Whether information and knowledge are acquired from the inside sources, through organisation instructions on processes or information transferred to them from counterparts, or outside sources such as competitor or market data, in knowledge acquisition behaviour, employees' capabilities and motivation play a vital role (Senge, 2006). However, knowledge acquisition is accompanied with tension in the organisation, which should be inspired through human resource management (HRM) practices (Chesbrough et al., 2014) in processes and activities increasing job security, commitment, and risk-taking behaviour (Wright & Nishii, 2007). ...
Organisational commitment is suggested as a remarkable variable in shaping employees' attitudes toward knowledge management practices. Customer trust in services is established during a long-time relationship with a firm and improves the accuracy of information shared with employees. To put it in other words, customer trust is what a service company needs to maintain its competitive advantage. On the other hand, high employee turnover reflects a substantial loss of knowledge. In the present study, the impact of organisational commitment on employees' retention, knowledge acquisition, and sharing was examined regarding the moderating roles of leader-member exchange and innovation climate. The research sample encompassed 250 employees of the leader of Iran hotel industry. Data extracted from the questionnaires were analysed using the partial least squares structural equation modelling method. The findings revealed that organisational commitment had a positive impact on employees' retention and knowledge acquisition and sharing, and that leader member exchange and innovation climate reinforced the connections. Managers may use the research findings for the effective implementation of the knowledge management practices.
... As such, followers may focus on accomplishing their taskrelated goals with little information sharing and open communication, hampering their ability to trust team members' competence. Senge (2006) describes authoritarian leaders as top-down dictators, self-serving, disconnected, and distant (from followers), who also perceive organizations as a (material) engine and followers as production elements. These authoritarian behaviors would likely hinder team trust. ...
Leadership plays a crucial role in building trust and followers' wellbeing in organizations. This study explores the relationship between servant and authoritarian leadership, team trust, and follower engagement and affective commitment in local religious communities or convents, within a Catholic Women Religious Institute in Nigeria. Structural equation modeling was applied to investigate these relationships with quantitative data comprising 453 followers. We complement our quantitative data using exploratory findings from qualitative content analysis; looking into archival documents to further explain the observed relations. Findings show that servant leadership in convents stimulates followers' engagement and affective commitment through team trust (followers' trust in each other) that leaders promote among followers. Authoritarian leadership in contrast, was found to hinder followers' engagement and affective commitment since there is less fostering of team trust among followers. We discuss theoretical and practical implications.
... They must be made clear about this misconception. Creation and testing of knowledge is a social activity which requires the environment to provide opportunities and experimentation (Senge, 1990;Davenport and Prusak, 1997, Vij and Farooq, 2014a, 2014b. iii. ...
Knowledge as a resource provides a competitive edge to firms and ensures organizational success. This conceptual paper endeavors to study the importance of knowledge management in organizations; highlighting the need for capturing tacit as well as explicit knowledge. The paper underlines the significance of vast storehouse of covert knowledge possessed by knowledge workers; gained through their own learning based on observation and experience. Based on extant knowledge management literature, the paper postulates different mechanisms to codify and convert the tacit knowledge into explicit knowledge. It also elaborates the enablers and the barriers in the way of conversion of tacit knowledge into explicit knowledge. The study suggests that conversion of tacit knowledge into explicit knowledge can be ensured by enhancing the knowledge management orientation of the firm. The study will help the practicing managers in capturing the tacit as well the explicit knowledge for delivering business goals like sustainable competitive advantage and superior business performance.
... In its contemporary understanding, learning has often been described as an individual and structured process separated from other spheres of the self's existence (cf. Wenger 1997;Senge 2006). According to this view, each person embarks on an individual learning path that has one beginning and one end. ...
Dieses Buch beschäftigt sich mit Kooperation, Governance und Wertschöpfung in der Relationalen Ökonomie. Es stellt Josef Wielands gegenwärtigen Forschungsfokus in den Kontext des Schaffens seiner langjährigen Weggefährtinnen und Weggefährten und behandelt das Theorieangebot der Relational Economics aus verschiendenen Perspektiven. Die versammelten Beiträge diskutieren die Potenziale einer Relationalen Ökonomie für die Analyse wirtschaftlicher Sachverhalte und geben Anknüpfungspunkte für zukünftige, interdisziplinäre Forschung.
... The use of the model is primarily as a means to communicate and to integrate various ideas about a problem (Quade, 1972). Through involving the stakeholders of a problem in this co-creation process, the model also becomes a learning tool that supports the building of shared vision and understanding of the subject ( de Geus, 1988;Lane, 1992;Senge, 1990). Other studies have highlighted the benefit of GMB as an effective method to enhance insight into a problem, to improve group communication, and to support a shared vision and strategy formation (Rouwette et al., 2011;Vennix, 1996). ...
The novelties of new mobility solutions, such as carsharing, may instill different expectations and understanding of the concepts among stakeholders. These differences in their ‘mental models’ can hamper the wider implementation of the concept and delay a transition toward a more sustainable transport system. In this study, we implemented a participatory group modeling building approach (GMB) to explore the differences and to integrate the mental models of stakeholders concerning the carsharing operation in Bangkok, Thailand. Through the process, we identified apparent differences in how participants visioned a successful carsharing operation and created an initial shared understanding in the form of a causal loop diagram. The qualitative model included attributes influencing the success of carsharing and possible policy interventions. The results illustrated the effectiveness of GMB as a participatory approach for transport planning.
... A vizsgálat a SZFI mint tanulószervezet öt fő jellemzője mentén történt (The Holmes Group, 1986, 1990Garvin, 1993): • problémaérzékenység, szisztematikus (rendszerszintű) problémamegoldás: a szervezet tagjai precízen és pontosan törekednek a problémák megoldására kiindulva a nyilvánvaló hiányosságokból, értékelve azok kiváltó okait; • kísérletezés: a szervezet tagjai rendszeresen végeznek kutatásokat, és tesztelik az újonnan kialakított tudást a horizontok kitágítása érdekében; • egymástól való tanulás lehetőségei: szervezeten belüli és szervezetek közötti formális és informális tanulási folyamatokat takar; • tapasztalatokra épülő tanulás: a szervezet számára elengedhetetlen, hogy folyamatosan és szisztematikusan felülvizsgálják, értékeljék tapasztalataikat (sikereiket, kudarcaikat), és erre építsék fejlesztési tevékenységeiket; ...
... O reforço (+) descreve uma relação diretamente proporcional entre causa e efeito: quanto mais causa, mais efeito. O peso de balanceamento (-), descreve uma relação inversamente proporcional entre causa e efeito: quanto mais causa, menos efeito (Meadows et al., 2004;Senge, 2006). A Expressão 1 exemplifica uma proposição conforme o MCE. ...
Empresas que fazem distribuição de produtos no atacado normalmente têm grande quantidade de itens comercializados de diversos fabricantes em seu portfólio de produtos. Assim, encontrar e recomendar produtos ao cliente entre milhares de possibilidades se caracteriza num desafio para a equipe de vendas. O objetivo deste artigo é mostrar uma arquitetura de sistema de recomendação para implantação em ferramentas de sistema de automação de força de vendas e suportado por Inteligência Artificial que possa recomendar produtos online a cada interação no processo de venda. Foram usados os seguintes os métodos e materiais: revisão sistemática da literatura, pesquisa exploratória quali-quantitativa, experimentos computacionais, estudo de caso, prova de conceito do sistema e pesquisa com o método Delphi junto a especialistas com aplicação de questionários. A arquitetura foi aplicada construindo-se uma prova de conceito numa empresa de distribuição de autopeças na qual o sistema foi capaz de fornecer recomendações de quatro algoritmos diferentes.
... Individual learning occurs only when the learner changes their decisions or goals in response to information stimulus and feedback from the environment which indicated to the learner that an original decision or goal needs adjustment (Powers, 1973). Across authors, organizational learning, exists in two types of information-feedback cycles (Argyris & Schön, 1978;Gioia, 2006;Maitlis & Christianson, 2014;March, 1991;Senge, 1990;Sitkin, Sutcliffe, & Weick, 1998): Action Cycles -where automatic decisions are applied, and actions are adjusted based on goals and perceived outcomes of decisions and Learning Cycles -where goals or decisions are changed in the face of perceived problems (Powers, 1973). ...
Sustainable supply chain management (SSCM) has been developed for decades as a solution for multi-level social and environmental improvement. Circular economy (CE) also has many perspectives and generally has been introduced for investigating sustainability at multiple levels. Organizations are informed and encouraged by management theories to build their supply chain strategies at SSCM-CE nexus, including stakeholder theory, institutional theory, nature resource-based view, amongst others. As the scholarly and practical interests in SSCM and CE increases, there is a need to expand the current conceptual understanding and theoretical boundaries. Theory development for broader issues at SSCM-CE nexus is limited, leaving managers, policy makers, civil society activists, and other stakeholders with insufficient grounding for important decisions and direction. In this paper, we explore some promising theories which may provide additional conceptual lenses for SSCM and CE. These theories, including organizational learning, social innovation, and social learning—are constructed to develop a dynamic sustainable supply chain-circular economy management framework as a conceptual map over which theoretical boundaries from the existing and emergent organizational theories are overlaid. Future research directions are also provided and discussed to conclude this paper.
... The development of the concept of a feedback loop between performance and strategy (where performance drives strategy) has come not from diversification research, but from the emerging research stream on organizational learning (Senge 1990). This research stream has emerged from the works of eyert and March (1963) as well as Simon (1957). ...
... SI draws from Peter Senge's seminal management book The Fifth Discipline (Senge, 1990), which introduced what Senge calls the five disciplines of the learning organizationsystems thinking, personal mastery, mental models, building shared vision and team learning. SI seeks to operationalize Senge's vision of the learning organization and integrate it conceptually. ...
Purpose - This study aims to introduce the perceived systems intelligence (SI) inventory, developed based on the earlier published self-report SI inventory (Törmänen et al., 2016). It can be used together with earlier managerial level tools for building a learning organization and included in general 360-style evaluations in personnel development.
Design/methodology/approach - The inventory is validated with confirmatory factor analysis with a model based on the self-report SI inventory, using data from full-time used employees and managers in the USA and UK. Perceived SI factor scores are correlated with the perceived study performance of the individual.
Findings - The perceived SI inventory is found to have good factorial validity, and it correlates strongly with evaluations of perceived study performance. Managers perceived high in performance are also found to score high in perceived SI. Perceived SI does not depend on gender, age, organization size or industry.
Originality/value - The perceived SI inventory is the first personnel level peer evaluation tool suggested for developing learning organizations. The new inventory makes peer evaluations possible and provides a new grassroots level tool for personnel development programs in learning organizations.
... The ST literature has spanned a vast array of domains, including organizational, biological, managerial, economic, social, and engineering management (Hossain, et al., 2020;Ackoff, 1981;von Bertalanffy, 1968;Checkland, 1981Checkland, , 1989Chen and Stroup, 1993;Cleland and King, 1972;Hoefler and Mar, 1992;Graczyk, 1993;Kim, 1995;Klir, 1985;O'Connor and McDermont, 1997;Richmond, 2000;Senge, 1990;Senge et al., 1994;Waring, 1996;Bordman andSauser, 2008, Keating et al., 2016). Through these different applications, ST has been applied as methods, tools, techniques, and methodologies to address complex problems. ...
This paper examines Systems Thinking (ST) as a critical skill for systems engineers. There is neither a universally accepted definition nor agreement of the knowledge base for ST or how this ‘thinking skill’ is acquired. However, there is general agreement that ST is “good” and an essential skill for a future workforce, including systems engineers. Systems engineers must confront increasingly complex systems and their problems, elevating ST as an essential skill. To examine ST for systems engineers, two primary objectives are developed. First, we offer a review of the different literature and perspectives of what constitutes ST. This provides a foundation for the central themes that dominate the ST literature. Second, a framework depicting the nature, role, and utility offered by ST for systems engineers is developed. This framework provides the conceptual underpinnings of ST in relationship to Systems Theory. Emphasis is placed on ‘actionable’ ST skill development. The paper concludes with suggestions for the inculcation of ST into the development landscape for current and future systems engineers.
... One significant feature, the sprint retrospective meeting, is difficult to rationalize solely as a consequence of the choice of a sampling strategy. Considering the relevance of Deming and System Dynamics to the core design elements, it is not hard to see how the double loop learning promoted by Senge [24] would find implementation in what amounts to a Deming style quality circle meeting. ...
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
This article aimed to investigate the use of strategic tools and their effects on the performance of a microenterprise in the food sector, in the city of Araxá-MG. An exploratory research was carried out through a single case study, using semi-structured interviews as a data collection technique. The results show that a proactive, systemic, and educated manager can make a difference in his area of expertise, and with teamwork, the company can “talk” to both internal and external customers, as well as to competitors and suppliers. Your business, where you operate and where you want to go. A company that learns can also teach, grow, and become a reference in the market using strategies applied in the segment in which it operates.
Este libro es resultado de una larga e intensa investigación interdisciplinaria, su contenido es original, pues propone caracterizar y sugerir un modelo de innova- ción intercultural que incorpore conocimientos tradicionales, locales, científicos y tecnológicos con la finalidad de generar innovaciones más justas, democráticas y plurales. Con base en un pluralismo epistemológico donde se discuten las distin- tas nociones de conocimiento, comunidades epistémicas, marcos conceptuales y prácticas que emergen en una sociedad intercultural.
Desde un análisis empírico, en esta obra se analizan dos casos de estudio, el primero de ellos la estufa Patsari, implementada en la meseta purépecha en Michoacán, México. La estufa Patsari ha mejorado las prácticas sanitarias y sobre todo la salud de las usuarias que sufrían enfisema pulmonar y diversas enferme- dades relacionadas con la aspiración del monóxido de carbono. El segundo caso analizado se centra en Mondragón Corporación Cooperativa (MCC) situada al norte de España en el País Vasco. “La MCC ha sido foco de múltiples análisis que preguntan por las claves de su éxito, su cultura, su tecnología, su gestión y su modelo de innovación” (García, 2017, p. 116).
Por tanto, en este trabajo damos cuenta de los actores que intervienen en los procesos generadores de innovaciones y modificaciones de artefactos. Por me- dio de dos casos, se identifican los actores sociales involucrados en las prácticas epistémicas de innovación desarrolladas no solo por los científicos e ingenieros de las instituciones especializadas sino también por las prácticas generadas por los usuarios, así como los procesos de inclusión, desarrollo e interacción de los actores que generan innovaciones, como señalan las recomendaciones interna- cionales a las políticas de innovación mexicanas.
Finalmente, con el desarrollo del modelo de innovación intercultural se pro- ponen algunos elementos epistémicos que podría considerar el Sistema Mexica- no de Innovación (SMI) para la implementación de políticas públicas.
Los aportes primordiales de este libro son la parte teórica, realizada con un estudio riguroso, fundamentado en la revisión conceptual de la innovación, des- de la propuesta neoclásica hasta la propuesta intercultural, sin olvidarnos de la revisión de la innovación evolutiva y social, y una parte práctica bajo los análisisde caso que reflejan y constituyen una reflexión de los distintos grupos sociales con respecto a su identidad cultural y como sujetos epistémicos activos en el desarrollo de innovaciones.
In the present era of hyper-competition wherein; the whole world is a global marketplace along with
a rapidly technologically advanced economy. In such a scenario, maximizing the employee's
innovative potential is the topmost priority in every single sector, organization, or industry of the
economy (Rodgers,2007, Campo 2014). An organization needs to make continuous innovations in its
product & services, to compete & survive in this technologically advanced business world (Kindstrom
et al. 2013). Against this background, the researcher suggests a conceptual model that exhibits an
interrelationship amongst various factors that have a notable impact on IWB & explores the
interrelationship between IWB & organizational performance. The contemporary study is an outcome
of a thorough analysis of prior research of approximately 103 research papers referring to 45 reputed
journals. The researcher could trace a strong interrelationship between the organization along with the
personal factors with IWB. Additionally, the researcher also observed a notable relationship between
IWB & organizational performance.
Cotton Breeding and Biotechnology presents information on one of the most economically important crops of the world, cotton. This book contains chapters on the history of cotton; breeding approaches; technologies for increasing germination, crop growth and yield; and fiber quality issues. It emphasizes sustainable development in the cotton industry analysing the progress of breeding technologies under environmental adversity. The book explores the national and global status of cotton crop, including cotton production, possible impacts of climate change, and the vulnerability of cotton to pest infestations and disease attacks.
Features
Focuses on cotton breeding and biotechnology
Proposes ideas, data, and strategies to mount breeding programs for enhancing cotton production
Details strategies for cotton quality improvement against abiotic and biotic stresses
Emphasizes the revival of cotton in Pakistan and South Asian region
This book is useful to researchers, cotton breeders and growers, farmers, and the agriculture industry.
This study intends to explain the open system of strategic planning in the contextual development of rural autonomy. The aim is to analyse and explain the relationship between the preconditions of strategic planning, formulation of strategic plans, implementation of development programs and success of rural development. It will complete and reformulate the concepts and theories of strategic management and strategic planning using the results of research [Hunger and Wheelen, 1996; Steiner, 1979; and Mintzberg, 1994]. The concepts and theories of strategic management and strategic planning have not yet revealed the relationship of influence between environmental observation strategies. The research method used was an explanatory survey. As a population, all villages are spread across 10 regencies in Riau Province, totalling 1046 villages. The village sampling technique used was the Cluster Sampling method. The minimum number of samples, regarding responses from officials and members of the community (based on the Slovin formula), was obtained from 331 respondents. For implementation, in order to strengthen and sharpen the results of the analysis, a set consisted of 90 informants. Data collection techniques involved active participation observation, study documentation, interviews and questionnaires. The data analysis techniques were carried out using a qualitative and quantitative approach. The first involved observation and interviews with informants. The second involved a statistical test using Structural Equation Modelling (S.E.M). The results of the study indicate that the pattern of the relationship between environmental observation of the strategy and the implementation of the strategy is inversely proportional. If the effect of observing the strategic environment on the implementation of the strategy is very strong, then the effect of the formulation of the strategy on the implementation of the strategy, through an intervening emergent strategy, becomes very weak, and International Journal of Innovation, Creativity and Change. www.ijicc.net Volume 10, Issue 4, 2019 28 vice versa. If the effect of environmental observation on strategy implementation is very strong, then the effect of strategy formulation on strategy implementation becomes very weak, and vice versa. These events are the result of fast, continuous changes in the internal and external environment. Observing the strategic environment is not only useful for the formulation of plans but also necessary when implementing the strategy. Thus, strategic planning will be effective. So will the effect of the strategy in the implementation of the influence of the formulation of the strategy. Thus, strategic planning will be effective and efficient when the formulation of a strategic plan approaches the actual or contextual environmental conditions. When implementing programs, activities and projects, the strategies that emerge do not really affect this research. This reaffirms that there is no reason to doubt the effectiveness of the open plan system that has been formulated. There are strategic outcomes in the rural planning of government organizations. Although rural organisations are still simple, there are principles and elements in their application and development. This applies to primitive organisations and the most modern organisations, in public, social and business organisations.
Supply chain security (SCS) incidents increasingly cause financial losses to manufacturing facilities and logistics service providers. Thus, supply chain security certification can have implications for production economics, particularly for importing firms who rely on a smooth logistics flow across country borders. However, it largely remains unknown regarding how such certification could influence a firm's operational performance. To this end, we empirically examine whether and how the adoption of Customs-Trade Partnership Against Terrorism (C-TPAT) certification, initiated by the U.S. Customs and Border Protection (CBP), could improve operational performance in adopter firms. This study draws upon signaling theory to empirically investigate the value of C-TPAT certification on U.S. publicly-traded importer firms' operational performance by analyzing the longitudinal data of properly-matched sample-control groups. The data come from multiple sources: public announcements of C-TPAT certification from the News Retrieval Service database, import data from lading records, and financial data from Standard & Poor's COMPUSTAT database. Employing a coarsened exact matching (CEM) method and a difference-in-difference (DID) analysis, we find that C-TPAT certified importers have better operational performance than that of non-certified importers. We also find that the level of upstream supply chain complexity (detail, dynamic, and spatial complexity) enhances the operational performance derived from C-TPAT certification. This study sheds light on the performance value of a management standard that is attributed to the non-process mechanism (not due to process improvements) enabled by the signaling effectiveness incorporating the upstream supply chain complexities. Our findings have important theoretical and practical implications for production economics and supply chain management studies.
Telehealth refers to the use of electronic media to support a broad range of remote services such as patient care, education, and monitoring. Drawing upon the “design thinking” framework, a holistic approach to telehealth service design would be one that takes into consideration the multiple, interdependent dimensions of telehealth services, including processes, user-experience, and sustainability. The information technology infrastructure library (ITIL) is a well-known framework of best practices in IT service management. However, as a stand-alone resource, it is limited in being able to provide a meaningful set of strategies for telehealth service design and implementation for clinicians and healthcare leaders. The ITIL framework emanated from an industry-based approach to developing best practices for IT service management. This paper takes an organizational theory-based approach to identifying strategies for telehealth service design and implementation. These strategies are then integrated with practices put forth by the ITIL framework, to develop a “holistic framework” of strategies and best practices for telehealth service design and implementation, intended to be meaningful to clinicians, healthcare leaders, and IT service managers alike. The primary purpose of this paper is to integrate theory-based “design thinking” and “consolidated framework for implementation research (CFIR)” frameworks, with the existing industry-based ITIL framework, to develop a holistic framework of strategies and best practices for telehealth service design and implementation. A supplemental purpose is to apply the holistic framework to cases of success and failure in telehealth services, to discuss implications for practice and future research.
Due to an inheritance that knowledge management assumed from disciplines such as information management and artificial engineering, the great delusion has arisen that the support of information and communication technology is sufficient, not only a necessary condition for effective and successful system of knowledge management. Misconception lies primarily in ignoring the fact that knowledge management and organizational culture are inextricably linked. Namely, if an organization has not developed a culture that supports and stimulates collective learning and experimentation, individual solutions for achieving the implementation of knowledge management process will not yield real results. Here, we provide an overview of research in literature and conclusions based on the same views, about the mutual interdependence of knowledge management and organizational culture.
Bilgiyi kullanma yeteneği olarak ifade edilen özümseme kapasitesi, firmaların performansını artırmada ve rekabet avantajı kazanmalarını sağlamada önemli bir yetenektir ve firmalar geleneksel inovasyon anlayışlarını açık inovasyon anlayışına çevirerek ve bilgi düzeylerini geliştirerek özümseme kapasitelerini artırabilirler. Firmaların özümseme kapasitelerini geliştirmede ve açık inovasyon anlayışının yerleşmesini sağlamada ise yöneticilerin uygun liderlik tarzı sergilemeleri ön plana çıkmaktadır. Böylece firmaların bilgi edinme, dönüştürme, uygulama ve koruma süreçlerini yönetmeleri daha kolay olacaktır. Bu araştırmanın amacı; liderlik tarzı, açık inovasyon, özümseme kapasitesi ve firma performansı arasındaki ilişkiyi araştırmaktır. Veri toplama aracı olarak anket yöntemi kullanılmıştır. Araştırma verileri Kocaeli bölgesinde faaliyette bulunan imalat sanayinde görev yapan 164 çalışandan toplanmıştır. Toplanan veriler AMOS istatistiksel paket programıyla analize tabi tutulmuştur. Analizler sonucunda destekleyici liderliğin açık inovasyonu pozitif yönde, araçsal liderliğin özümseme kapasitesini pozitif yönde, açık inovasyonun özümseme kapasitesini pozitif yönde ve özümseme kapasitesinin firma performansını pozitif yönde etkilediği bulunmuştur. Bu bulgular ışığında, firmaların performanslarını iyileştirmek için özümseme kapasitelerini artırmaları gerektiği ve bunun açık inovasyonu benimsemekle ve uygun bir liderlik tarzı uygulamakla mümkün olabileceği sonucuna varılmıştır.
Este trabalho apresenta um questionário eletrônico interativo para identificação de Estilos de Aprendizagem em alunos do curso superior, com o objetivo de instrumentalizar seu controle metacognitivo, base para a autorregulação da aprendizagem. O questionário foi desenvolvido na plataforma Google e utiliza o Processo de Análise de Estilos de Aprendizagem por meio de Mapas Conceituais Estendidos para representação e análise das informações. Para demonstrar sua usabilidade, foi desenvolvido um caso conceito, que descreve a utilização do formulário e demonstra como avaliar os resultados obtidos por sua aplicação. Palavras-chave: Mapas Conceituais Estendidos, Autorregulação da Aprendizagem, Estilos de Aprendizagem, Metacognição.
The purpose of this study was to determine the relationship between organizational citizenship behavior and social capital with the organizational learning of the physical education teachers. This study is a descriptive-correlation survey. The research population consisted of all the Physical Education teachers of Isfahan province who were 1172 individuals, and 314 of them were chosen stratified randomly as the sample size. The tools used in this study were Podsakoff et al [2000]'s organizational citizenship behavior questionnaire, social capital based on SCAT model and organizational learning based on Senge model [1990], whose reliability were obtained 0.88, 0.84, 0.91, respectively. Statistical analyses indicated that there is a significant positive correlation coefficient [r = 0.569, P = 0.01] on the level of [0.05] between organizational citizenship behavior and social capital with organizational learning. Since organizational citizenship behavior and social capital contribute to the improvement of organizational learning components, particular attention should be paid to this capital and its impact on the improvement of organizations; also, the weaker aspects of social capital among physical education teachers in organizations must be identified and strengthened so that we can make the best possible use of it to improve organizational performance.
The internet of reality or augmented reality has been considered a breakthrough and an outstanding critical mutation with an emphasis on data mining leading to dismantling of some of its assumptions among several of its stakeholders. In this work, we study the pillars of these technologies connected to web usage as the Internet of things (IoT) system's healthcare infrastructure. We used several data mining techniques to evaluate the online advertisement data set, which can be categorized as high dimensional with 1,553 attributes, and the imbalanced data set, which automatically simulates an IoT discrimination problem. The proposed methodology applies Fischer linear discrimination analysis (FLDA) and quadratic discrimination analysis (QDA) within random projection (RP) filters to compare our runtime and accuracy with support vector machine (SVM), K-nearest neighbor (KNN), and Multilayer perceptron (MLP) in IoT-based systems. Finally, the impact on number of projections was practically experimented, and the sensitivity of both FLDA and QDA with regard to precision and runtime was found to be challenging. The modeling results show not only improved accuracy, but also runtime improvements. When compared with SVM, KNN, and MLP in QDA and FLDA, runtime shortens by 20 times in our chosen data set simulated for a healthcare framework. The RP filtering in the preprocessing stage of the attribute selection, fulfilling the model's runtime, is a standpoint in the IoT industry.
Index Terms: Data Mining, Random Projection, Fischer Linear Discriminant Analysis, Online Advertisement Dataset, Quadratic Discriminant Analysis, Feature Selection, Internet of Things.
Although corporate sustainability theory is well established, there is limited research on the use and understanding of the ecosystem service (ES) approaches based on an advanced conceptualization of the environment in organizational practice. This article analyzes the use of ES approaches in organizations using a system theory lens, conducting empirical research on the contribution of ES approaches to corporate environmental management. Drawing from 30 semistructured interviews with ES practitioners from private, policy, and third sector organizations, we find that ES approaches provide practitioners with an advanced understanding of the environment as a system, the interconnections between the organization and the environment, and a better awareness of temporal and physical attributes of the environment. Overemphasis on ecological systems, limited acknowledgment of the nesting of the social system within the ecological system, and limited detailed practitioner knowledge are barriers for advancing the use of the ES approaches in corporate sustainability practice.
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