The fifth discipline: The art and practice of the learning organization, by Peter Senge, New York: Doubleday/Currency, 1990

1990 ◽  
Vol 29 (3) ◽  
pp. 343-348 ◽  
Author(s):  
Stanley G. Harris
Keyword(s):  
New York ◽  
Learning Organization ◽  
Peter Senge

The influence of Senge’s book The Fifth Discipline on an academic career: a research journey into the learning organization and some personal reflections

2020 ◽  
Vol 27 (6) ◽  
pp. 513-520
Author(s):  
Swee Chua Goh
Keyword(s):  
Learning Organization ◽  
Collaborative Research ◽  
Design Methodology ◽  
Academic Career ◽  
Personal Reflection ◽  
Content Type ◽  
Peter Senge ◽  
Research Areas ◽  
New Challenges ◽  
Personal Reflections

Purpose In this paper, the author explores his research journey into the learning organization and its impact on his academic career. This paper describes how Peter Senge’s book The Fifth Discipline: The Art and Practice of The Learning Organization (1990) was the spark that led to the author’s focus on empirical research in the field. Design/methodology/approach This paper provides author’s personal reflections on how this decision put him on a path to a variety of serendipitous experiences, exciting research areas and also enabled him to engage in productive collaborative research with many of his colleagues. Findings The findings conclude with a discussion on what the author see as new challenges and perspectives for advancing research into the learning organization. Originality/value This paper provides a unique perspective on how The Fifth Discipline by Peter Senge has influenced an academic career. It presents a personal reflection of a research journey into the learning organization that spans over 30 years.

scholarly journals JAM MENGAJAR GURU: TINJAUAN DARI SISI LAIN

2018 ◽  
Vol 32 (1) ◽  
pp. 31-40
Author(s):  
Iskandar Agung
Keyword(s):  
New York ◽  
Organizational Learning ◽  
Learning Outcomes ◽  
Learning Organization ◽  
Educational Administration ◽  
Positive Impact ◽  
Problem Based Learning ◽  
Project Based Learning ◽  
Improving Student Learning ◽  
Concise Guide

Regulations require teachers to meet the teaching burden of at minimum 24 hours / week and maximum 40 hours /week. However, in fact, for minimal hour's teaching, still many teachers who have not been able to fulfill it. The fulfillment of minimum obligations is a requirement for teachers to obtain Professional Teacher Allowances (TPG). Various ways have been attempted by interested parties, but the issue of teacher teaching hours is still problems. The fulfillment effort merely in terms of quantity, has not led to quality. For what teachers are forced to fulfill the obligation of teaching hours, e.g. by looking at other schools, being in the duties of the main school still indicates the achievement of the students' inadequate learning outcomes? Naturally if the fulfillment of obligations is not only in terms of quantity, but also quality. This means that the need to find an alternative fulfillment of teaching hours is functioning as a driver to improve the quality of teachers, so that a positive impact on improving student learning outcomes. With regard to the latter description that this paper is presented, that is to say, alternative thinking about the provisions of teaching hours teachers.   References Agung, I. (2013). Penerapan sistem neuro associative conditioning (NAC) pada guru sebagai upaya meningkatkan mutu pendidikan. Jurnal Pendidikan dan Kebudayaan, 19(2), 297-304. doi: http://dx.doi.org/10.24832%2Fjpnk.v19i2.287 Agung, I. (2014). Kajian pengaruh kompetensi kepribadian dan sosial terhadap kinerja guru. Jurnal Ilmiah VISI, 9(2), 83-92. doi: https://doi.org/10.21009/JIV.0902.1 Agung, I. (2014). Panduan penelitian tindakan kelas bagi guru. Jakarta: Zikrul Bestari. Agung, I. (2017). Guru yang kompeten dan profesional: Orasi ilmiah profesor riset. Jakarta: Balitbang-Kemendikbud. Agung, I. (2018). Pengembangan keprofesian berkelanjutan (PKB) guru. Jakarta: Bee Media (akan beredar). Barge. S. (2010). Principles of problem and project based learning: The aalborg PBL model. USA: Aalborg University. Dalt, R. L. (2010). New era of management (era baru manajemen). Jakarta: Penerbit Salemba Empat. De Graaf, E., & Kolmos, A. (2003). Characteristics of problem-based learning. The International Journal of Engineering Education, 19(5), 657 - 662. Ditjen GTK. (2015). Hasil UKG guru tahun 2015. Jakarta: Kemendikbud. Ditjen GTK. (2016). Program guru pembelajar. Jakarta: Kemendikbud. Ditjen GTK. (2017). Data hasil pre-test dan post-test pelatihan guru pembelajar. Jakarta: Kemendikbud. Ditjen Anggaran Kementerian Keuangan. (2015). Kajian tunjangan profesi guru. Kanalinfo.web.id. Diakses melalui https://www.kanalinfo.web.id/2016/03/tunjangan-profesi-guru.html) Fiol, C. M. & Marjorie, A.L. (1985). Organizational learning. The Academy of Management Review, 10(4), 803-813. http://www.jstor.org/stable/258048 Hmelo-Silver, C.E. (2004). Problem based learning: What and how do student learn. Educational Psychology Review, 16(3), 235-266. doi: https://doi.org/10.1023/B:EDPR.0000034022.16470.f3 Lambros, A. (2004). Problem-based learning in middle and high school classrooms. CA: Corwin Press. Leithwood, K., Leonard L., & Sharratt, L. (1998). Conditions fostering organizational learning in schools. Educational Administration Quarterly, 34(2), 243-276. doi: https://doi.org/10.1177%2F0013161X98034002005 Mangkunegara, A.A.A. P. (2010). Evaluasi kinerja SDM. Jakarta: Salemba Empat. Marquardt, M.J. (1996). Building the learning organization. New York: McGraw-Hill. Pedler, M. (1998). A concise guide to the learning organization. London: Publisher Lemos & Crane. Puslitjak. (2013). Hasil penelitian jam mengajar guru. Jakarta: Balitbang-Kemendikbud. Robins, S.P., & Judge, T.A. (1997). Organization behavior. New York: McGraw-Hill. Rhem, J. (1998). Problem-based learning: An introduction. The National Teaching Learning Forum, 8(1), 1-7. Senge, P.M. (1990). The fifth discipline the art and practice of the learning organization. New York: Doubleday. Simatupang, B.M. (1995). ISO Seri 14000 dalam fokus organisasi belajar, manajemen & usahawanIndonesia. Organisasi Belajar (Learning Organization), 11(XXIV). Watkin, K. E.& Marsic, V.J. (1993). Sculpting the learning organization: Lessons in the art and science of systemic change. San Fransisco: Institue of Science Education.

Organizational Learning and the Learning Organization

2015 ◽  
pp. 286-312 ◽  
Keyword(s):  
Organizational Learning ◽  
Competitive Advantage ◽  
Systems Thinking ◽  
Learning Organization ◽  
Double Loop ◽  
Peter Senge ◽  
Generative Process ◽  
Double Loop Learning ◽  
Five Disciplines ◽  
A Company

Organizational learning and learning organization are two constructs based on conceptual metaphors. Organizational learning is a process that occurs across individual, group, and organizational levels through intuiting, interpreting, integrating, and institutionalizing. It is a purposeful process designed and sustained by inspired leadership. It may be an adaptive process based on the single-loop learning or a generative process based on the double-loop learning. The organization that is capable of transforming organizational learning into the engine of knowledge creation aiming at building up a competitive advantage may become a learning organization. Peter Senge developed the theory of the five disciplines that may transform a company into a learning organization, focusing on systems thinking. The purpose of this chapter is to present different views concerning organizational learning and its main characteristics.

Taking the learning organization mainstream and beyond the organizational level

2020 ◽  
Vol 27 (1) ◽  
pp. 6-16 ◽  
Author(s):  
Simon Reese
Keyword(s):  
Action Research ◽  
Learning Organization ◽  
Design Methodology ◽  
Systems Approach ◽  
Organizational Level ◽  
Personal Perspective ◽  
Content Type ◽  
Peter Senge ◽  
Personal Mastery ◽  
Five Disciplines

Purpose This paper aims to provide an overview of the development of learning organization concepts from the perspective of Dr Peter Senge and presents an interesting evolution of his systems oriented view of the learning organization field over three decades. Design/methodology/approach Through a conversation with a thought leading scholar, Dr Peter Senge, this paper discusses several topics pertaining to the evolution of the learning organization through a systems approach and provides his perspectives on the development of his theories. Findings Dr Senge explains his origination of the learning organization from three distinctly different theoretical tracks. However, more important than the theory, he illuminates how the theories embedded within The Fifth Discipline actually originated from action research and have continued to evolve. Of particular interest, his sites personal mastery as the most often cited of the five disciplines and offers readers explanations as to why the personal change dimensions are so important, and so often neglected. He clearly describes what it takes to make genuine progress in becoming a learning organization. Originality/value The discussion with Dr Senge reveals his perspective on the evolution of the learning organization debate from his personal perspective. He provides insights that lead the reader to understand “what is a learning organization” and “what does it mean”.

PENERAPAN LEARNING ORGANIZATION DALAM MEWUJUDKAN MADRASAH RAMAH ANAK DI MTs AL-IHSAN

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Lina Nurhasanah
Keyword(s):  
Data Collection ◽  
Learning Organization ◽  
Analysis Data ◽  
System Thinking ◽  
Best Interests ◽  
Regional Government ◽  
Peter Senge ◽  
Survival And Development ◽  
Child Friendly ◽  
Children’S Views

This study aims to find out how the application of the Learning Organization in realizing the Child Friendly Madrasah Program at MTs Al-Ihsan. This study uses kualitative approach with descriptive methods. Data collection techniques used observation techniques, interviews and documentation as well as source triangulation. While the data analysis technique uses interactive analysis; data collection, data reduction, data presentation and conclusion. The findings of this study revealed that it would be very difficult to realize the MRA program without the approach of Learning Organization discipline values developed by Peter Senge greatly helped MTs Al-Ihsan in launching the MRA program. LO disciplines are: 1) Personal Mastery, 2) Mental Models, 3) Share Vision, 4) Team Learning, and 5) System Thinking. MRA is based on the principles: 1). Non-discrimination; 2) The best interests of the child; 3). Life, survival and development; 4). Respect for children's views; and 5). Good management of madrasas. After evaluating for 3 (three) semesters, MTs Al-Ihsan is still in the process of developing further categories 2 of the 5 (five) categories of MRA designation established by KPPAP; 1). There is a policy to form an MRA development team, 2). Educators and trained personnel Child Rights, 3). Child participation, 4). Child-friendly learning process, 5). Complaints mechanism, 6). Have a safe / clean and healthy / caring and cultured / inclusive school program, 7). Parent participation, 8). Infrastructure and 9). Alumni participation. Obstacles to implementing the MRA program, namely; a) difficult to equate perceptions, b) difficulty translating the MRA program, c) limited facilities and infrastructure, d). Lack of support from the Ministry of Religion and e) the absence of the declaration of the KLA Program from the Regional Government. Keywords: Implementation, Learning Organization, Child Friendly Madrasah

Learning organization thought leaders interview series

2020 ◽  
Vol 27 (2) ◽  
pp. 163-171 ◽  
Author(s):  
Simon R. Reese ◽  
Yusuf Sidani
Keyword(s):  
Learning Organization ◽  
Design Methodology ◽  
Conceptual Development ◽  
Original Publication ◽  
Content Type ◽  
Peter Senge ◽  
Development And Evolution ◽  
Organization Evolution ◽  
Thought Leaders

Purpose The purpose of this paper is to synthesize the learnings from prior interviews with thought leaders in learning organization conceptual development. Prior interviews with Karen Watkins, Victoria Marsick, Michael Marquardt, Bob Garratt and Peter Senge are included in the summary, which is an interim step as The Learning Organization continues to explore the learning organization history and evolution. Design/methodology/approach The paper summarizes prior interviews to uncover commonalities and differences in the development and evolution of the learning organization concepts as described by thought leaders. Findings Both commonalities and differences exist in definition, development of theory and resilience since original publication. Common threads in concept develop appear across the authors mainly in influences by Revans, Argyris and Schön. Differences also exist in how each author developed learning organization constructs. Originality/value The synthesis reveals that although the learning organization may have differing definitions, there are commonalities that tie some concepts together. Additional interviews will be continued in the exploration of the learning organization evolution.

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