The Skills of Personal Mastery

2017 ◽  
pp. 72-94
Author(s):  
Terry D. Anderson ◽  
Ron Ford ◽  
Marilyn Hamilton
Keyword(s):  
Author(s):  
Rani Tania Pratiwi

Masalah pada penelitian ini adalah bahwa mahasiswa kurang memahami konsep berorganisasi itu sendiri. Konsep organisasi yang harus mereka pahami adalah konsep organisasi pembelajaran. Sehingga, dalam menjalankan roda organisasi mereka seperti ”bingung”. Metode penelitian yang digunakan adalah penelitian survey dengan jenis penelitian deskriptif. Populasi dalam penelitian ini adalah seluruh mahasiswa Universitas Kuningan. Teknik sampling yang digunakan dalam penelitian ini adalah Purposive Sampling. Teknik pengumpulan data menggunakan kuesioner,Hasil penelitian, maka dapat diketahui mengenai gambaran learning organization pada mahasiswa di Universitas Kuningan. Skor rata-rata diperoleh sebesar 4.1624, hal ini menunjukkan gambaran learning organization pada mahasiswa di Universitas Kuningan sudah baik. Berdasarkan hasil pengolahan angket dapat diketahui bahwa nilai rata-rata terendah terdapat pada indicator system thinking dengan nilai sebesar 4.0423 dan nilai rata-rata tertinggi terdapat pada indicator mental models dengan nilai sebesar 4.4036.Berdasarkan hasil penelitian melalui penyebaran kuesioner, dapat kita ketahui bersama bahwa rata-rata nilai angket terendah diperoleh pada indicator personal mastery pada item No. 09. Maka, dalam hal ini perlu sekali meningkatkan kesadaran anggota organisasi dalam mengutamakan kepentingan organisasi dibandingkan kepentingan pribadi. Selain itu, untuk pengembangan penelitian selanjutnya dapat ditekankan pada upaya peningkatan kemampuan system thinking. Selain itu, dapat juga dilihat pengaruhnya terhadap kompetensi, komitmen, kinerja, maupun variabel lainnya yang terkait.


Technovation ◽  
2007 ◽  
Vol 27 (9) ◽  
pp. 547-568 ◽  
Author(s):  
Víctor J. García-Morales ◽  
Francisco Javier Lloréns-Montes ◽  
Antonio J. Verdú-Jover

2018 ◽  
Vol 74 (6) ◽  
pp. 1274-1292 ◽  
Author(s):  
Hussain Alshahrani ◽  
Diane Rasmussen Pennington

Purpose The purpose of this paper is to investigate the sources of self-efficacy that researchers rely on when using social media for knowledge sharing and to explore how these sources impact their use. Design/methodology/approach The study employed 30 semi-structured interviews with researchers at a major Scottish university. The authors analysed the interview transcriptions using directed content analysis. Findings The researchers relied on the four sources of self-efficacy proposed by Bandura (1977) when using social media for knowledge sharing. These sources lead researchers to use social media effectively and frequently for sharing knowledge, although some may discourage its use. Research limitations/implications It extends the self-efficacy integrative theoretical framework of Bandura (1977) by presenting the relative amount of the influence of these sources for researchers to share their ideas, experiences, questions and research outputs on social media. While the participants included academic staff, postdoctoral researchers, and PhD students, the majority were PhD students. Practical implications The findings can help universities understand how to promote productive use of social media. For example, academic staff who have high personal mastery experience could mentor those who do not. Originality/value This is the first known study to investigate the sources of self-efficacy that impact researchers’ use of social media for knowledge sharing.


Author(s):  
Fatimah Az-Zahra ◽  
Emilia Fitriana Dewi

Cessa previously ran a technology-based business by creating therapeutic tools to reduce sleep problems. Since the pandemic era, the research and development process has been hampered due to limited access to laboratories. Therefore, the company pivoted to the Savlee company by creating a dailywear sleeping product. There are several problems and challenges that arise in the business model. Savlee began to try a new approach in the fields of pharmacy, psychology,, and neuroscience. Savlee needed to have initial learning and should seek a new form of data and information that became the main reference. The data analysis process was carried out using qualitative data methods with in-depth interviews and focus group discussions. Based on the House of Learning Organization by Jann Model as the model of learning organization practices that consist of learning foundations, learning facilities, learning skills, learning enablers, and learning disciplines, and plan for the implementing practice of learning organizations using Peter Senge's methods in "The Dance of Change-Generating Profound Change." The outcome of this research is a plan for implementation of the learning organization, which consists of three stages, starting with building individual personal mastery, team learning ability, and organizational learning ability. Therefore, Savlee must implement a suitable learning organization with appropriate design and organizational learning that has a clear measurement for the evaluation of business performance


2018 ◽  
Vol 8 (3) ◽  
pp. 59
Author(s):  
Malte Gregorzewski ◽  
Michael Schratz ◽  
Christian Wiesner

This paper introduces the innovative model FieldTransFormation360 and its aim to help educational leaders in assessing their personal mastery. Moreover, it presents empirical findings from its first exploratory applicationin an Austrian leadership framework. In a first conceptual part, the theoretical underpinnings and the context of the origin of the model are outlined with reference to similar approaches in the area of school leadership. In the following part, the application of the model is introduced through the explanation of the methodology and how the model is turned into a self-assessment instrument. Insights into the results of its exploratoryapplication in the Austrian Leadership Academy are presented in the empirical part. Its first application serves as the consolidation and validation of FieldTransFormation360 as a meaningful self-assessment tool for the professional development of school leaders. The results of the exploratory approach with participants in the Austrian Leadership Academy suggest that the model and its instrument can be regarded as a robust assessment tool for the development of a deeper understanding about the transformative power through personal and professional development in the lived experience of educational leadership.


Author(s):  
Gina M. Suriano

The online “classroom” can be a rich learning environment; however, many instructors are inadequately prepared, thereby undermining our students’ educational experiences. The following case study is based on a retrospective of experiences as course designer and instructor, feedback and examples from student online experiences, and an analysis of scholarly research. This chapter contributes to the literature on eLearning theory and practice by providing detailed insights and improvements on methodologies, technology, and practice, thereby promoting critical thinking related to effective online instruction. A qualitative, descriptive analysis of professional development, personal mastery, organization, open communication, assessment, and an overarching element of eLearning pedagogy comprise the vital elements for sound, effective online teaching. In order for online instructors to provide a rich learning experience, these elements must be developed and implemented for effective learning outcomes.


Author(s):  
Freda R. Russell

This chapter examines research from the lens of women who are in mid-level and senior-level positions in their organizations. Using Mezirow's framework for transformational learning, these inspiring women leaders shared perceptions of organizational practices, work-family interface, institutional culture, issues of equity and diversity, institutional challenges, and personal mastery; they also defined their actions that contributed to their successes as well as the successes of the organizations they identified with. Additionally, within this chapter, the author compares and contrasts the barriers that limit women's ability to aspire to top leadership positions and examine the roles of their primary and secondary supports (i.e., sponsors, family, mentors, work teams, and peer networks).


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