Suchergebnisse

ÖZETÖğrenen Organizasyon (Learning Organization) kavramı, içinde bulunduğumuz bilgi çağı ile paralel olarak hızla değişen ortamların söz konusu olması sebebiyle günümüzde hayli önem kazanmıştır. Organizasyonların uzun süre ayakta kalabilmeleri için değişken ortamlardan zarar görmemeleri, değişime ayak uydurmayı başarabilmeleri, hatta değişiim söz konusu iken bunu da kendilerine bir rekabet avantajı olarak sağlamaları ile başarılı olmaları söz konusudur. (Senge, 1994)Bu tez çalışması ile Öğrenen Organizasyonların (Learning Organizations) 5 temel disiplini incelenmiş ve organizasyonların Öğrenme Oryantasyonları (Learning Orientations) ve Organizasyonlarda Öğrenmeye Etki Eden Faktörler (Facilitating Factors) açıklanmıştır.Öğrenen Organizasyonlarla ilgili akademik çalişmaların çoğunlukla batı kültürlü toplumlarda gelişmiş olmasına rağmen, günümüzde çoğu doğu kültürüne sahip şirketler batılı rakiplerinden daha iyi bir konuma sahiptirler. (Yenersoy, 1997)Bahsedilen temel disiplinler baz alınarak hazırlanan bir anketle doğu kültürüne sahip şirketlerle, batı kültürüne sahip şirketler karşılaştırılacaktır. Sonuçlar demografik özellikler de göz önüne alınarak değerlendirilecektir. ABSTRACTThe concept of Learning Organizations has become more popular recently, due to the rapidly changing environments of today.Organizations need to catch the pace of the change, and even take the advantage of this change, in order to survive in this very turbulent environment. It is even more vital to use this advantage as a tool for competition, and success. (Senge, 1994)In this thesis, five core disciplines of the Learning Organizations is examined, and the Learning Orientations in the organizations, and Facilitating Factors of learning are explained. Due to the fact that, the concept of Learning Organizations is created and developed by the western academicians, today, many eastern cultured organizations have better positions when compared to their western competitors. (Yenersoy, 1997)A questionnaire based on the mentioned disciplines is prepared and used to compare the organizations from different cultures. The results will be evaluated with respect to the demographic variables.

To anticipate and manage external threats in today's environment, contemporary learning organizations must have four skill sets: imagination, cooperative leadership, "learnership," and strategic thinking.

This article explores ways to increase individuals' capacities to engage in the activities of a learning organization. A general education seminar is analyzed as a case example of teaching that follows William Perry's theory of intellectual and ethical development. First, the learning organization is defined. Second, organizational learning is linked to theories of individual learning. How the seminar was conducted is discussed, and the implications of the experience are explored in relation to management education. The article concludes with a plea for greater integration of general education objectives and management education objectives in light of efforts to change organizational behavior.

There is an emerging need for evaluators to assist with strategic decision making in organizations committed to ongoing learning and renewal. While some evaluators have developed rapid-response techniques to assist decision-makers fine tune their programs, new evaluation techniques are required to serve the needs of learning organizations which are committed to systems thinking as a way of improving their effectiveness. This article argues that evaluators can make major contributions to strategic decision- making by using procedures which clarify the nature of programs in their trial stage and outline the implications of implementing the program for the organization as a whole. A case study of the use of these procedures in an educational setting is outlined for the purposes of illustration.

Our learning design for lifelong learning has been developed during the past ten years at the Teacher Education unit at Stockholm University. Same design with different content has been used to higher the competence of different target groups; teachers in the field, policemen, medical personal, headmasters etc. As an example we would like to present here our learning design for the course "Steps for Skills" which was a government appointed, multi-year national initiative to support municipalities' long-term quality and skills development in health and social care for older people. The purpose of the Steps for Skills was to improve the internal quality of health and social care. This was to be achieved by developing the skills of the staff working close to older people.

In a world that's facing economic recession, more and more professionals, teams, organizations, and inter-organizational networks are facing the need to restructure and renew themselves with the primary purpose of profitably trading their knowledge to add even higher value to their bottom line. Knowledge management has become a key strategic asset for the 21st century economy, and for every organization that values knowledge, it must invest in developing the best strategy for identifying, developing, and applying the knowledge assets it needs to succeed; it must strive to become a learning organization. To remain competitive every organization must invest in creating and implementing the best knowledge networks, processes, methods, tools, and technologies. This will enable them to learn, create new knowledge, and apply the best knowledge much faster. The aim of this book is to provide readers with key information necessary to become more successful with knowledge creating, transfer, and management, ultimately turning themselves and their organizations into a learning organization.