- Teks
- Sejarah
Learning OrganizationThe idea of le
Learning Organization
The idea of learning organization in the context of management theory was developed by Argyris and
Schön (1978) and made popular by Senge (1990; as cited in Coppieters, 2005). The concept of the learning organization evolved out of the research from organizational learning and became popular in the early 1990s. Senge (1990) defined organizations as learning where people continually explain their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to learn together (p.3). Learning organizations are organic ‘system’ of shared learning rather than impersonal bureaucratic machines or market driven entities focused on individual self-interest and competition (Bui & Baruch, 2010). Garvin
(1993) defined learning organization as “skilled at creating, acquiring and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights” (p. 80) whereas Bowen, Rose and Ware (2006, p. 98) defined it as “associated with a core set of conditions and processes that support the ability of an organization to value, acquire, and use information and tacit knowledge acquired from employees and stakeholders to successfully plan, implement, and evaluate strategies to achieve performance goals”, and Ortenbald (2002) identified four perspectives to understand what a learning organization is. These perspectives are organizational learning, learning at work, learning climate, and learning structure.
Coppieters (2005) summarizes Senge’s disciplines as following: “The first concerns personal mastery.
People in the organization need to have a good self-knowledge of what they wish to achieve. The personal attitude to learning is the basis for organizational learning. The second discipline necessitates the continual reflection of the tacit mental models that members of the organization bring to all its activities. Building of a shared vision for the organization and its members of the future that they wish to create is the third discipline. Organizations have to be value driven.” (p. 135)
The fourth discipline is a devotion to team learning. Aligning personal vision with organization vision is not a matter of chance; it is a matter of practice and process. Senge (1990) called this process “team learning” and described it as a discipline marked by three critical dimensions as followed: (1) The ability to think insightfully about complex issues, (2) the ability to act in innovative and coordinated ways, (3) the ability to play different roles on different teams (p. 236). Many voices in the school reform movement have discussed the need for schools to operate as “learning organization”, which addresses the importance of faculty and staff working together to solve problems through networking and team learning (Senge et al., 2000).
The discipline which unites the others is system thinking. A good understanding of how complex
(chaotic) and dynamic (living organism) systems work is required referring to ‘system thinking’ as a fifth discipline. Senge (1990) explained ‘system thinking’ as a discipline for seeing wholes. It is a framework for seeing an interrelationship rather than things, for seeing patterns of change rather than static ‘snapshots’ (p.
68). Mingers (2006) emphasized that system thinking has long and complex intellectual genealogy, and it has assumed an enormous and disparate variety of disciplinary and trans-disciplinary forms.
Even though this research based on Senge’s (1990) study defined characteristics of learning organization, there are different aspects to characteristics of learning organization. Coppieters (2005) explains essential characteristic of learning organization as follows: shared insights or vision; learning based on experience; willingness to change mental models; individual and group motivation; team learning; learning nurtured by new information; increasing the learning capacity to reach a state of continuous change or transformation. There are some numerous researchers attempting to describe characteristics of learning organization such as open communications (Phillips, 2003; Pool, 2000), rewards for learning (Lippit, 1997; Phillips, 2003), knowledge management (Loermans, 2002; Selen, 2000), team learning (Anderson, 1997; Salner, 1999), risk taking (Rowden, 2001), support and recognition for learning (Griego, Geroy & Wright, 2000; Wilkinson & Kleiner, 1993). Bowen et. al, (2007) defined learning organization dimensions as following: team orientation, innovation, involvement, information flow, tolerance for error and results orientation. An instrument as learning organization developed by Yang, Watkins and Marsick, (2004) includes 9 dimensions as followed: Continuous learning, inquiry and dialogue, team learning, embedded system, empowerment, system connection, providing leadership, financial performance and knowledge performance.
As a learning organization, the professional development school promotes students and teacher learning, as well as an opportunity to reform education in both contexts (Harris, Tassel, 2005, p. 181). Hiatt-
Michael (2001) defined schools as learning communities: “The learning community is an organization in which all members acquire new ideas and accept responsibility for developing and maintaining the organization and members working together, mutually understanding each other, yet respecting the diversity of one another.” (p. 115) Brandt (2003) defined 10 ways of learning organization in school context. Learning organizations 1) have an incentive structure that encourages adaptive behavior. 2) have challenging but achievable shared goals. 3) have members who can accurately identify the organization’s stages of development. 4) gather, process, and act upon information in ways best suited to their purposes. 5) have an institutional knowledge base and processes for creating new ideas. 6) exchange information frequently with relevant external sources. 7) get feedback on products and services. 8) continuously refine their basic process. 9) have supportive organizational cultures. 10) are “open systems” sensitive to the external environment, including social, political, and economic conditions.
The idea of learning organization in the context of management theory was developed by Argyris and
Schön (1978) and made popular by Senge (1990; as cited in Coppieters, 2005). The concept of the learning organization evolved out of the research from organizational learning and became popular in the early 1990s. Senge (1990) defined organizations as learning where people continually explain their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to learn together (p.3). Learning organizations are organic ‘system’ of shared learning rather than impersonal bureaucratic machines or market driven entities focused on individual self-interest and competition (Bui & Baruch, 2010). Garvin
(1993) defined learning organization as “skilled at creating, acquiring and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights” (p. 80) whereas Bowen, Rose and Ware (2006, p. 98) defined it as “associated with a core set of conditions and processes that support the ability of an organization to value, acquire, and use information and tacit knowledge acquired from employees and stakeholders to successfully plan, implement, and evaluate strategies to achieve performance goals”, and Ortenbald (2002) identified four perspectives to understand what a learning organization is. These perspectives are organizational learning, learning at work, learning climate, and learning structure.
Coppieters (2005) summarizes Senge’s disciplines as following: “The first concerns personal mastery.
People in the organization need to have a good self-knowledge of what they wish to achieve. The personal attitude to learning is the basis for organizational learning. The second discipline necessitates the continual reflection of the tacit mental models that members of the organization bring to all its activities. Building of a shared vision for the organization and its members of the future that they wish to create is the third discipline. Organizations have to be value driven.” (p. 135)
The fourth discipline is a devotion to team learning. Aligning personal vision with organization vision is not a matter of chance; it is a matter of practice and process. Senge (1990) called this process “team learning” and described it as a discipline marked by three critical dimensions as followed: (1) The ability to think insightfully about complex issues, (2) the ability to act in innovative and coordinated ways, (3) the ability to play different roles on different teams (p. 236). Many voices in the school reform movement have discussed the need for schools to operate as “learning organization”, which addresses the importance of faculty and staff working together to solve problems through networking and team learning (Senge et al., 2000).
The discipline which unites the others is system thinking. A good understanding of how complex
(chaotic) and dynamic (living organism) systems work is required referring to ‘system thinking’ as a fifth discipline. Senge (1990) explained ‘system thinking’ as a discipline for seeing wholes. It is a framework for seeing an interrelationship rather than things, for seeing patterns of change rather than static ‘snapshots’ (p.
68). Mingers (2006) emphasized that system thinking has long and complex intellectual genealogy, and it has assumed an enormous and disparate variety of disciplinary and trans-disciplinary forms.
Even though this research based on Senge’s (1990) study defined characteristics of learning organization, there are different aspects to characteristics of learning organization. Coppieters (2005) explains essential characteristic of learning organization as follows: shared insights or vision; learning based on experience; willingness to change mental models; individual and group motivation; team learning; learning nurtured by new information; increasing the learning capacity to reach a state of continuous change or transformation. There are some numerous researchers attempting to describe characteristics of learning organization such as open communications (Phillips, 2003; Pool, 2000), rewards for learning (Lippit, 1997; Phillips, 2003), knowledge management (Loermans, 2002; Selen, 2000), team learning (Anderson, 1997; Salner, 1999), risk taking (Rowden, 2001), support and recognition for learning (Griego, Geroy & Wright, 2000; Wilkinson & Kleiner, 1993). Bowen et. al, (2007) defined learning organization dimensions as following: team orientation, innovation, involvement, information flow, tolerance for error and results orientation. An instrument as learning organization developed by Yang, Watkins and Marsick, (2004) includes 9 dimensions as followed: Continuous learning, inquiry and dialogue, team learning, embedded system, empowerment, system connection, providing leadership, financial performance and knowledge performance.
As a learning organization, the professional development school promotes students and teacher learning, as well as an opportunity to reform education in both contexts (Harris, Tassel, 2005, p. 181). Hiatt-
Michael (2001) defined schools as learning communities: “The learning community is an organization in which all members acquire new ideas and accept responsibility for developing and maintaining the organization and members working together, mutually understanding each other, yet respecting the diversity of one another.” (p. 115) Brandt (2003) defined 10 ways of learning organization in school context. Learning organizations 1) have an incentive structure that encourages adaptive behavior. 2) have challenging but achievable shared goals. 3) have members who can accurately identify the organization’s stages of development. 4) gather, process, and act upon information in ways best suited to their purposes. 5) have an institutional knowledge base and processes for creating new ideas. 6) exchange information frequently with relevant external sources. 7) get feedback on products and services. 8) continuously refine their basic process. 9) have supportive organizational cultures. 10) are “open systems” sensitive to the external environment, including social, political, and economic conditions.
0/5000
Learning Organization
The idea of learning organization in the context of management theory was developed by Argyris and
Schön (1978) and made popular by Senge (1990; as cited in Coppieters, 2005). The concept of the learning organization evolved out of the research from organizational learning and became popular in the early 1990s. Senge (1990) defined organizations as learning where people continually explain their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to learn together (p.3). Learning organizations are organic ‘system’ of shared learning rather than impersonal bureaucratic machines or market driven entities focused on individual self-interest and competition (Bui & Baruch, 2010). Garvin
(1993) defined learning organization as “skilled at creating, acquiring and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights” (p. 80) whereas Bowen, Rose and Ware (2006, p. 98) defined it as “associated with a core set of conditions and processes that support the ability of an organization to value, acquire, and use information and tacit knowledge acquired from employees and stakeholders to successfully plan, implement, and evaluate strategies to achieve performance goals”, and Ortenbald (2002) identified four perspectives to understand what a learning organization is. These perspectives are organizational learning, learning at work, learning climate, and learning structure.
Coppieters (2005) summarizes Senge’s disciplines as following: “The first concerns personal mastery.
People in the organization need to have a good self-knowledge of what they wish to achieve. The personal attitude to learning is the basis for organizational learning. The second discipline necessitates the continual reflection of the tacit mental models that members of the organization bring to all its activities. Building of a shared vision for the organization and its members of the future that they wish to create is the third discipline. Organizations have to be value driven.” (p. 135)
The fourth discipline is a devotion to team learning. Aligning personal vision with organization vision is not a matter of chance; it is a matter of practice and process. Senge (1990) called this process “team learning” and described it as a discipline marked by three critical dimensions as followed: (1) The ability to think insightfully about complex issues, (2) the ability to act in innovative and coordinated ways, (3) the ability to play different roles on different teams (p. 236). Many voices in the school reform movement have discussed the need for schools to operate as “learning organization”, which addresses the importance of faculty and staff working together to solve problems through networking and team learning (Senge et al., 2000).
The discipline which unites the others is system thinking. A good understanding of how complex
(chaotic) and dynamic (living organism) systems work is required referring to ‘system thinking’ as a fifth discipline. Senge (1990) explained ‘system thinking’ as a discipline for seeing wholes. It is a framework for seeing an interrelationship rather than things, for seeing patterns of change rather than static ‘snapshots’ (p.
68). Mingers (2006) emphasized that system thinking has long and complex intellectual genealogy, and it has assumed an enormous and disparate variety of disciplinary and trans-disciplinary forms.
Even though this research based on Senge’s (1990) study defined characteristics of learning organization, there are different aspects to characteristics of learning organization. Coppieters (2005) explains essential characteristic of learning organization as follows: shared insights or vision; learning based on experience; willingness to change mental models; individual and group motivation; team learning; learning nurtured by new information; increasing the learning capacity to reach a state of continuous change or transformation. There are some numerous researchers attempting to describe characteristics of learning organization such as open communications (Phillips, 2003; Pool, 2000), rewards for learning (Lippit, 1997; Phillips, 2003), knowledge management (Loermans, 2002; Selen, 2000), team learning (Anderson, 1997; Salner, 1999), risk taking (Rowden, 2001), support and recognition for learning (Griego, Geroy & Wright, 2000; Wilkinson & Kleiner, 1993). Bowen et. al, (2007) defined learning organization dimensions as following: team orientation, innovation, involvement, information flow, tolerance for error and results orientation. An instrument as learning organization developed by Yang, Watkins and Marsick, (2004) includes 9 dimensions as followed: Continuous learning, inquiry and dialogue, team learning, embedded system, empowerment, system connection, providing leadership, financial performance and knowledge performance.
As a learning organization, the professional development school promotes students and teacher learning, as well as an opportunity to reform education in both contexts (Harris, Tassel, 2005, p. 181). Hiatt-
Michael (2001) defined schools as learning communities: “The learning community is an organization in which all members acquire new ideas and accept responsibility for developing and maintaining the organization and members working together, mutually understanding each other, yet respecting the diversity of one another.” (p. 115) Brandt (2003) defined 10 ways of learning organization in school context. Learning organizations 1) have an incentive structure that encourages adaptive behavior. 2) have challenging but achievable shared goals. 3) have members who can accurately identify the organization’s stages of development. 4) gather, process, and act upon information in ways best suited to their purposes. 5) have an institutional knowledge base and processes for creating new ideas. 6) exchange information frequently with relevant external sources. 7) get feedback on products and services. 8) continuously refine their basic process. 9) have supportive organizational cultures. 10) are “open systems” sensitive to the external environment, including social, political, and economic conditions.
The idea of learning organization in the context of management theory was developed by Argyris and
Schön (1978) and made popular by Senge (1990; as cited in Coppieters, 2005). The concept of the learning organization evolved out of the research from organizational learning and became popular in the early 1990s. Senge (1990) defined organizations as learning where people continually explain their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to learn together (p.3). Learning organizations are organic ‘system’ of shared learning rather than impersonal bureaucratic machines or market driven entities focused on individual self-interest and competition (Bui & Baruch, 2010). Garvin
(1993) defined learning organization as “skilled at creating, acquiring and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights” (p. 80) whereas Bowen, Rose and Ware (2006, p. 98) defined it as “associated with a core set of conditions and processes that support the ability of an organization to value, acquire, and use information and tacit knowledge acquired from employees and stakeholders to successfully plan, implement, and evaluate strategies to achieve performance goals”, and Ortenbald (2002) identified four perspectives to understand what a learning organization is. These perspectives are organizational learning, learning at work, learning climate, and learning structure.
Coppieters (2005) summarizes Senge’s disciplines as following: “The first concerns personal mastery.
People in the organization need to have a good self-knowledge of what they wish to achieve. The personal attitude to learning is the basis for organizational learning. The second discipline necessitates the continual reflection of the tacit mental models that members of the organization bring to all its activities. Building of a shared vision for the organization and its members of the future that they wish to create is the third discipline. Organizations have to be value driven.” (p. 135)
The fourth discipline is a devotion to team learning. Aligning personal vision with organization vision is not a matter of chance; it is a matter of practice and process. Senge (1990) called this process “team learning” and described it as a discipline marked by three critical dimensions as followed: (1) The ability to think insightfully about complex issues, (2) the ability to act in innovative and coordinated ways, (3) the ability to play different roles on different teams (p. 236). Many voices in the school reform movement have discussed the need for schools to operate as “learning organization”, which addresses the importance of faculty and staff working together to solve problems through networking and team learning (Senge et al., 2000).
The discipline which unites the others is system thinking. A good understanding of how complex
(chaotic) and dynamic (living organism) systems work is required referring to ‘system thinking’ as a fifth discipline. Senge (1990) explained ‘system thinking’ as a discipline for seeing wholes. It is a framework for seeing an interrelationship rather than things, for seeing patterns of change rather than static ‘snapshots’ (p.
68). Mingers (2006) emphasized that system thinking has long and complex intellectual genealogy, and it has assumed an enormous and disparate variety of disciplinary and trans-disciplinary forms.
Even though this research based on Senge’s (1990) study defined characteristics of learning organization, there are different aspects to characteristics of learning organization. Coppieters (2005) explains essential characteristic of learning organization as follows: shared insights or vision; learning based on experience; willingness to change mental models; individual and group motivation; team learning; learning nurtured by new information; increasing the learning capacity to reach a state of continuous change or transformation. There are some numerous researchers attempting to describe characteristics of learning organization such as open communications (Phillips, 2003; Pool, 2000), rewards for learning (Lippit, 1997; Phillips, 2003), knowledge management (Loermans, 2002; Selen, 2000), team learning (Anderson, 1997; Salner, 1999), risk taking (Rowden, 2001), support and recognition for learning (Griego, Geroy & Wright, 2000; Wilkinson & Kleiner, 1993). Bowen et. al, (2007) defined learning organization dimensions as following: team orientation, innovation, involvement, information flow, tolerance for error and results orientation. An instrument as learning organization developed by Yang, Watkins and Marsick, (2004) includes 9 dimensions as followed: Continuous learning, inquiry and dialogue, team learning, embedded system, empowerment, system connection, providing leadership, financial performance and knowledge performance.
As a learning organization, the professional development school promotes students and teacher learning, as well as an opportunity to reform education in both contexts (Harris, Tassel, 2005, p. 181). Hiatt-
Michael (2001) defined schools as learning communities: “The learning community is an organization in which all members acquire new ideas and accept responsibility for developing and maintaining the organization and members working together, mutually understanding each other, yet respecting the diversity of one another.” (p. 115) Brandt (2003) defined 10 ways of learning organization in school context. Learning organizations 1) have an incentive structure that encourages adaptive behavior. 2) have challenging but achievable shared goals. 3) have members who can accurately identify the organization’s stages of development. 4) gather, process, and act upon information in ways best suited to their purposes. 5) have an institutional knowledge base and processes for creating new ideas. 6) exchange information frequently with relevant external sources. 7) get feedback on products and services. 8) continuously refine their basic process. 9) have supportive organizational cultures. 10) are “open systems” sensitive to the external environment, including social, political, and economic conditions.
Sedang diterjemahkan, harap tunggu..
Belajar Organisasi Ide organisasi pembelajaran dalam konteks teori manajemen dikembangkan oleh Argyris dan Schon (1978) dan dipopulerkan oleh Senge (1990, seperti dikutip dalam Coppieters, 2005). Konsep organisasi belajar berevolusi dari penelitian dari organisasi belajar dan menjadi populer di awal 1990-an. Senge (1990) mendefinisikan organisasi sebagai pembelajaran di mana orang-orang terus-menerus menjelaskan kapasitas mereka untuk menciptakan hasil yang mereka benar-benar keinginan, di mana pola-pola baru dan ekspansif berpikir yang dipelihara, di mana aspirasi kolektif dibebaskan, dan dimana orang terus-menerus belajar untuk belajar bersama-sama (p .3). Organisasi pembelajaran adalah 'sistem' organik pembelajaran bersama daripada mesin birokrasi impersonal atau badan pasar didorong terfokus pada individu kepentingan dan persaingan (Bui & Baruch, 2010). Garvin (1993) mendefinisikan organisasi sebagai "terampil menciptakan, memperoleh dan mentransfer pengetahuan, dan pada memodifikasi perilaku untuk mencerminkan pengetahuan dan wawasan baru" (hal. 80), sedangkan Bowen, Rose dan Ware (2006, hal. 98) mendefinisikannya belajar sebagai "terkait dengan inti set kondisi dan proses yang mendukung kemampuan organisasi untuk nilai, memperoleh, dan menggunakan informasi dan pengetahuan tacit diperoleh dari karyawan dan stakeholder untuk berhasil merencanakan, melaksanakan, dan mengevaluasi strategi untuk mencapai tujuan kinerja", dan Ortenbald (2002) mengidentifikasi empat perspektif untuk memahami apa sebuah organisasi pembelajaran. Perspektif ini adalah pembelajaran organisasi, belajar di tempat kerja, iklim belajar, dan struktur belajar. Coppieters (2005) merangkum disiplin Senge sebagai berikut:. "Kekhawatiran pertama penguasaan pribadi Orang dalam organisasi harus memiliki pengetahuan diri yang baik dari apa yang mereka inginkan untuk mencapai. Sikap pribadi untuk belajar adalah dasar untuk belajar organisasi. Disiplin kedua memerlukan refleksi terus-menerus dari model mental diam-diam bahwa anggota organisasi membawa semua kegiatannya. Gedung visi bersama bagi organisasi dan anggotanya dari masa depan yang mereka ingin membuat adalah disiplin ketiga. Organisasi harus nilai didorong. "(Hal. 135) Disiplin keempat adalah pengabdian untuk tim belajar. Menyelaraskan visi pribadi dengan visi organisasi bukanlah masalah kesempatan; itu adalah masalah praktek dan proses. Senge (1990) disebut proses ini "tim belajar" dan menggambarkannya sebagai suatu disiplin yang ditandai oleh tiga dimensi penting sebagai berikut: (1) Kemampuan untuk berpikir mawas tentang isu-isu kompleks, (2) kemampuan untuk bertindak dengan cara-cara yang inovatif dan terkoordinasi, (3) kemampuan untuk memainkan peran yang berbeda pada tim yang berbeda (p. 236). Banyak suara dalam gerakan reformasi sekolah telah membahas kebutuhan bagi sekolah untuk beroperasi sebagai "organisasi pembelajaran", yang membahas pentingnya fakultas dan staf bekerja sama untuk memecahkan masalah melalui jaringan dan tim belajar (Senge et al., 2000). Disiplin yang menyatukan orang lain adalah pemikiran sistem. Sebuah pemahaman yang baik tentang bagaimana kompleks (kacau) dan dinamis (organisme hidup) sistem kerja diperlukan mengacu pada 'sistem berpikir' sebagai disiplin kelima. Senge (1990) menjelaskan 'sistem berpikir' sebagai disiplin untuk melihat keutuhan. Ini adalah kerangka kerja untuk melihat suatu keterkaitan daripada hal-hal, untuk melihat pola perubahan daripada statis 'snapshot' (hal. 68). Mingers (2006) menekankan bahwa pemikiran sistem memiliki silsilah intelektual panjang dan rumit, dan menanggung berbagai variasi dan berbeda dari bentuk-bentuk disiplin dan trans-disiplin. Meskipun penelitian ini didasarkan pada (1990) studi Senge yang didefinisikan karakteristik organisasi belajar, ada adalah aspek yang berbeda dengan karakteristik organisasi belajar. Coppieters (2005) menjelaskan karakteristik penting dari organisasi belajar sebagai berikut: berbagi wawasan atau visi; belajar berdasarkan pengalaman; kemauan untuk mengubah model mental; motivasi individu dan kelompok; pembelajaran tim; pembelajaran dipelihara oleh informasi baru; meningkatkan kapasitas belajar untuk mencapai keadaan perubahan terus-menerus atau transformasi. Ada beberapa peneliti banyak mencoba untuk menggambarkan karakteristik organisasi belajar seperti komunikasi terbuka (Phillips, 2003; Pool, 2000), penghargaan untuk belajar (Lippit, 1997; Phillips, 2003), manajemen pengetahuan (Loermans, 2002; Selen, 2000) , tim belajar (Anderson, 1997; Salner, 1999), pengambilan risiko (Rowden, 2001), dukungan dan pengakuan untuk belajar (Griego, geroy & Wright, 2000; Wilkinson & Kleiner, 1993). Bowen et. al, (2007) mendefinisikan belajar dimensi organisasi sebagai berikut: orientasi tim, inovasi, keterlibatan, arus informasi, toleransi untuk kesalahan dan orientasi hasil. Sebuah alat sebagai organisasi pembelajaran yang dikembangkan oleh Yang, Watkins dan Marsick, (2004) meliputi 9 dimensi sebagai berikut:. Terus-menerus belajar, penyelidikan dan dialog, pembelajaran tim, embedded system, pemberdayaan, koneksi sistem, memberikan kepemimpinan, kinerja keuangan dan kinerja pengetahuan As sebuah organisasi belajar, sekolah pengembangan profesional mempromosikan siswa dan guru belajar, serta kesempatan untuk mereformasi pendidikan baik dalam konteks (Harris, Malai, 2005, hal. 181). Hiatt- Michael (2001) mendefinisikan sekolah sebagai komunitas pembelajaran: "Komunitas belajar adalah organisasi di mana semua anggota memperoleh ide-ide baru dan menerima tanggung jawab untuk mengembangkan dan mempertahankan organisasi dan anggota bekerja sama, saling memahami satu sama lain, namun menghormati keragaman satu sama lain. "(hal. 115) Brandt (2003) mendefinisikan 10 cara organisasi pembelajaran dalam konteks sekolah. Organisasi pembelajaran 1) memiliki struktur insentif yang mendorong perilaku adaptif. 2) memiliki menantang tetapi dicapai tujuan bersama. 3) memiliki anggota yang secara akurat dapat mengidentifikasi tahapan organisasi pembangunan. 4) mengumpulkan, memproses, dan bertindak berdasarkan informasi dengan cara yang paling cocok untuk tujuan-tujuan mereka. 5) memiliki basis pengetahuan kelembagaan dan proses untuk menciptakan ide-ide baru. 6) pertukaran informasi sering dengan sumber-sumber eksternal yang relevan. 7) mendapatkan umpan balik pada produk dan jasa. 8) terus menerus memperbaiki proses dasar mereka. 9) memiliki budaya organisasi yang mendukung. 10) adalah "sistem terbuka" peka terhadap lingkungan eksternal, termasuk kondisi sosial, politik, dan ekonomi.
Sedang diterjemahkan, harap tunggu..
Bahasa lainnya
Dukungan alat penerjemahan: Afrikans, Albania, Amhara, Arab, Armenia, Azerbaijan, Bahasa Indonesia, Basque, Belanda, Belarussia, Bengali, Bosnia, Bulgaria, Burma, Cebuano, Ceko, Chichewa, China, Cina Tradisional, Denmark, Deteksi bahasa, Esperanto, Estonia, Farsi, Finlandia, Frisia, Gaelig, Gaelik Skotlandia, Galisia, Georgia, Gujarati, Hausa, Hawaii, Hindi, Hmong, Ibrani, Igbo, Inggris, Islan, Italia, Jawa, Jepang, Jerman, Kannada, Katala, Kazak, Khmer, Kinyarwanda, Kirghiz, Klingon, Korea, Korsika, Kreol Haiti, Kroat, Kurdi, Laos, Latin, Latvia, Lituania, Luksemburg, Magyar, Makedonia, Malagasi, Malayalam, Malta, Maori, Marathi, Melayu, Mongol, Nepal, Norsk, Odia (Oriya), Pashto, Polandia, Portugis, Prancis, Punjabi, Rumania, Rusia, Samoa, Serb, Sesotho, Shona, Sindhi, Sinhala, Slovakia, Slovenia, Somali, Spanyol, Sunda, Swahili, Swensk, Tagalog, Tajik, Tamil, Tatar, Telugu, Thai, Turki, Turkmen, Ukraina, Urdu, Uyghur, Uzbek, Vietnam, Wales, Xhosa, Yiddi, Yoruba, Yunani, Zulu, Bahasa terjemahan.
- kuolaa mee
- I be
- kuola
- repayment capital
- yess i kom spanyol stnda makassar
- I beleved with you haoney
- Aku ingin memeluk mu
- Beleved
- Aku ingin memeluk mu
- Honey
- Seperti yang kamu katakan
- Pusing kepala aku
- كيف تختار مهنتك ؟خلق الله الخلق مختلفين
- Aku ingin mencium mu
- Effects of Increased Physical Activity a
- a men ko syna humn
- Honey please believe me trust meI won't
- Can I know who was given instruction to
- Effects of Increased Physical Activity a
- Aku ingin bercinta denganmu
- Honey please believe me trust meI won't
- and locked even Dr. Sharaku up.
- Mau pergi kemana
- Kamu sudah melihat aku dan mengenal aku
