Building The Learning Organization

 

As organization strive to improve, they begin establishing programmes for continuous improvement. These programmes are typically lengthy and diverse, and they can occasionally appear to be a time drain because they do not always yield results. Sadly, despite the diversity of topics covered by these programmes, their success rate rarely exceeds that of their failures. The primary reason these programmes fail is that most organisations do not perceive commitment to learning.

To enhance an organization's effectiveness, it is essential to acquire new knowledge. Not only does this assist employees acquire new abilities, but it also enables them to view the world from a unique viewpoint. However, in the absence of dedication to   learning, many organizations remain bound to outmoded practices.

Today, an increasing number of organisations acknowledge the vital connection between continuous development and learning. Scholars have also begun to join the cause by creating "knowledge-generating" organization or in new term learning organisations. These concepts are gaining popularity, especially in the corporate sector, but are also gaining attention by public organisations. Nevertheless despite the good indicators, the topic remains extremely complex and difficult to comprehend.

In the book The Fifth Discipline, Peter Senge overcomes the argument by providing a comprehensive definition of Learning Organization, which refers to individuals inside an organisation who produce the desired results by continuously enhancing their ability to think and generate new ideas. Additionally, he noted that visions are determined by all members, and individuals are learning how to learn together. According to Senge, there are five components that can be used to build learning organization: systems thinking, team learning, shared vision, mental models, and personal mastery. Meanwhile Nonaka in other hand proposed that organizations to concentrate on vital thought, promote debate, and make hidden idea and knowledge become apparent.

Despite the favourable consequences of the proposals, there are several unsolved questions. How will managers, for instance, know if their firms are learning? What policies and initiatives exist to assist them in implementing the changes?

There are numerous difficulties that must be addressed before learning organisations may achieve success. First, we must determine what they are and how they may be utilised. Second, we need a management framework that is focused toward making the most of the given opportunities. The assessment of learning is the final and most significant issue that must be overcome. This will help organisations to assess their progress and ensure they are maximising their possibilities to become learning organisations.

Learning organizations are designed to help employees develop their skills and knowledge through variety of activities. To effectively implement learning organizations, an organization must also first overcome its building block. These include systematic problem-solving, experimentation, learning from past and present history, and transferring knowledge efficiently and effectively to the organization. Any activities that comprise a learning process are complemented by a collection of tools and approaches. Due to their reliance on isolated examples and accidental occurrences, many organizations are unable to implement these activities with persistent effectiveness. By establishing processes and systems to support these activities, organizations can increase their effectiveness.

Most learning organizations are built based on carefully cultivated attitudes and management processes. These are usually the products of accumulated management processes and commitments that have gradually accumulated over time. Organizations that wish to start a learning organization can do so by taking a few simple steps.

Creating an atmosphere suitable to learning is the first stage in establishing a conducive learning environment. This can be accomplished by consistent introspection and analysis, as well as the development of novel approaches and solutions. Unfortunately, most employees are frequently side-tracked by immediate demands and slow learning. Another powerful tools that can be used to stimulate the exchange of ideas is by opening up boundaries. This allows individuals and groups to get more information and but  keeps them contributing to the organization's success. This is done through regular meetings and conferences, which are designed to bring together various groups and individuals.

Finally these efforts help to remove barriers that prevent learning and increase the level of commitment and involvement in the organization. They also suggest a shift in focus from continuous improvement to a commitment to learning. This is a great foundation for developing effective learning organizations. In addition to a better understanding of the multiple facets of learning, this shift also helps to improve the management and measurement of learning.

Mental Model in Learning Organization

 A mental model is a deeply ingrained assumption or generalization that affects how we interpret the world around us. It can also influence our actions and behaviors. Unfortunately, most of us are not aware of the effects of our mental models on our behavior.

The mental settings are deeply entrenched in our courses of action. Many insights into new management models can be used in different organizations fail to get implemented because they conflict with the powerful mental models.

During the 1970s, Royal Dutch Shell became one of the first major organizations to acknowledge the pervasiveness of mental models. Shell was able to significantly improve its performance during the unprecedented changes in the oil business. These changes included the emergence of the Organization of Petroleum Exporting Countries (OPEC), the collapse of the Soviet Union, and the volatility of oil prices. Learning how to use mental models to prepare for change was a key component of Shell's success.

During the 1980s, Arie de Geus, Shell's Group Planning Coordinator, said that continuous growth and adaptation in a company depend on the ability of its management teams to change their mental models. This process involves identifying and implementing new strategies and methods to improve the company's performance.This process of planning is consiered as an institutional.

It also involves developing effective conversations that encourage people to think critically and open their minds to the influence of others.

Resaech Approach in Learning Organization Concept

Studies on learning organization can be categorized through several methods. Firstly we can conduct research to determine whether a certain organization is considered a learning organization or not. This can be done by applying an established concept or framework that is consistently accepted by the academic scholar in the field. Few instances are Senge 5th Disciplines, Watkin and Marsick DLOQ and Ortrenblad taxonomy of Learning Organization, just to name a few. From the measuring results using their established constructs, we can reveal the potential of certain organizations to become learning organizations by understanding the lacking barriers. This quantitative approach of research has been largely conducted in the academic field and has proven to have an effective impact on the development of an organization in terms of sustainability and continuous development.

Another type of research which is focused on identifying factors or variables that significantly contribute to the successful application of Learning Organization. This approach considers using factors analysis that discover reliable factors in the organization and potentially derived to a new framework of learning organization that suits certain organization or context. Using this method is considered important because the context of an organization may be different from other organizations. Thus it embraces the contingency framework or appropriate factors for its implementation in the organization. For example, the Organizational learning model used by the business sector is not the same as the assessment of an educational institution that has different goals or contributing factors.

Another potential research concept that is currently attracting the attention of researchers is to understand the correlation between different factors and understand how mediating and moderating factors have an impact in an organization. It requires the statistical skills of a researcher and the findings from this study will provide a deeper synthesis in understanding the complexity of a . organization. Many studies have used the Learning Organization factor as a contributor to other important factors such as performance improvement, innovation, finance and employee satisfaction.

Developing Islamic Learning Organization

 The concept of learning organization has been widely studied in various cultural and organizational settings. This paper aims to introduce the learning organization concept to the Islamic perspective and explore its application in Islamic Higher Learning Instituttion. The research used case study in few Malaysia IHEI . Over time, different scholars have started to study the concept of learning organization in order to gain a deeper understanding of its application in Islamic organization .The data collected from the study were analyzed using a four-part understanding of the learning organization concept proposed by Ortenblad in 2002. The findings indicated that there are elements of Islamic management principles that are aligned with the learning organization concept.

According to Ortenblad, the learning organization concept should be designed to meet the specific context of an organization. In addition, he explained that the context should also be suitable for that type of organization, in this case a type of organization that follows the Islamic rules. This concept can be expanded to include two categories: the conventional context for organizations that are capitalist in nature and the Islamic-based organizations

In this context, the learning organization concept can be beneficial for an organization that is focused on achieving its goals and improving its efficiency to maximize the teir profits. According to Ahmad (2017) Senge’s model is ideal for this type of organization because it allows the subscribers to focus on achieving these objective.

The learning organization concept in Islamic perspectives must emphasised the balance between achievement of its goals and the welfare of its employees as stipulated in the teaching. In Islam, organization goals are catered for the community's well being and is also as a religious obligation. The concept of corporate social responsibility (CSR) has also gained increasing importance in Western management literature. This concept is often referred to as a corporate governance that encourages organizations to give back to society.

In addition to the principles the learning organization concept also must be closely related to the rules of Islam. The two main principles in Islam are "halal" and "haram." In order to maintain the integrity of the learning activities, Muslim leaders of the organization should strictly follow these injunction.

Alqolaq & Sharif agreed that there is a need to review the learning organization concept in Islamic context. Although Ahmad is content to view it from the Islamic perspective, they are more of the opinion that Islamic organizations need a unique and exclusive learning organization concept based on real Islamic teachings and traditions. Instead of using terms such as "learning organization," Alqolaq & Sharif suggested that the term "Islamic learning organizations" should be used to refer to these types of organizations that are based in Islamic countries. These types of organizations have distinct characteristics from the traditional Western-based organizations.

With this, all research efforts aimed at developing the concept of Islamic Learning organization at the higher academic level are utmostly welcome. The learning tradition in Islamic teachings has a wide potential for the discovery of new ideas that are more suitable and implementable in an organization with a background of Islamic culture.

First Fitna

 

Fitna or sedition is a type of disagreement or division among people. It can create divisions among various groups. There are many references in the Holy Qur'a about fitna that warn the believers about their potential traps. One of these is the saying that "Sedition is harder than killing." This verse was not taken seriously even when Islam was still in its early stages.

After the life of the Prophet, Muslims were divided into two communities as to whom to be succeded. One group followed Ali, who they regarded as the embodiment of all things Islam, while the other followed a few prominent companions of the prophet, such as Uthman, Abu Bakar, and Umar.

The division between the two communities became more evident after the prophet passed away. One of the groups followed Ali which they considered pledged made by prophet on Dhul-Hijja 18, 10 A.H./March 19, 632 A.D. The title Commander of Faithful was given to him by the prophet after he was appointed as his successor at the time of the Ghadir Khumm.

The fitna of the Prophet's succession almost led to a violent conflict among Muslims. Ali did not want to go out and demand the implementation of the will of the prophet, preferring to submit his will to the God. During this period, Othman, Abu Bakr, and Al-Khattab ruled the Muslims state.

The division of Muslims into two major sects was one of the earliest fitnas that occurred during the course of the Islamic history. It will continue to have an effect on the the religion for a long time.

The learning organization: principles, issues and way forward

What makes a learning organization different from other organizations? This debate is brought to light by the contributions of Peter Senge and Donald Schon. We also explore the various themes that have emerged in literature about learning organizations.

Unfortunately, it is very hard to identify real-life examples of learning organizations. This is because the vision of the organization is either too ideal or it doesn’t meet the requirements of the organization. Second, the focus on developing a template has led to a reduction in the theoretical framework for learning organizations. This is because the need to create a compelling and commercially attractive learning organization template has led to a lack of power over the design of the learning organization.

In 1990, Peter Senge started to explore the various facets of the art and practice of learning organizations. His book, The Fifth Discipline, became very popular. Over 700,000 copies of this book were sold in the following decade. It is believed that The Fifth Discipline was the most influential book about learning organizations.

In 1995, Sandra Kerka noted that there is not a clear definition of what a learning organization is. Despite the various theories and approaches that have been presented about learning organizations, the lack of a clear definition has remained a major issue.

Three different definitions of learning organizations were identified. According to Senge, organizations that are designed to help people develop their capabilities and create the results they desire. These are also designed to allow people to develop collective aspiration.

In 1991, Peddler and colleagues defined The Learning Company as a vision that is focused on the continuous improvement of an organization. It is not only about training individuals, but it is also about developing a whole community of learners. This is an organization that is designed to transform itself continuously.

In 1992, Marsick and Watkins defined a learning organization as a process that involves the participation of all members of the organization in a collective effort to improve the value and the principles of the organization.

Senge and the learning organization have identified some of the problems that he encountered when he conceptualized the concept of learning organizations. These include his failure to fully appreciate the various imperatives that are commonly used in modern organizations. He also has a limited understanding of the dynamics of organizational politics. Unfortunately, there are not many real-world examples of learning organizations. Further, there is a lack of critical analysis on the theoretical framework of learning organizations.

Another issue that the learning organization have is the lack of understanding of the various dimensions of an organization. It claims that the concept of learning organizations is only focused on the cultural dimension. However, it is necessary to take into account the other aspects of an organization, such as the structure and the processes. Focusing on training activities only helps to promote a purely cultural bias within an organization. The concept of a learning organization is also found not designed to connect the collective and individual learning processes to the organization's strategic goals. Ideally, the link between the collective and individual learning processes should be made apparent in organization it serve as important succesful factors in building learning organization.

Although the concept of organizational learning is focused on achieving strategic goals, it is also important to consider the various aspects of the organization's operations, such as the capacity of the learning organization to learn. This is because the ability to learn is a prerequisite for thriving in the new environment. In order to effectively manage the learning organization, it is necessary to make the capacity of the organization more concrete.

Inevitably, The concept of the learning organization has gained a reputation as a valuable tool for managers and other employees. One of the most interesting developments that has occurred in this field is the attempt by Moingeon and Edmondson (1999) to link the learning organization's literature to the development of social capital. This has add alternative to a more technical framework that can help organizations grow and sustain themselves. Eventually it offers a variety of advantages to organizations that are looking to improve their performance.

Weaving the Learning Concept in Islamic Higher Learning Institution

 

Learning Organization concept has been in spotlight recently in the realm organization development and human resource development. Focus of this writing is specific to whether the idea of the learning organization is applicable in the Islamic environment especially Islamic based higher learning institution, and how harmony is the concept with the Islamic culture.

The idea can be further elaborated by examining Islam and management in general, the Islamic view on learning and learning organization ideas. Critical review also made by identifying some discrepancies between the learning organization and Islam.

In general, Islamic values appears to be sharing more common values with the more mature Western management ideas and issues, particularly those related to learning organization concept. Far more, Islamic values system, absolute truth for the benefit of the entire human race, unchanging, and should be acceptable to all societies and has universal applicability.

 Islamic view on learning

One of the important Islamic teachings is to take lessons from what happens: ‘So We made it an example to their own time and to their posterity, and a lesson to those who fear Allah’ (Qur’an 2:66)-There are two concepts that can be integrated into the learning organization that are muhasabah and ‘ibar. The concept of muhasabah is compelling and has the potential to promote a culture of evaluation within an organization Another concept is ‘ibar, which means lesson or exemplar. The concept of ‘ibar or ‘ibra is used in the Khaldunian philosophy of history where he uses the term in one of his works, the Kitab al-‘ Ibar. History in his view is not only narratives of events but ‘the educational element of [exemplars]and lessons’ (Ahmad 2005, p. 107).

 In the Qur’an, the term ‘ibra implies a lesson to be taken from historical events of the past: ‘Verily in this is an instructive warning for whosoever feared [Allah]’ (Qur’an 79:26). ‘Ibar in the Qur’an implies a lesson to be learned, warnings to be heeded: ‘ibar in organization implies that events and activities in the organization should be recorded, stored and may be referred to at any time by all members as lesson learned. ‘Ibar will affect not only individuals but also the group and the organization as a whole.

In another Islamic concept, Shura is made up of specialized groups, is highly interactive, realistic, and contributes to special knowledge and experience. This is in line with collaborative learning which suggested in the learning organization concept. Another important aspect that uphold Islamic value that is not mentioned in the learning organization concept is the public interest and welfare

 Islamic principles propose the ultimate vision for organizations as well as individuals in the organization. It must be integrated with the real purpose of life as stipulated in its fundamental teaching. Since Islam holds moral principles, the spiritual dimension and sense of purpose to be of utmost importance, some aspects of the learning organization might not fit very well compare to the westernised concept. It is understood that in the first place, the learning organization in Islamic view is not intended to be a spiritual model, but the issue becomes essential when the discussion involves adaptation in a different context especially Islamic tradition.

In summary,  the idea of the learning organization in general concurs very well with Islamicprinciples that are supposed to be practised and extensively developed in Islam based organizations specifically Islamic Higher Learning Institutions.

 

 

Five things that Muslims used to have that are now lost

Muslims used to have the trait of ithar, that is, they are willing to put the interests of others before themselves. While people now have a self-centred nature, that is, do anything for yourself first. They are not willing to see others get it before they own it first. This makes it difficult for us to succeed because we are not willing to see others have benefits before us.

The difference of opinion was a blessing for the past Ummah because with that difference of opinion they could choose any view that suits them better. While the difference of opinion for today's people is a punishment because each side does not spare an open mind and consider the other people's errors as a weapon to insult the other side. There is no immediate feeling of celebrating differences of opinion.

Earlier Muslims looked for ways to contribute to strengthen Islam. Great Muslim inventor emerged until Islamic civilization was emulated by others. While we are now engrossed in hoping for people's creation to  accommodate  us, we even become  furious if we don't get help and feel happy when we are helped.

The previous ummah looked for a way to close all divisions. Division was considered a greater sin than others. Ummah now feels that division is a blessing when they can defeat other Muslims which is considered as victory. Being able to shame those who disagree with us is a satisfaction. Even when we see those who lose arguments with us, then a feeling of pride arises.

Earlier Muslims were not willing to sit under anyone except Islam. Today's people don't care who dominates them. What is more important for us now is who can give us food, work money and so on. It doesn't matter whether we dominate or are being dominated. While, the great teaching  of Islam disapprove to be content by letting others provide all that for Islam. Our soul  of being superior  has turned into the soul of a servant. That's why it's not strange nowdays  to  looks like we're practicing Islam but in reality we're actually practicing Islam in the wrong way. Allahua’lam