A Learning Culture and Continuous Learning for a Learning Organization

Chanani, Umu Latifatul; Wibowo, Udik Budi

doi:10.18502/kss.v3i17.4686

Cited by 12 publications

(13 citation statements)

References 4 publications

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“…According to Watkins & Marsick (1993), the capacity to learn is the core dimension of learning organizations. The concept of learning organizations takes its roots in action learning (Jones & Hendry, 1994;Jensen, 2005) and continuous learning (Chanani & Wibowo, 2019;Watkins & Kim, 2018;Watkins & Marsick, 1993;Weldy, 2009). First, action learning is "characterized by taking action and reflecting on the results, as an educational pedagogy for business development and problem-solving (Revans, 1980(Revans, , 1982" (Connolly & Cosgrove, 2022, p. 34).…”

Section: 1 104mentioning

confidence: 99%

“…It emphasizes the need to take action and make a change based on learning that has occurred (Weldy, 2009, p. 61). Second, “continuous learning is a learning process that occurs continuously both formally and informally” (Chanani & Wibowo, 2019, p. 594). Continuous learning and personal advancement are fundamental operating concepts at every level within learning organizations (Chinowsky et al, 2007, p. 425).…”

Section: Theoretical Framework: Learning Dynamics To Build and Nurtur...mentioning

confidence: 99%

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Building and nurturing a learning culture: a cross-dynamic and interactional perspective

Alves,

Thiebaut

2023

TLO

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Purpose If building and nurturing a learning organization is not a random chance, the question of where organizations should start is patent. Because learning culture is one of the core components of learning organizations, it is wondered how individuals and organizations contribute to this phenomenon. Under an interactional perspective, the authors explore the cross-dynamics between learning resources, structure and support (organizational level), and self-directed learning (individual level). Design/methodology/approach The authors conducted qualitative and exploratory research in Spring 2021 in France. They used semi-structured interviews with HRMs and a Delphi panel as the main instruments. This dual approach brings a reflexive and complementary dialogue to the research question. Findings The results show that non-learning organizations took advantage of the Covid-19 period. They created a learning biotope and fostered learning dynamics. Although this biotope acted as a learning marketplace and lacked guidance, individuals interacted with this learning biotope. They took learning initiatives and developed their self-directed learning. This understanding argues for constant interaction and co-influence between organizations and individuals to build and nurture a learning culture. Originality/value There is little discussion on how individuals and organizations contribute to building and nurturing a learning culture from an interactional perspective. Furthermore, literature on learning organizations considers self-directedness as a whole, considering self-directed learning as a characteristic and a process sharpens thinking. On methodological concerns, the authors used a dual qualitative approach with interviews and Delphi for the first time in research on learning organizations.

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Section: 1 104mentioning

confidence: 99%

Section: Theoretical Framework: Learning Dynamics To Build and Nurtur...mentioning

confidence: 99%

Building and nurturing a learning culture: a cross-dynamic and interactional perspective

Alves,

Thiebaut

2023

TLO

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“…Motivasi dan kreativitas muncul dari pengembangan diri, sehingga guru yang tetap nyaman dalam status quo, tidak akan mengalami peningkatan kualitas untuk mengembangkan diri. Pengembangan diri yang dimaksud dalam penelitian ini merupakan aktivitas-aktivitas yang bermanfaat untuk peningkatan kualitas diri guru yang dilakukan secara terus menerus, atau disebut juga continuous learning (Chanani & Wibowo, 2019), misalnya dengan membaca artikel yang berhubungan dengan pelaksanaan pembelajaran, atau melakukan pembelajaran yang sangat relevan dengan masa kini, misalnya dengan menggunakan metode blended learning (Setiawan et al, 2019).…”

Section: Pembahasanunclassified

Potret kesiapan guru sekolah dasar dan manajemen sekolah dalam menghadapi asesmen nasional

Sudianto¹,

Kisno²

2021

JAMP

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Kementerian Pendidikan dan Kebudayaan (Kemdikbud) menetapkan Asesmen Nasional untuk mensubtitusi Ujian Nasional. Penelitian ini bertujuan untuk memberikan gambaran sejauh mana guru-guru di sekolah dasar mempersiapkan diri mereka dalam menghadapi Asesmen Nasional, khususnya pada komponen pengetahuan mereka akan literasi membaca. Sebanyak 23 guru tersertifikasi maupun non sertifikasi dilibatkan sebagai responden. Para guru tersebut mengajar peserta didik mulai dari kelas I hingga kelas VI. Rancangan penelitian menggunakan rancangan pendekatan campuran antara kuantitatif dan kualitatif. Guru diminta untuk menjawab soal literasi membaca dan merancang soal literasi membaca mulai dari mode LOTS hingga HOTS. Hasil penelitian menunjukkan bahwa 70% guru mampu menjawab soal literasi membaca yang terdiri dari teks informasi dan teks fiksi. Guru tidak mengalami masalah dalam menyusun soal kategori LOTS, namun guru mengalami kesulitan dalam merancang soal HOTS. Kesulitan yang ditemukan adalah guru belum mampu menyusun stimulan soal secara kohesif dan koheren. Selain itu, 70% soal rancangan guru belum mencerminkan rumusan instruksi soal dengan baik sehingga menimbulkan keambiguan bagi peserta didik yang akan menyelesaikan soal-soal tersebut. Dengan demikian, sekolah menerapkan strategi penanganan khusus dengan menyelenggarakan lokakarya internal yang ditindaklanjuti dengan supervisi, monitoring, dan evaluasi secara berkala.AbstractEducation and Culture Ministry announced Nasional Assessment to replace National Exam. This study purposes to depict elementary teachers’ readiness to face National Assessment, particularly in reading literacy. There were 23 teachers involved as the participants. They, either certified or non-certified, taught students from grade 1 to grade 6. The design of the study applied mixed approaches between qualitative and quantitative study. The participants were asked to answer reading-literacy questions and construct reading-literacy questions consisting both LOTS and HOTS levels. The result showed 70% teachers able to answer the questions consisting information and fiction texts. In other words, teachers found no problem in de-signing LOTS-based question, but they faced difficulty in constructing HOTS-based questions. These findings indicate teachers were not able to design cohesive and coherent texts. Besides, 70% of the questions did not meet the requirement of the well-structured instructions which led to ambiguity for students to solve the questions. Hence, the school management stipulated a special intervention by administering internal workshop followed up by supervision, monitoring, and evaluation carried out periodically.

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“…This has implications on teachers' readiness and interest in the participation in professional development. A study by Chanani and Wibowo (2019) found that learning culture involves values and practices that support and encourage individuals to improve knowledge, competences, and performance level. Thus, it creates knowledge sharing and increases the ability of individuals to embrace and adapt to changes.…”

Section: Factors Limiting Professional Development Among Teachersmentioning

confidence: 99%

Analyzing the Relationship Between Investment and Financial Performance of Industrial Companies Listed on the Amman Financial Market During the Period 2005–2018

2020

JESD

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The study explores professional Development and empowerment among secondary schools teachers. Qualitative approach was employed to gather information on teachers' empowerment, professional development, and factors limiting professional development. The target population was secondary school teachers, Head of Secondary Schools and Educational Officials in Mkuranga District, Pwani region. The study sample size was 52 respondents. Data were collected through in depth interview, questionnaire, non-participant observation, and documentary review. Content analysis was used to analyse data. The study findings show that observation visits and qualification programme were the main types of professional development among teachers. Teachers' empowerment was found in the improvement of classroom teaching, handling of students' matters, self-efficacy, status, and problem solving. Inability in innovative teaching practices was found among teachers. Structural factors such as inadequate support for professional development, inadequate resources, teaching workloads, and cultural factors such as learning culture, collaboration culture, and trust between teachers were some of the constraints to professional development among teachers. The government and Non State actors should support teacher professional development programmes in order to empower teachers and to ensure quality in students' educational achievement and performance.

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A Learning Culture and Continuous Learning for a Learning Organization

Cited by 12 publications

References 4 publications

Building and nurturing a learning culture: a cross-dynamic and interactional perspective

Building and nurturing a learning culture: a cross-dynamic and interactional perspective

Potret kesiapan guru sekolah dasar dan manajemen sekolah dalam menghadapi asesmen nasional

Analyzing the Relationship Between Investment and Financial Performance of Industrial Companies Listed on the Amman Financial Market During the Period 2005–2018

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