How a learning organization cultivates self-directed learning

Abstract

Purpose This study aims to provide empirical evidence of how the five disciplines of learning organization introduced by Senge (1990) are practiced and how it could cultivate self-directed learning among employees. Design/methodology/approach This qualitative study used a case study approach to get an in-depth understanding of how organizational learning is practiced in an innovative motorcycle-manufacturing company in Indonesia. A total of 30 staff and managers were selected purposively and interviewed by using a semi-structured interview to gain information about their experience in practicing the 5 disciplines in their daily work–life. Among the 30 participants, 11 were at the managerial level and 19 were at the staff level. Data collected were analyzed using a content analysis approach. Findings This study provides empirical evidence of how self-directed learning is cultivated in an organization that applies the five disciplines of learning organization introduced by Senge (1990). This study found that to cultivate self-directed learning, an organization needs to build a working climate where the five disciplines are integrated into daily work–life. Organizations need to ensure that its vision is shared by each of the employee, build synergy for personal mastery and team learning, train their employees to continuously refine their mental models and improve their ability to think using a systems approach. Practical implications The implications and recommendations arising from this study, first, provide insight to managers and human resource (HR) practitioners about the importance of creating a conducive working environment for learning. Moreover, with learning facilities in the era of industrial revolution 4.0, organizations need to shift their attention on how to transfer the responsibility of learning to the hands of the employees and HR practitioners should focus on providing more opportunities for employees to direct their own learning. Second, to support a learning environment that is conducive for cultivating self-directedness in learning requires commitment from top leaders in the organization. Originality/value This study observed that Senge’s approach to organizational learning focuses heavily on the individual’s processes and the interactions between them. Further studies are suggested to integrate knowledge management, particularly on how new knowledge is gained, stored, created, used and disseminated under the five pillars of the learning organization. It is also recommended to look at a broader perspective, such as the role of technology in intensifying learning and the role of strategic leadership in learning.

Gratitude and Its Relationship to Resilience and Academic Performance among University Students

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“…Thus, if a person often practices gratitude in their everyday lives, it will enable them to sustain healthy psychological well-being and happiness in life. Gratitude should be cultivated and encouraged as being the culture or climate of a university, as the previous study found the importance of context to individual learning (Hutasuhut, Adruce & Jonathan, 2021). Universities may promote gratitude practice by doing a campaign or various activities that involves gratitude, as gratitude has positive relationship with resilience and academic performance (Nailah Najwa, Hutasuhut, Mohamad Azhari, & Nurul Wardhani, 2021).…”

An Action Research for Developing 21st-Century Learning Activities Design Skills of Elementary Teacher Candidates

“…Autodidacts think in various ways, make library and internet searches, experimental studies in a certain area, filter and transform information from any source and anywhere (Tarhan, 2013). So, 21st-century learning activities should present autodidactic techniques like self-directed learning or independent learning (Ferri, 2021;Hutasuhut, Adruce & Jonathan, 2021). Self-directed learning requires the willing orientation of the student to different learning environments suitable for him/her.…”