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• W165294562 abstract "Introduction The notion of a (LO) emerged during the 1970s; it was derived from the work of Argyris & Schon in 1978. It can also be connected to Revans' studies in 1983, and the heralding of the Learning Organization as a term in Senge's work in 1990 that focuses on the organization's responsibility to adapt to the developments of the modern world that is flowing with change; achieving such a responsibility requires that organizations become education and learning ones. A can be defined as the organization that has the skill to introduce, acquire and convey knowledge as well as adjust behavior so as to reflect the new knowledge and behavior (Bateman 2002). This definition reaches beyond conveying and understanding knowledge to focusing on behavior and restructuring an organization. A learning organization can also be defined as the one where every individual identifies and solves problems in a way that will render the organization capable of experimenting and changing at all times in order to increase its capacity to grow, learn and accomplish its purposes (Daft 2000). Karash (2002) perceives the learning organization as an establishment where all employees work on individual and collective levels to increase their capacity so as to access the outcomes they seek to achieve. A is also seen as an entity that meets the requirements which render it different from the other conventional organizations in terms of educational leadership, structure, empowering staff and engaging them actively and flexibly, adoption of a participation strategy and exchange of information and adapted strategic mindset (Bryan 2009). The learning organization is also one that continues to learn and transform as well as proactively utilize learning in an integrated fashion so as to develop and prompt the growth of individuals, teams, the organization and the entire community (Watkins & Marsick 1999). Senge (1990) has outlined key characteristics of a learning organization: system thinking, personal excellence, cognitive models, development of participatory vision, team building, methodological problem-solving, creative experimentation, learning from previous experiences and best practices others have and effective as well as rapid transfer of knowledge across the organization. Daft (2000) however, has outlined the characteristics differently as follows: determined, teaching and sponsoring leadership, participatory strategy, team-based structure, rigorous adaptation culture, administrative staff empowerment and access to information through generation and seeking of knowledge. Institutions that adopt the notion seek to offer continuous learning opportunities and employment thereof in achieving the objectives as well as connecting worker performance to institutional performance. Such organizations also promote research, dialogue, participation and creativity as a source of energy, capacity, regeneration and interaction with the surrounding environment (Calvert 1994). Developing a requires sustainable and targeted efforts; to this effect, thinking systems should be adopted provided that they are comprehensive, integrated and sustainably designed, developed and maintained. It could be done through vision, values, communication, policy design, organizational structure, methods and procedures in order to verify their conformity, appropriateness and coherence (Rastogi 1998). Watkins and Marsick (1999) indicate that a learning organization should have the following dimensions: the group of factors that pertain to leadership and participatory strategy, difference-based structure, rigorous adaptation culture, administrative empowerment of staff, open access information, development of a joint vision, highlighting and selection of the cognitive models of systematic thinking, building the communication network, strategic culture/mindset, organizational learning and knowledge demand. …" @default.
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• W165294562 title "Basics of the Learning Organization at Jordanian Schools: A Case Study." @default.
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