Developing A Model for Practicing Learning Organization Domains As Perceived by Faculty Members at The University of Jordan.

Duha H. Khader, Sami A. Khasawneh

Abstract


The purpose of this study was to develop a model for the practicing of learning organization Domains as perceived by faculty members at the University of Jordan. The population of the study is consisted of the faculty members working in the University of Jordan for the academic year 2007 / 2008 with a total of (1109) members. A stratified random sample of (289) was selected. An instrument was developed to measure the degree to which the individuals in the study sample practice the domains of learning organization. The questionnaire (the study instrument) was made up of seven domains, which are: personal mastery, mental models, shard vision, team learning, systems thinking, organizational learning and knowledge management. The practice of each Domains was expressed in ten statements and the questionnaire consisted of (70) statements, the validity and stability of which were verified. The study results indicated that:
- The degree to which the faculty members practice domains of learning organization is considerable in domains of personal mastery, mental models and team learning; whereas it is intermediate in the domains of systems thinking, knowledge management, organizational learning and shard vision.
- There are significance differences of statistical at (α = 0.05) in the degree to which faculty members at the University of Jordan practice the domains of the learning organization attributed to the job position variable and in favor of the job positions of : (Deputy Dean, Assistant Dean and faculty member). They are also attributed to team learning and the domains of systems thinking, organizational learning and the total scale.
- There are significance differences of statistical at (α =0.05 ) in the degree to which faculty members at the University of Jordan practice the domains of the learning organization attributed to the academic rank and in favor of the academic ranks of: Professor and Assistant Professor at team learning, organizational learning and the total scale. Whereas, the differences were in favor of the academic rank (staff member) in the domains of knowledge management.
- There are significant no statistical differences at(α = 0.05) in the degree to which faculty members at the University of Jordan practice the domains of the learning organization attributed to the faculty type variable at all domains of study and the total scale.
In the light of the study results, the following recommendations were represented:
- Using the developed model in this study to transform the University of Jordan into a learning organization.

Keywords


A Model; Learning Organization; UJ.

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