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.

中文翻译：

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学习型组织如何培养自主学习

目的

本研究旨在为 Senge (1990) 引入的学习型组织五门学科如何实践以及如何在员工中培养自主学习提供经验证据。

设计/方法/方法

这项定性研究使用案例研究方法深入了解印度尼西亚一家创新的摩托车制造公司如何实施组织学习。共有 30 名员工和管理人员被有目的地选择并通过半结构式访谈进行访谈，以了解他们在日常工作和生活中实践这 5 项学科的经验。在 30 名参与者中，11 人在管理级别，19 人在员工级别。使用内容分析方法分析收集的数据。

发现

本研究提供了在应用 Senge (1990) 引入的学习型组织的五个学科的组织中如何培养自主学习的经验证据。本研究发现，要培养自主学习，组织需要营造一种将五项学科融入日常工作和生活的工作氛围。组织需要确保每个员工都共享其愿景，建立个人掌握和团队学习的协同作用，培训员工不断完善他们的心智模型并提高他们使用系统方法思考的能力。

实际影响

本研究产生的影响和建议首先为管理者和人力资源 (HR) 从业者提供了有关创造有利学习工作环境重要性的见解。此外，随着工业革命4.0时代的学习设施，组织需要将注意力转移到如何将学习的责任转移到员工手中，人力资源从业者应该专注于为员工提供更多指导自己学习的机会。其次，要支持有利于培养自主学习的学习环境，需要组织高层领导的承诺。

原创性/价值

这项研究观察到，圣吉的组织学习方法主要关注个人的过程以及他们之间的互动。建议进一步研究整合知识管理，特别是在学习型组织的五个支柱下如何获得、存储、创建、使用和传播新知识。还建议从更广阔的角度看，例如技术在强化学习中的作用和战略领导在学习中的作用。