Developing a learning organization model via human resource development unit as an extension of higher education

Abstract

The objectives of this research are: (1) to study and analyze theories, principles and practices regarding a learning organization. (2) to develop a learning organization model via HRD unit as an extension of higher education in facilitating characteristics of learning organization for Thai organizations. (3) to test the validity of the model by a case study in Thai Airways International Public Company Limited via Human Resource Development Department. Questionnaires used in the survey of 303 managerial staff regarding the opinions on current conditions and future expectations of their respective organizations, namely: Thai and multinational enterprises and higher education institutions in both public and private sectors regarding twelve sub-systems as follows: (1) vision and strategy (2) executive practices (3) managerial practices (4) climate (5) organizational and job structure (6) information flow (7) individual and team practices (8) work processes (9) performance goal and feedback (10) training and education (11) rewards and recognition (12) individual and team development. The questionnaire also inquires opinions regarding Thai characteristics supportive and non-supportive to becoming a learning organization. Results of the study indicated medium level in current state of LO in Thai organizations with high possibilities in the sub-system of vision and strategy. Moreover, Thai characteristics found to be supportive to LO were (1) adaptability according to time, place and opportunity; (2) purpose of education is know-how; (3) sensitivity to others' feelings. Non-supportive characteristics were (1) centralization-orientedness; (2) lack of initiatives; (3) unquestioned obedience and avoidance of responsibilities; (4) vicarious and unclear presentations A model of HRD as a change agent in developing a learning organization was henceforth proposed, comprising three main interrelated components, namely: (1) profile of twelve sub-systems within three dimensions --- leadership, job structure and systems, performance and development including supportive and non-supportive characteristics (2) HRD unit to design six courses composed of curricular and instruction for developing personal mastery, system thinking, team learning, mental models, shared vision, and leadership. These six courses consist of interpersonal skills, empowering employees, creative thinking and problem-solving, transformational leadership and thinking skills. Lastly, (3) leadership พนสำroles in stimulating, informing, demonstrating, training, helping, and nurturing these skills. Leadership was singled out as the most important facet in bringing about ongoing positive impacts towards learning organization. Subsequently, a curriculum from the model on transformational leadership was tried out with 24 managerial staff from Thai Airway International Public Company with the pre-test and post-test on their leadership transformational abilities towards LO outcomes indicated overall significant improvement at 0.1 level.