EMPLOYEES' AWARENESS OF LEARNING ORGANIZATION AND ITS INFLUENCE ON ORGANIZATIONAL CITIZENSHIP BEHAVIOUR: A CASE OF RANG AROON SCHOOL. This paper is a case study of Rung Aroon school and the purpose of this research is to investigate how employees perceive the learning organization and how it influences the employee's organizational citizenship behavior. The interview result is that the employee's perception of a learning organization meets management's expectations.
A learning organization can help create the culture in the organization that maximizes learning and results in continuous performance improvement. There are two main features of Rung Aroon School: the learning organization and the Rung Aroon community. The aim of the research is to clarify whether every employee in a learning organization exhibits citizenship behavior.
This research will study learning organization which is one of the decisive factors in creating organizational citizenship among employees. The second chapter will explain the definition, consequence and antecedent of learning organization and organizational citizenship behavior through the literature review. This study aims to investigate employees' perception of learning organization and its influence on organizational citizenship behaviour.
To begin with, this paper will define the definition and characteristics of learning organization and organizational citizenship behavior.
The Five Disciplines of Learning Organization
The second requirement is opportunities for individuals to be able to determine their immediate goals, determine their own path to the goal related to the goal of organization. Finally, the society and culture in the organization can influence the individuals to develop their self-esteem and competence. It is difficult to change mental model as it contains individual's values, beliefs, attitudes and assumptions.
The most successful shared vision is from the visions of every single employee at all levels of the organization. Systems thinking is the process that requires everyone in the organization, including leaders, managers, and employees, to think strategically about all dimensions of the organization, which consist of the organization's role in achieving business goals and objectives, mission and strategy, structure and culture. Marquadt (1996) identifies that the important characteristic of the learning organization is to build on a whole organizational system.
All aspects in the organization must be united as one brain and all members in the organization must understand the importance of learning for current and future success. As far as the learning process is concerned, it must be integrated and parallel to the work. The climate in a learning organization should encourage, reward and develop the progress of individual and group learning.
To respond to changes in the environment, the organization must continuously adapt, renew and revitalize itself. Employees have innovative networks to create community within and outside the organization and ideas that see change as opportunities for learning. People who work in the organization also include people who work for the organization, who need to continuously learn and develop their potential.
Self-development of the company is the integration of individual learning with learning in the company as a whole. Readiness should be the idea of a learning organization, which is an opportunity to improve individual learning. The purpose of a learning organization is not only to provide training for the development of individual learning, but the organization should also integrate individual learning with the learning enterprise as a whole.
Definition of Organizational Citizenship behavior
Antecedents of Organizational Citizenship Behavior
Transformational leadership behavior, transactional leadership behavior and leader-member exchange significantly improve citizenship behavior in the organization. William and Anderson (1991) defined Organizational Citizenship Behavior into two categories, namely OBC-I and OCB-O.
Empowerment
RESEARCH AND METHODOLOGY
The other group is employees who are teachers, divided into those with more than three years of service, and those with less than three years. Management group: The interview questions for this group aim to study the perspective of management on learning organization and organizational citizenship behavior and the reason for choosing learning organization and organizational citizenship behavior as Rung Aroon core values. The interview will further extract how to create learning organization and whether it affects employees' perception about organizational citizenship behavior.
Management's expectation of these two core values will be included in the interview. Employee group: Interview questions for this group focus on new and old employees' perceptions of the learning organization and organizational citizenship behavior. Teacher A has worked for Rung Aroon for 5 years and now she is a part-time teacher.
Teacher C has worked for Rung Aroon for 7 years, she left Rung Aroon 4 years ago to work in a private school. She returned to work for Rung Aroon after working at that private school for a year. The data from these two groups will be analyzed and the main effects on the organization of learning and organizational citizenship behavior will be categorized.
The author will study from the data whether the employee's perception about learning organization in Rung Aroon meets the expectations of the management which are the core values of the organization.
DATA ANALYSIS
Learning Organization from the perspective of the Head Master
2.Learning by Doing
Society
Deeper Learning Wisdom base society
Interconnecting Communication
Moral
Employees’ perception on learning organization
All interviewees said that Rung Aroon is open to staff opinions and the school motivates staff to improve their performance every semester. Each subject, they have their own team and team members must comment and comment on the work of their colleagues. Teachers can listen to different opinions from different subjects so that their plan and activities are reduced to the best for the students.
If they have any additional comments, they will give them to their peers at the meeting before the start of the term. When she asked her supervisor to show her a sample, he said he didn't have one. They usually have some sort of meeting during the semester, after the semester, before the next semester to determine the course of action for each semester.
The meeting in Rung Aroon likes a workshop, so the facilitator introduces some new ideas, for example, formative assessment, integrative learning and so on.” We have to practice all day and do the workshop and we come up with the summary or the reflection that we come up with ourselves. She decided to work somewhere else because she thought she was good enough. I felt angry when I was criticized.” In a new place she could earn more and have more free time, but she felt like she was of no significance.
I loved the Rung Aroon environment for teachers and being able to contribute something to the fulfillment of my students makes me feel important. Even though I could make a lot of money, I felt like I wasn't important, so it wasn't good for me to continue working at this place.” She decided to return to Rung Aroon.
Organizational Citizenship Behavior
- Civic Virtue
- Altruism and Courtesy
- Sportsmanship
- Conscientiousness
The personality of people who are eager to learn is very important to be in Rung Aroon. Regarding the fellowship of true friend, the working style of Rung Aroon school is that employees should design their own work and it will be presented to their supervisor and their peers to criticize and give feedback to get the best out of their work. Teacher C, who left Rung Aroon to work for the private school and came back to Rung Aroon again, she reveals that the reason she left Rung Aroon is because she couldn't.
When she started working for the new school, the work style was totally different from Rung Aroon. She said that even she knows that being criticized is the best way to learn, she still can't accept it absolutely. The crucial feature of learning organization in Rung Aroon is that there is no solid work process.
She said that she feels part of Rung Aroon but it is not that deep. Teacher A shows that she does not belong to Rung Aroon since the first day she entered Rung Aroon. She tries to fit in at school for example, she tries to wear Thai style clothes like the people of Rung Aroon do.
Eventually, she feels that she doesn't have to be someone she doesn't want to be. The expectation is that employees work hard and are dedicated to their work. She works part-time, so she doesn't have to do everything the school wants her to do.
If she is full time, she has to do something she doesn't want to do. Once she became a part-time teacher, she felt much better about fitting in with Rung Aroon. She reveals that she completely agrees with the concept of teaching and learning style of Rung Aroon because her priority is student.
CONCLUSION AND RECOMMENDATION
Conclusion
Recommendations
Limitations
