The_Key_Features_Contribution_to_Effectiveness_of_Learning_Organization

The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 CHAPTER 1 INTRODUCTION 1.1 BACKGROUND OF COMPANY 1.1.1 CIMB Group Profile CIMB Group is Malaysia's second largest financial services provider and one of Southeast Asia's leading universal banking groups. Formerly known as BumiputraCommerce Holdings Berhad, it has been listed on the Main Board of Bursa Malaysia, the nation's stock exchange since 1987. As at 30 September 2010, CIMB Group was the second largest company on Bursa Malaysia with a market capitalisation of RM59.9 billion. CIMB Group is also the majority shareholder of Bank CIMB Niaga in Indonesia, and the single largest shareholder of CIMB Thai in Thailand. CIMB Group offers a full range of financial products and services, covering corporate and investment banking, consumer banking, treasury, insurance and asset management. We operate our business on a dual banking basis through three main brand entities - CIMB Bank, CIMB Investment Bank and CIMB Islamic - giving customers a choice of both conventional and Islamic solutions. As a regional universal bank, CIMB Group serves everyone from all walks of life in Malaysia and throughout the region, including large regional corporations, domestic listed companies, entrepreneurial start-ups, high net worth individuals, pensioners and children. With total staff strength of over 37,000, the Group reaches 58% of the ASEAN population, representing 80% of ASEAN's gross domestic product. Our retail network of over 1,110 branches is the largest in the Southeast Asian region. -1- The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 Headquartered in Kuala Lumpur, CIMB Group's main markets are Malaysia, Indonesia, Thailand and Singapore, countries in which we have full universal banking capabilities. Our presence in 11 countries covers South East Asia and major global financial centres, as well as countries with which our South East Asian customers have significant business and investment dealings. In addition, we extend our regional reach and range of products and services through strategic partnerships. Our partners include the Principal Financial Group, Aviva plc, Allianz Malaysia Berhad, AIA Berhad, Sun Life Financial, Mapletree Capital Management, Bank of Tokyo-Mitsubishi UFJ, Standard Bank plc, Daishin Securities, the Kanoo Group, Malaysia Airlines, International Currency Exchange, EDS, Petronas Dagangan, Proton, Pos Malaysia, 7-11, Siner Malaysia and many more. CIMB Vision We are in the business of creating value for our customers We exist to create value for our customers. Creating value rests on understanding our customers‘ needs and creating solutions to answer these needs - the more value we can create, the more our customers will turn to us. We believe the best way to create the most value is by enabling our people Enabling our people involves effectively placing, motivating and supporting them and ultimately, unleashing their true potential. The better we enable our people, the more value we can create for our customers. In order to protect our reputation and business, we speak and act with integrity Integrity means speaking and acting honestly and sincerely, and treating our customers‘ needs and interests as our primary focus. Our unwavering belief in integrity is what allows our customers to entrust their business to us. -2- The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 1.2 INTRODUCTION Facing the competitiveness of the global economy, many organizations are forced to change in order to achieve the competitive edge. When global competition couple with the demand for increased workforce flexibility, the fast pace of technological innovation, and government deregulation of industry have led to widespread corporate lay offs, workplace restructuring, and the increasing use of contingent workforce (Gunter & Van der Hoeven, 2004; Hirsch & De Soucey, 2006). Introduced by Peter Senge (1990); Organizations is where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole thing together. ‖ A learning organization is the term given to a company that facilitates the learning of its members and continuously transforms itself. Pedler, M., Burgogyne, J. and Boydell, T. 1997. The Learning Company: A strategy for suatainable organization. development; 2nd Ed. London; McGraw-Hill. en.wikipedia.org/Learning Learning organizations [are] organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. (Senge 1990: 3) The Learning Company is a vision of what might be possible. It is not brought about simply by training individuals; it can only happen as a result of learning at the whole organization level. A Learning Company is an organization that facilitates the learning of all its members and continuously transforms itself. (Pedler et. al. 1991: 1) Learning organizations are characterized by total employee involvement in a process of collaboratively conducted, collectively accountable change directed towards shared values or principles. (Watkins and Marsick 1992: 118) -3- The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 In short, learning organization is a company that has an enhanced capacity to learn, adapt, and change. The basic rationale for such organizations is that in situations of rapid change only those that are flexible, adaptive and productive will excel. With rapidly developing global competition the organization needs the changes on the workplace learning. The study draws on an implementing workplace learning activities used by the organization towards knowledge management. It is uses the summaries from selected articles and journals; and also the questionnaires provided to individuals respondent from organization of CIMB Bank Shah Alam Branches. It is to review the workplace learning and it is role in developing professionalism, skills and competency through the knowledge management. Many consultants and organizations have recognized the commercial significance of organizational learning – and the notion of the ‗learning organization‘ has been a central orienting point in this. Writers have sought to identify templates, or ideal forms, ‗which real organizations could attempt to emulate‘ (Easterby-Smith and Araujo 1999: 2). In this sense the learning organization is an ideal, ‗towards which organizations have to evolve in order to be able to respond to the various pressures [they face] (Finger and Brand 1999: 136). It is characterized by a recognition that ‗individual and collective learning are key‘ (op. cit.). Two important things result from this. First, while there has been a lot of talk about learning organizations it is very difficult to identify real-life examples. This might be because the vision is ‗too ideal‘ or because it isn‘t relevant to the requirements and dynamics of organizations. Second, the focus on creating a template and upon the need to present it in a form that is commercially attractive to the consultants and writers has led to a significant underpowering of the theoretical framework for the learning organization. Here there is a distinct contrast with the study of organizational learning. Besides that, the role of the Human Resource personnel has now become even more challenging due to the unpredicted, competitive and rapid growth of today‘s economic conditions. Human Resource has an integral or a central function since everyone who works in any organisation will inevitably come into contact with Human Resources Department-both effective and ineffective. -4- The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 Therefore, a good management should concentrate its workplace learning in ensuring the quantity and quality of the employees and also Human Resource should play a role that could support all the missions, objectives and the strategy of the organisation effectively and efficiently. If the organization fails to adequately deal with the employees knowledge, negative effect on other employees and work groups in CIMB Bank Shah Alam branch will often results. 1.3 Background of Study This study is to analyze the learning organization and the key features of learning organization that influences in the workplace towards the effectivenes of learning organization. This studies is important in CIMB Bank because through learning it can helps the employees to do their task efficiently. Facing the developing global competition today, the organization needs the changes on the workplace learning. Before successfully the impact of the application, we shall know the key features that will contribute to this study. Leave the issue persist can cause many problems for such as decreased performance among employees, low motivation, lack of organizational support, lack of knowledge, unenhancing in career goals and no specific on job training. The key to achieve the organizational success lives in the employees‘ hands since the employees are the most important assets in the organization. Their skills, commitments and accountabilities towards their duties bring the most significant effect to the organization. Similar to other assets, a reduce number of these resources subsequently especially the skills and knowledge will have some adverse impact to the organization. Therefore, this reports intention is to investigate the key features contribution to effectiveness of building learning organization in the workplace. Hopefully from this identifying and analyzing, it can help many organization to manage their credilibility and enhancing learning activities in their organization. -5- The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 1.4 Problem Statement Currently, we are facing the developing global competition the organization needs the changes on the workplace learning which is the most aching phenomena in the workplace that may bring the organisation success. It also has been said that learning is a sign enhancing the professional skills and informative within the employees. The ultimate consequence of learning organization is its likely impact on the organization‘s profitability and reputation for short term and long term. Being an organization that does not learn continuously, forms a threat for future company performance. If learning not exist in the organization, it would be lack of motivation factors like low confidence level, not improve in their personal skills and job satisfaction, no specific on job training, lack of knowledge, unenhancing in career goals and lack of organizational support. Given the growing competitive environment, CIMB Bank need to focus on managing their employees by adding value to the individual employees as well to the organization as whole. So that, the employees are the ones who have to cope with the challenges of changing in the environment. Increases competition will enter the international market allowing CIMB Bank to benefits from new market. As stated before, learning and gain knowledge is increasingly becoming key success factor in any business. This study focusing on CIMB Bank Shah Alam involving five branches. The main approach for this study is qualitative study, involving descriptive research. Therefore this study have research question are used. The aim is to present a theory, based on the findings within literature of learning organizatios, and relate that to CIMB Bank. In addition, an attempt will be made to formulate suggestions and recommendation on how to implement the findings. -6- The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 1.5 Research Objective The objectives of the study are: i) ii) To define the meaning of Learning Organization. To identify the key features contribution to effectiveness of building learning organization. iii) To analyze the affects of Learning Organization to the organization. 1.6 Research Question Based on the research objectives, this study attempts to answer the following research questions: i) ii) iii) What is the Learning Organization' What are the key features that influence employees to involve in learning' How learning organization affect to the organization' 1.7 Scope of Study The targeted populations for sampling gathered are from five branches of CIMB Bank in Shah Alam based on their work environment which is different department and different level of position especially who are service in the front liner department, operation department and also managerial level. My prospecting study focus in CIMB Shah Alam Branches which are CIMB Section 9; CIMB Glenmarie; CIMB Bangunan Umno; CIMB Section 18; and CIMB Hicom, Shah Alam. This area are consists of one organization that can be focused on the banking industry was selected. It has chosen this state as responder of my scope of study to investigate the affect of learning in the organization. As a result, it will affect their committent to the job task and leading for continuos learning towards the successfulness and profitable to the organization. This can be seen from the performance achievement through out the years. -7- The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 The subjects of the study were covered 93 from 100 employees from CIMB Bank Shah Alam branches which are undergoing the process. For completion of this study, the researcher has used the simple random sampling where the questionnaires were distributed to respondents which are employees of CIMB Bank Shah Alam branches in order to get their feedback. The feedback will be analyzed to achieve the research objectives. 1.8 Significance of Study The significant of this study encourage by the employees, organization and management to ensure that learning is effective to all. From the study that will be carried out, it is hoped that the employees could realizes their roles in achieving the organizational goals by enhancing their skills and knowledge and highlight how the approach can be beneficial for improving their performance. Furthermore, they also should accept the learning and improve their knowledge for their very own good. This significance of study also can be explain as below: i) Employees Employees and organization must be together to achieve organizations‘ goal. The employees must have a high motivation level like self confidence to do their task. Hence, it will enhance the credibility and personal skills to perform their job and performances. In the same time the affect of learning will improve their self-efficiency, self-esteem, career aspiration and work centralized. Employees also should be aware of information concerning job requirement and skill needed towards the effectiveness of learning. If they want to sustain their employability, they need to willing to learn new skills and knowledge. ii) Organization When organization have continuous learning in workplace, it will exist the knowledgeable, capable and multi-skills employees towards the succesfull of the organization itself. Organization should provide training to the employees in order to -8- The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 bring employees more alert of the changing of globalization and can go further with the new technology and system. With the support from the organization, it will influence the willingness of each individual in the organization to participate learning activities. It is significant for the employees performance and career success. Organization can assist employees by provide training or knowlegde centre in order to guide employees to conduct self assesment and develop their personal skills of learning. iii) Management Management have the competencies to perform independently and effectively to achieve organizational goals. This study will help management to create action to overcome problems occur in th eorganization in order to enhance learning and to improve the the performance for long term period. In other hand, through learning organization, it will encourage to achieve higher level of performance in the same time management will improve their strategies to enrich learning in the organization. So that, it will increase the positive reaction to the job such as job satisfaction, enhancing job performance, enrich knowledge and improve the positive competitiveness in a workplace. Through this study, it is also hoped that the individual will get some ideas and could come up with more effective ways to respond an active learning culture and improving their knowledge towards better application of works. 1.9 Limitations i) Information is gathering from different of levels. It is consist a different level and it is based on what they are feeling with their organization. ii) iii) Time constrain to accomplish the study as time given is so limited. The references and information sources are limited due to there is no information available in organization and there is no previous research regarding this issue from organization. -9- The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 The results of this study cannot be considered as representative of the entire population in Selangor. Thus, it should be considered only as a pilot study that suggests being analyzed in future studies. This study also needed to refine and further validate the proposed recommendations for create culture to support learning organization. 1.10 Definition of Terms i) Learning: Learning can be defining as a relatively permanent change in knowledge or observable behaviour those results from practice or experience. [Hellriegel and Slocum in Organizational Behaviour (2004, 92)] ii) Organization: An organization is a social arrangement which pursues collective goals, controls its own performance, and has a boundary separating it from its environment. The word itself is derived from the Greek word organon, itself derived from the betterknown word ergon. There are a variety of legal types of organizations, including: corporations, governments, non-governmental organizations, international organizations, armed forces, charities, not-for-profit corporations, partnerships, cooperatives, and universities. A hybrid organization is a body that operates in both the public sector and the private sector, simultaneously fulfilling public duties and developing commercial market activities. As a result the hybrid organization becomes a mixture of a government and a corporate organization. http://en.wikipedia.org/wiki/Organization iii) Learning Organization: Learning organizations are organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together‖. (Senge 1990, 3) - 10 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 iv) Effectiveness Effectiveness is a function of clear authority and discipline within an organization. (Henry Fayol). The other definition of effectiveness is a function of productivity resulting from employee satisfaction. (Elton Mayo). In contrast, Peter F. Drucker, a 20th century Austrian social scientist and author of many books on organizational management said that business should strive for effectiveness in contrast to mere efficiency. A quote from Drucker’s book, The Effective Executive, says that ―Efficiency is doing things right, effectiveness is doing the right things.‖ v) Organizational Effectiveness Meeting organizational objectives and prevailing societal expectations in the near future, adapting and developing in the intermediate future and surviving in the distant future in the distant future. (Wikipedia) - 11 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 CHAPTER 2 LITERATURE RIVIEW 2.1 Introduction In the literature, there are many concepts and views used to describe a learning organization and the importance thereof for companies. This literature review will give an overview of these different views of learning, what a learning organization is and how a company can become a learning organization. From these different insights, the most appropriate will be selected and will form the basis for further study. Other definitions relevant for this study will also be further explore, describing the concepts of value creation, human capabilities and growth. 2.2 Learning Organization Learning starts from the day we born. The importance of learning was first proposed by a Chinese philosopher Confucius (551-479 BC), who believed that everyone should benefit from learning. “Without learning, the wise become foolish; by learning, the foolish become wise.” “Learn as if you could never have enough learning, as if you might miss something.” Definition of the main concepts used is: According to Hellriegel and Slocum in Organizational Behaviour (2004, 92) learning is: “a relatively permanent change in knowledge or observable behaviour that results from practice or experience.” - 12 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 Learning motivates people to grow and enables them to search for more knowledge, encouraging the quality of life and creating meaning to one‘s being. Introduced by Peter Senge (1990); Organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole thing together. ‖ A learning organization is the term given to a company that facilitates the learning of its members and continuously transforms itself. Pedler, M., Burgogyne, J. and Boydell, T. 1997. The Learning Company: A strategy for suatainable organization. development; 2nd Ed. London; McGraw-Hill. en.wikipedia.org/Learning There are many definitions on learning organizations, but a clear definition remians exlusive. Some expert in the feild of organizational change methods and especially in learning organizations have attempt to define a learning organization which can quoted as follows: Bob Garratt describes a learning organization in Creating a Learning Organization (1990) as follows: “A Learning Organization is an organization which facilities the learning of all its members and continuously transforms itself”. “Learning organizations are organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together”. (Senge 1990, 3) “The Learning Company is a vision of what might be possible. It is not brought about simply by training individuals; it can only happen as a result of learning at the whole organization level. Learning Company is an organization that facilitates the learning of all its members and continuously transforms itself”. (Pedler et. al. 1991, 1) - 13 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 Watkins and Marsick (1996) originally defined the learning organization as “one that learns continuously and transforms itself. Learning is a continuous, strategically used process integrated with and running parallel to work” “A learning organization is an organization skilled at creating, acquiring, and transferring knowledge, and at modifying its behaviour to reflect new knowledge and insights”. A.Garvin, 1993) (David As there is no single definition of a learning organization, the concept also covers a broad range of methods and models that can be used. The one thing that is similar in all definitions is that learning includes the continuous transformation of employees (people) and of the organization. For the purpose of this paper, a learning organization refers to the broadest definition as stated by D.A. Garvin (1993) and Wheelen and Hunger (2004, 8): A learning organization is an organization skilled at creating, acquiring, and transferring knowledge, and at modifying its behaviour to reflect new knowledge and insights. A learning organization is therefore skilled at four activities: solving problems systematically experimenting with new approaches learning from their own experiences and past history as well as from the experiences of others transferring knowledge quickly and efficiently throughout the organization There are various reasons why an organization might choose to become a learning organization. As Peter Senge explains in The Fifth Discipline Field Book (1994), the objectives can be to improve the quality of the employees and of the organization. This is especially valid for a service industry such as the insurance industry. Another objective might be to establish better economic performance and to gain competitive advantage. The organization‘s ability to learn faster than its competition is the only sustainable source of competitive advantage. Being a learning organization enables employees to embrace change and react more quickly to environmental changes due to their experience in anticipating changes that are going to occur. - 14 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 A learning organization also generates a more energized and committed workforce, encouraging employees to make the contributions they are capable of. They learn to act in the interest of the whole organization. People and organizations learn differently. It is important to know what can be the most effective way for an organization to learn. Chris Argyris has made a significant contribution to the development of organizational learning and experiential learning. The significance of the models Argyris developed together with Donald Schön of ‗single-loop‘ and ‗double-loop‘ learning can be seen as the basis for other models on organizational learning systems. In a constantly changing environment, new strategies can emerge from capitalizing on opportunities or countering threats that were not anticipated when the initial strategic plan was formulated. Organizations therefore need the capacity for double-loop learning, which occurs when the organization questions the underlying assumptions and reflects on the theory. For Argyris and Schön (1978, 2), learning involves the detection and correction of error. Where something goes wrong, it is suggested, an initial port of call for many people is to look for another strategy that will address the problem and then work within the governing variables. In other words, managers need feedback about whether their planned strategy is being executed according to plan. According to Argyris and Schön (1974), this is single-loop learning. An alternative response is to question the governing variables themselves, to subject them to critical scrutiny. This they describe as double-loop learning. Such learning may then lead to an alteration in the governing variables and, thus, a shift in the way in which strategies and consequences are framed. Governing variables are dimensions that people try to keep within acceptable limits. Any action is likely to have an impact upon a number of variables – thus any situation can trigger a trade-off among governing variables. In short, learning organization is a company that has an enhanced capacity to learn, adapt, and change. The basic rationale for such organizations is that in situations of rapid change only those that are flexible, adaptive and productive will excel. - 15 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 2.3 Key Features of Learning Organization The traditional hierarchical organization is about planning, managing and controlling. The learning organizations of the future will be about vision, values and mental models. Learning organizations will require profound shifts in the nature of managerial work. In his textbook The Fifth Discipline, the art & practice of the learning organization, Peter Senge‘s approach is to identify a set of principles necessary to build a learning organization. These principles can be used as guidelines to improve learning within an organization (Peter Senge, 1990). A discipline is an activity that is integrated into ones‘ life and these five disciplines should develop as an ensemble. Senge sought components that although developed separately, prove to be critical to each other‘s success in building organizations that can truly learn and that can continually enhance their capacity to realize their highest aspirations. A great virtue of Peter Senge‘s work is the way in which he puts systems theory to work. The Fifth Discipline provides a good introduction to the basics and uses of such theory – and the way in which it can be brought together with other theoretical devices in order to make sense of organizational questions and issues. Systemic thinking is the conceptual cornerstone (‗The Fifth Discipline‘) of his approach. It is the discipline that integrates the others, fusing them into a coherent body of theory and practice (ibid: 12). Systems theory‘s ability to comprehend and address the whole and to examine the interrelationship between the parts provides, for Peter Senge, both the incentive and the means to integrate the disciplines. Here is not the place to go into a detailed exploration of Senge‘s presentation of systems theory. However, it is necessary to highlight one or two elements of his argument. First, while the basic tools of systems theory are fairly straightforward they can build into sophisticated models. Peter Senge argues that one of the key problems with much that is written about, and done in the name of management, is that rather simplistic frameworks are applied to what are complex systems. We tend to focus on the parts rather than seeing the whole, and to fail to see organization as a dynamic process. Thus, the argument runs, a better appreciation of systems will lead to more appropriate action. - 16 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 ‗We learn best from our experience, but we never directly experience the consequences of many of our most important decisions‘, Peter Senge (1990: 23) argues with regard to organizations. We tend to think that cause and effect will be relatively near to one another. Thus when faced with a problem, it is the ‗solutions‘ that are close by that we focus upon. Classically we look to actions that produce improvements in a relatively short time span. However, when viewed in systems terms short-term improvements often involve very significant long-term costs. Peter Senge advocates the use of ‗systems maps‘ – diagrams that show the key elements of systems and how they connect. However, people often have a problem ‗seeing‘ systems, and it takes work to acquire the basic building blocks of systems theory, and to apply them to your organization. On the other hand, failure to understand system dynamics can lead us into ‗cycles of blaming and self-defense: the enemy is always out there, and problems are always caused by someone else‘ Bolam and Deal 1997: 27; see, also, Senge 1990: 231). The dimension that distinguishes learning from more traditional organizations is the mastery of certain basic disciplines or ‗component technologies‘. The fctors that Peter Senge identifies are said to be converging to innovate learning organizations which are: Personal mastery Building shared vision Team learning The core disciplines There are stand four other ‗component technologies‘ or disciplines. A ‗discipline‘ is viewed by Peter Senge as a series of principles and practices that we study, master and integrate into our lives. The five disciplines can be approached at one of three levels: Practices: what you do. Principles: guiding ideas and insights. Essences: the state of being those with high levels of mastery in the discipline (Senge 1990: 373). - 17 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 Each discipline provides a vital dimension. Each is necessary to the others if organizations are to ‗learn‘. 2.3.1 Personal Mastery ‗Organizations learn only through individuals who learn. Individual learning does not guarantee organizational learning. But without it no organizational learning occurs‘ (Senge 1990: 139). Personal mastery is the discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and of seeing reality objectively‘ (ibid.: 7). It goes beyond competence and skills, although it involves them. It goes beyond spiritual opening, although it involves spiritual growth (ibid.: 141). Mastery is seen as a special kind of proficiency. It is not about dominance, but rather about calling. Vision is vocation rather than simply just a good idea. People with a high level of personal mastery live in a continual learning mode. They never ‗arrive‘. Sometimes, language, such as the term ‗personal mastery‘ creates a misleading sense of definiteness, of black and white. But personal mastery is not something you possess. It is a process. It is a lifelong discipline. People with a high level of personal mastery are acutely aware of their ignorance, their incompetence, their growth areas. And they are deeply self-confident. Paradoxical' Only for those who do not see the ‗journey is the reward‘. (Senge 1990: 142) In writing such as this we can see the appeal of Peter Senge‘s vision. It has deep echoes in the concerns of writers such as M. Scott Peck (1990) and Erich Fromm (1979). The discipline entails developing personal vision; holding creative tension (managing the gap between our vision and reality); recognizing structural tensions and constraints, and our own power (or lack of it) with regard to them; a commitment to truth; and using the sub-conscious (ibid.: 147-167). These are ‗deeply ingrained assumptions, generalizations, or even pictures and images that influence how we understand the world and how we take action‘ (Senge - 18 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 1990: 8). As such they resemble what Donald A Schön talked about as a professional‘s ‗repertoire‘. We are often not that aware of the impact of such assumptions etc. on our behaviour – and, thus, a fundamental part of our task (as Schön would put it) is to develop the ability to reflect-in- and –on-action. Peter Senge is also influenced here by Schön‘s collaborator on a number of projects, Chris Argyris. The discipline of mental models starts with turning the mirror inward; learning to unearth our internal pictures of the world, to bring them to the surface and hold them rigorously to scrutiny. It also includes the ability to carry on ‗learningful‘ conversations that balance inquiry and advocacy, where people expose their own thinking effectively and make that thinking open to the influence of others. (Senge 1990: 9) If organizations are to develop a capacity to work with mental models then it will be necessary for people to learn new skills and develop new orientations, and for them to be institutional changes that foster such change. ‗Entrenched mental models… toward changes that could come from systems thinking‘ (ibid.: 203). Moving the organization in the right direction entails working to transcend the sorts of internal politics and game playing that dominates traditional organizations. In other words it means fostering openness (Senge 1990: 273-286). It also involves seeking to distribute business responsibly far more widely while retaining coordination and control. Learning organizations are localized organizations (ibid.: 287-301). 2.3.2 Building Shared Vision Peter Senge starts from the position that if any one idea about leadership has inspired organizations for thousands of years, ‗it‘s the capacity to hold a share picture of the future we seek to create‘ (1990: 9). Such a vision has the power to be uplifting – and to encourage experimentation and innovation. Crucially, it is argued, it can also foster a sense of the long-term, something that is fundamental to the ‗fifth discipline‘. - 19 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 When there is a genuine vision (as opposed to the all-to-familiar ‗vision statement‘), people excel and learn, not because they are told to, but because they want to. But many leaders have personal visions that never get translated into shared visions that galvanize an organization… What has been lacking is a discipline for translating vision into shared vision - not a ‗cookbook‘ but a set of principles and guiding practices. The practice of shared vision involves the skills of unearthing shared ‗pictures of the future‘ that foster genuine commitment and enrolment rather than compliance. In mastering this discipline, leaders learn the counter-productiveness of trying to dictate a vision, no matter how heartfelt. (Senge 1990: 9) Visions spread because of a reinforcing process. Increased clarity, enthusiasm and commitment rub off on others in the organization. ‗As people talk, the vision grows clearer. As it gets clearer, enthusiasm for its benefits grow‘ (ibid: 227). There are ‗limits to growth‘ in this respect, but developing the sorts of mental models outlined above can significantly improve matters. Where organizations can transcend linear and grasp system thinking, there is the possibility of bringing vision to fruition. ―Developing the abilities of the organization, the team and the individual; to learn, share best practices, create a common purpose and gain commitment ..... through Shared Vision‖. Shared Vision Ltd, Stratford UK. 2.3.3 Team Learning Such learning is viewed as ‗the process of aligning and developing the capacities of a team to create the results its members truly desire‘ (Senge 1990: 236). It builds on personal mastery and shared vision – but these are not enough. People need to be able to act together. When teams learn together, Peter Senge suggests, not only can there be good results for the organization; members will grow more rapidly than could have occurred otherwise. - 20 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 The discipline of team learning starts with ‗dialogue‘, the capacity of members of a team to suspend assumptions and enter into a genuine ‗thinking together‘. To the Greeks dia-logos meant a free-flowing if meaning through a group, allowing the group to discover insights not attainable individually…. [It] also involves learning how to recognize the patterns of interaction in teams that undermine learning. (Senge 1990: 10) The notion of dialogue that flows through The Fifth Discipline is very heavily dependent on the work of the physicist, David Bohm (where a group ‗becomes open to the flow of a larger intelligence‘, and thought is approached largely as collective phenomenon). When dialogue is joined with systems thinking, Senge argues, there is the possibility of creating a language more suited for dealing with complexity, and of focusing on deep-seated structural issues and forces rather than being diverted by questions of personality and leadership style. Indeed, such is the emphasis on dialogue in his work that it could almost be put alongside systems thinking as a central feature of his approach. 2.4 Building a Learning Organization Learning is the key to success—some would even say survival—in today‘s organizations. Knowledge should be continuously enriched through both internal and external learning. For this to happen, it is necessary to support and energize organization, people, knowledge, and technology for learning. (Oliver Serrat). For organizations wishing to remain relevant and thrive, learning better and faster is critically important. Many organizations apply quick and easy fixes often driven by technology. Most are futile attempts to create organizational change. However, organizational learning is neither possible nor sustainable without understanding what drives it. The figure below shows the subsystems of a learning organization: organization, people, knowledge, and technology. Each subsystem supports the others in magnifying the learning as it permeates across the system. (Oliver Serrat) - 21 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 It is not the strongest of the species who survive, or the most intelligent; rather it is those most responsive to change. — Charles Darwin. In challenging and globalization changes demand, CIMB Bank is always looking for the build and enhances learning in order to shows the highest level of learning but still the organization need to maintain and implement the continuous learning among staff and in addition providing the training as the cornerstone of organizational success. Learning also will improve their skills, knowledge, career goals, organizational support and motivation factors that found in the explaining of the key features of the learning organization towards the effectiveness of learning organization. There are important factors towards building learning organization in CIMB Bank such as organization which is CIMB Bank itself that play developing organizational effectiveness, people which is the employees who are intellectually curious about their work and develop experience, knowledge as a critical asset in every learning organization and the technology that Learning organizations know how to harness the power of information and communication technologies. A learning organization values the role that learning can play in developing organizational effectiveness. It demonstrates this by having an inspiring vision for learning and a learning strategy that will support the organization in achieving its vision. The leadership of a learning organization is committed to the importance of learning and clearly communicates that learning is critical to organizational success. The leadership recognizes the importance of providing the motive, means, and opportunity for learning. The structure of a learning organization takes into account the common obstacles to learning so it is carefully aligned with strategy, avoiding avoiding development os ―silos‖ which are where grains and corn are grown in organization; and minimizing unnecessary levels of hierarchy. Communication systems are used to facilitate the lateral transfer of information and knowledge across formal structural boundaries. In decentralized and geographically spread organizations, particular care is taken to use communication to encourage lateral communication and to overcome the increased danger of the development of ―silos‖ towards the successfulness and profitable for the organization. - 22 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 To stimulate creativity and generate new insights and innovative practices, a learning organization takes a balanced approach to the importance of both planned and emergent learning. Planned learning is addressed through the careful development of strategy, structure, systems, procedures, and plans. In a learning organization, planning is based on careful reflection through probing questions that draw on data and information from monitoring, review, and self- and independent evaluation. Emergent learning is equally important but takes an inherently more speculative and opportunistic approach. It is dependent on encouraging a passion for learning and knowledge sharing among staff members, developing learning competencies, creating opportunities for informal sharing, and cultivating a supportive learning culture. Failures and unintended outcomes are the focus of constructive discussions leading to new approaches. When such incidents involve clients, care is taken to protect their reputation. (Oliver Serrat) 2.4.1 Step Needed to Create a Culture that Support a Learning Organization To compete in this information-saturated environment we are currently living in, it is necessary to try to remain dynamic, competitive, and to continue to look for ways to improve the organization. As David Garvin of Harvard University writes, "continuous improvement requires a commitment to learning" (Garvin 1994,19). Change is the only constant we should expect in the workplace, and therefore, we must rid ourselves of traditional, hierarchal organizational structures that are often "change-averse," or undergo change only as a reaction to external events (Johnson 1993). Learning organizations embrace change and constantly create the reference points to precipitate an ever evolving structure that has a vision of the future built in. According to Richard Karash learning organizations are healthier places to work because they: Garner Independent Thought Increase our Ability to Manage Change Improve Quality Develop a More Committed Work Force - 23 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 Give People Hope that Things Can Get Better Stretch Perceived Limits Are in Touch with a Fundamental Part of our Humanity -- The Need to Learn, To Improve our Environment, and To Be Active Actors, Not Passive Recipients (Karash 1995). The very first thing needed to create a learning organization is effective leadership, not based on traditional hierarchy, but a mix of different people from all levels of the system to lead in different ways (Senge 1996). Secondly, there must be the realization that we all have inherent power to find solutions to the problems we are faced with, and that we can and will envision a future for our library system and forge ahead to create it. As Gephart and associates point out in Learning Organizations Come Alive, "the culture is the glue that holds an organization together"; a learning organization's culture is based on openness and trust, where employees are supported and rewarded for learning and innovating, and one that promotes experimentation, risk taking, and "values the well-being of all employees (Gephart 1996,39). Overall, to create a culture and environment that will be the foundation for a learning organization, people must realize the beginning comes with "a shift of mind from seeing ourselves as separate from the world to connected to the world" (Senge 1996,37); from seeing ourselves as integral components in the workplace, rather than as separate and unimportant, robotic caricatures. Finally, one of the biggest challenges that must be overcome in any organization, is to identify and breakdown the ways people reason defensively. Until then, change can never be anything but a passing phase (Argyris 1991,106). Everyone must learn that the steps they use to define and solve problems can be a source of additional problems for the organization (Argyris 1991,100). - 24 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 2.5 THEORETICAL FRAMEWORK Figure 2.4.1: Theoritical Framework of Study The Key Features of Learning Organization (Peter Senge) Personal Mastery - Competence and skills - Continual learning mode Team Learning - Align and develope capacity of team to create result - Start with dialouge into a thinking together The Effectiveness of Learning Organization Building Shared Vision Shared vision for the future - Mastering in diciplines by learning the counter-productiveness INDEPENDENT VARIABLES DEPENDENT VARIABLES - 25 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 2.5.1 DEPENDENT VARIABLE Dependent Variable is a criterion or a variable that is predicted or explained. In other words, through the analysis of Dependent Variable, information about the problem is obtained. The Dependent Variable for this study of the effectiveness learning organization at workplace in CIMB Shah Alam Branches. 2.5.2 INDEPENDENT VARIABLE An Independent Variable is a variable that is expected to influence the dependent variable. The Independent Variable for this study is key features of learning organization, factors that support learning organization and stage of achieving the key principles of a learning organization. - 26 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 CHAPTER 3 RESEARCH METHODOLOGY 3.1 Introduction Research methodology is a set of procedures or methods used to conduct study. This chapter will explains how the atudy was conducted and how the data was analyzed based on research methodology and research design that we are adapted for the purpose of this study. In this section, researcher will the discuss the stampling technique and data collection procedures and operation manners of variable used in this study. The statistical procedure that used in this study will used in analyzing collected data will be explained in detail. This chapter discuss on how this research conducted such as the population and reseach sample, sampling procedure, data collection and the development of research instrument. Research methodology is depends largely on the target population and how easy or difficult to access it. It is about of sample which the respondents helps to complete this study. 3.2 Research Design 3.2.1 Purpose of Study The purposes of this study are to analyze how learning organization affects the organization in CIMB Shah Alam Branches. The most important key features influence learning organization in a workplace is Personal Mastery, Building Shared Vision and Team learning that is related to influence the learning in the workplace. This study also explains the relationship between these factors. The study based on descriptive research design that use cross-sectional research design because it will involve the primary research that consist of the - 27 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 population of interest. Cross sectional is widely used research design in business research and it is one-shot research study at a given point of time and consists of a sample of the population of interest. 3.2.2 Types of Investigation This study can be called as correlational study. This method is to determine the relationship between two variables or several variables. Correlational research seeks to investigate whether one or most relationships of some type exist. In this study, the researcher is interested to know whether the independent variable study is key features of learning organization, factors that support learning organization and stage of achieving the principles of a learning organization. 3.2.3 Time Horizon The period given to the respondents for the feedbacks is approximately 1 week and will be collected once. Therefore, the cross-section studies are adopted for the purpose of this study. 3.3 Unit of Analysis The unit of analysis for the purpose of this study is individual. The place that has been chosen is CIMB Bank Shah Alam Branches. - 28 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 3.4 Sample Size It is a number of respondents chosen from the population. Population is defined as the group to which the results of the study are intended to apply to. The sample sizes of the respondent for this research are 93 of 100 employees aged 21 years old and above who are working in the five branches in CIMB Bank Shah Alam. 3.5 Sampling Technique This study used a non-probabilistic sampling technique. Under this technique, convenience sampling will be used. Convenience sampling refers to the collection of information from members of the population who are conveniently available to provide it. It involves picking up any available set of respondents convenient for the research. The non-probabilistic sampling technique is use because of the elements does not have known or predetermined chance of being selected as subjects. It is used when time and other factors are more critical and generalize is less important. 3.6 Data Collection Methods Data collection methods are an integral part of research design. In data collection methodology, it actually includes 2 types of methodology that going to be used. Those are primary data and secondary data. 3.6.1 Primary Data This study used the primary and secondary data, collecting information or any data required. The research mainly involves information specifically from the primary data where it is involves collecting information from the actual sources that are from employees of five branches in CIMB Bank Shah Alam. This study gathered 100 sets of - 29 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 questionnaires that distributed to the employees in order to generate the data necessary for accomplishing the objectives of this research. Primary data referred to information obtained first-hand by the researcher on the variables of interest for the specific purposes of the study. In order to obtain the primary data, questionnaires are used to gain feedback from respondents. The questionaires is a written set of questions to which respondents record their answers. Questionnaires are an efficient data collection mechanism when researcher knows exactly what is required and how to measure the variables of interest. All information needed in this study will collobrate to questionnaires and distribute to all respondents to get the answer and feedback. Instruments of assessment questionnaire used to measure the effectiveness of learning organization. 3.6.1.1 Questionnaires Design Questionnaire is pre-formulated written set of questions to which respondents record their answer, usually within rather define alternatives. Researcher has distributed a set of questionnaire to selected respondent among the employees in CIMB Bank, Shah Alam Branches from various division in the organization. From the questionnaires, researcher got the data needed and then analyzes it. The researcher used the questionnaires in data collection methods which was reformulated written set of question where the respondents record their answer. The questionnaire was devided to five sections which are: Section A : General Information The questions was designed in order to collect information regarding the background of the respondant such as gender, age, religion, marital status, role in organization, level of education, annual income and the length of working. - 30 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 Section B : Personal Mastery The questions was designed to gather information regarding the individual experince of work experience in order to build the learning in organization. (1 = Almost Never; and 5 = Strongly Always) Section C : Team Learning The questions was designed to investigate the work experience of team or group in an organization in order to achive the organization goals. (1 = Almost Never; and 5 = Strongly Always) Section D : Building Shared Vision The questions was designed to get the information within the team in order to share knowledge towards the succesfull of learning organization. (1 = Almost Never; and 5 = Strongly Always) Section E : The Effectiveness of Learning Organization The questions was designed to gather the result of the effectiveness of learning organization in CIMB Bank, Shah Alam Branches. (1 = Strongly Inaccurate; and 5 = Strongly Accurate) 3.6.1.2 Secondary Data Secondary data are minor facts or additional facts that the researcher acquired from other sources of least importance. The information required can be collected entirely from published sources or internal records. Hence, the secondary research that is penetrating from internet, books, magazine, annual report of the company, journals and articles are taken. Journals are written by someone who was there who wrote about the method learning. Internet is the best way to find journals. In other words, secondary data refer to information gathered by someone other than the researcher conducting in the current study. Sources from secondary data provided a - 31 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 lot of information for doing research and problem solving. Secondary data also easy to access, save in time and cost of acquiring information. 3.6.2 Instrument The instrument used was in the form of questionnaires. The questionnaires will be distributed to individual in order to conduct the survey. Questionnaire will consist of partly questions. 3.7 Study Area This study will present the research methodology as the intent of the study and will sample and access the effectiveness learning organization at workplace in CIMB Bank Shah Alam Branches. There are different ways a survey can be carried out. For this study, the surveys will be done through person to person by distributing the questionnaires to employees, 21 years old and above at each department at CIMB Bank Shah Alam Branches. Therefore, when distribute the questionnaires, the questions can be explained to employees and facial reactions or body language can be observed. The period given to the respondents for the feedbacks is approximately 1 week. 3.8 Data Analysis The distributed questionnaires than collected, the data gained from the questionnaires were analyzed using the SPSS software and finally the data will be analyzed based on Frequency, Descriptive and Cross-tabulation. As for comparisons, it is analyze by independent variable that to test whether there is any significant difference among different variables based on demographic information that have more than two categories such as race, academic qualifications and so on. - 32 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 CHAPTER 4 FINDINGS AND DISCUSSION 4.1 Introduction This chapter reports the findings of the questionnaire survey to identify the key features contribution to effectiveness of building learning organization at CIMB Bank, Shah Alam Branches. To measure the effectiveness, the researcher explained the research findings which were obtained after the data has been processes using the Statistical Package for Social Sciences (SPSS) software version 17.0. 4.2 Frequency Statistics of General Information Variables The subjects that participated in this study were randomly selected from a complete and current list of the employees of CIMB Bank, Shah Alam Branches. Initially 100 employees were selected however only 93 usable questionnaires were obtained. This is because some of respondents was in training, on leave and others reason to unable for respondents to return the questionnaire. Table 4.2 described the general information of the respondents in five branches at CIMB Bank Shah Alam. Frequency Gender FEMALE MALE 21-35 54 39 50 37 6 67 14 7 Percent 58.1 41.9 53.8 39.8 6.5 72.0 15.1 7.5 Age 36-50 51-65 MALAY Religion CHINESE INDIAN - 33 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 OTHERS SINGLE 5 33 53 7 2 23 39 29 24 35 34 41 36 9 7 10 4 24 16 39 5.4 35.5 57.0 7.5 2.2 24.7 41.9 31.2 25.8 37.6 36.6 44.1 38.7 9.7 7.5 10.8 4.3 25.8 17.2 41.9 Maritial Status MARRIED WIDOW TOP MANAGEMENT Role MIDDLE MANAGEMENT SUPERVISORY NON-MANAGEMENT SPM/STPM/CERTIFICATE Level Education DIPLOMA DEGREE LESS THAN RM36,000 Annual Income RM36,001-RM50,000 RM50,001-70,000 RM70,001-90,000 LESS THAN 1 YEAR 1-2 Work Experiences 3-5 6-10 OVER 10 Table 4.2 : The frequency of General Information of the respondents Based on table 4.2 the study shows that the general information of CIMB Bank, Shah Alam branches is comprised 93 respondents of 100. This table represents the information gathered from the respondents based on the first section or general information (Section A) in the questionnaire. Female respondents is higher than male which is female representing 54 respondents or 58.1 percent, where male is 39 or 41.9 percent respondents. Generally, female is higher than male who are working in five branches at CIMB Bank, Shah Alam. The data also indicated that the majorities of respondent‘s age is 21 – 35 years old with 50 respondents or 53.8 percent - 34 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 which are the highest average of age . There were in middle age between 36 – 50 years old with 37 respondents equal with 29.8 percent then followed by age 51 – 65 years old is represent only 6 respondents or 6.5 percent which are the lowest of age of the respondents. In this study, most of the respondents are Malay which are the higest religion with 67 respondents or 72 percents. It is followed by Chinese with 14 respondents or 15.1 percent, Indian with 7 respondents or 7.5 percent and the lowest is Others religion with represented 5 respondents or 5.4 percent. From the feedback given by the respondents, the highest respondents are married with 53 or 57 percent following by 33 respondents is single status or 35.5 percent. The lowest status is widower which are representing 7 respondents or 7.5 percent. Most of the respondents is in supervisory level which are officers that represented 39 respondents or 41.9 percent following by non-managemenet which are clerical and non-clerical with 29 respondents or 31.2 percent. Middle management is represent of 23 respondents or 24.7 percent and the lowest level of respondents is from top management which are represented only 2 respondents or 2.2 percent. For the level of education of respondents in CIMB Bank Shah Alam branches, most of the respondents have a qualification in Diploma which is consist of 37.6 percent or 35 respondents and it make it the highest qualification of respondents. It is about 36.6 percent or 34 respondents have their degree and followed by the lowest respondents have SPM / STPM / Certificate which consist of 25.8 percent or 224 respondents. The questionnaire about the annual income gave feedback that the highest annual income of respondents is less than RM36,000 annually with 44.1 percent or 41 respondents. It is following by average income between RM36,001-RM50,000 with 38.7 percent or 36 respondents and RM50,001-RM70,000 is about 9.7 percent or 9 respondents. The lowest result with average annual income between RM 70,001-RM90,000 which is consist 7.5 percent or 7 respondents recieved the income annually. Based on table above, it is shows that the highest working experience with CIMB Bank is over 10 years which are consist of 39 respondents or about 41.9 percent because most of them working with Southern Bank Berhad and Bumiputera Commerce Bank Bhd before merger become CIMB Bank Bhd. It also followed by the average - 35 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 between 3–5 years with 24 respondents or 25.8 percent, working around 6–10 years consist of 16 respondents or 17.2 percent, working 1–2 years is represented 10 respondents or 10.8 percent and the lowest years of work with CIMB Bank is about only 4 respondents or 4.3 percent of experience. 4.3 Reliability Analysis Statistics For Varibale The reliability of a measure is established by testing for both consistency and stability. The reliability of the questionnaire and the response from respondents, the data has been tested in term of its reliability. Consistency indicates how well the items measuring a concept hang together a set. Each of the variables has been segregated and analyzed. Reliability refers to the extent to which a scale produces consistent results if measurements are made repeatedly (Sekaran, 2003). In others words, it looks at the consistency and the stability of the researcher items. Cronbach‘s alpha is a reliability coefficient that indicates how well the items in a set are positively correlated to one another. Cronbach‘s alpha is computed in terms of the average intercorrelation among the items measuring the concepts. The closer Cronbach‘s alpha is 0 to 1. The closer to 1 is more reliable the scale of the variable. In the general most of .60 are consider poor while .70 range and acceptable, those over .80 are good and .90 is excellent. (Uma Sekaran) Reliability Statistics Cronbach's Variables Personal Mastery Team Learning Building Shared Vision The Effectiveness of Learning Organization Alpha .924 .873 .938 .918 N of Items 12 6 19 10 Table 4.3 : Reliability Statistics of Variables - 36 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 For this study, the total overall result of Cronbach‘s Alpha is more than 0.90 which is excellent. Based on the reliability statistic table above showed that the highest reliability test for the variables is 0.938 which is building shared vision and this is show that it is excellent and the lowest of reliability test for the variables is .873 which is team learning. However, from the result above, it showed that the Cronbach‘s Alpha result is very excellent, reliable and acceptable. 4.3.1 Reliability on Independent Variable (Personal Mastery) For this study, the total overall result of Cronbach‘s Alpha is more than 0.90 which is excellent. Based on the reliability statistic table below showed that reliability test for independent variable of personal mastery practises is 0.924 and this is show that it is excellent. The reliability test below showed that the Cronbach‘s Alpha result is excellent. Reliability Statistics Cronbach's Alpha Based on Cronbach's Alpha .924 Standardized Items .926 N of Items 12 Reliability Statistics test for Cronbach’s Alpha Item-Total Statistics Cronbach's Scale Mean if Item Deleted In my organization, , people openly discuss mistakes in order to learn from them 38.95 Scale Variance if Corrected Item- Squared Multiple Item Deleted 44.030 Total Correlation .701 Correlation .637 Alpha if Item Deleted .916 - 37 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 In my organization, people identify skills they need for future work tasks In my organization, people help each other learn. In my organization, people can get money and other resources to support their learning. In my organization, people are given time to support learning. In my organization, people view problems in their work as an opportunity to learn. In my organization, people are rewarded for learning. In my organization, people give open and honest feedback to each other. In my organization, people listen to others' views before speaking. In my organization, people are encouraged to ask "why" regardless of rank. In my organization, whenever people state their view, they also ask what others think. In my organization, people treat each other with respect. 38.90 43.023 .769 .686 .913 38.81 44.310 .760 .687 .914 39.17 44.101 .617 .582 .920 39.02 44.021 .722 .688 .915 38.91 44.862 .648 .579 .918 39.12 44.236 .611 .470 .920 38.96 44.672 .647 .554 .918 39.03 43.988 .775 .655 .914 39.30 43.365 .686 .639 .917 39.05 44.095 .671 .559 .917 39.04 43.585 .601 .582 .921 Table 4.3.1: Reliability on Independent Variable (Personal Mastery) There are 12 items reliability coefficient involved in this section. An examination of the items comprising the career management scales with 12 questions given. The - 38 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 Cronbach‘s Alpha for the dependent variable is equal to 0.924, showed that the instruments or items are reliable and acceptable. Based on the table 4.3.1, it provides an overview of the alpha if we take one of the items out of the measure. In above table it shown that the highest Cronbach‘s alpha is in CIMB Bank, people treat each other with respect choosen by respondents which is highest 0.921. It means that the respect between each others even upper or lower level may influence the personal mastery is practise in CIMB Bank, Shah Alam branches. While the lowest personal mastery practises that use in this study is in CIMB Bank, people identify skills they need ofr future work task which is 0.913. However, these items also important because Cronbach‘s alpha range is 0.80 above. It is still consistency reliability of the measure used in this study can be considered as excellent and acceptable. 4.3.2 Reliability on Independent Variable (Team Learning) In this study, the total overall result of Cronbach‘s Alpha for team learning is more than 0.80 which is good. Based on the reliability statistic table below showed that reliability test for independent variable of team learning is 0.873 and this is show that it are good result. Therefore, the result from the reliability test shows that the Cronbach‘s Alpha is good and acceptable. Reliability Statistics Cronbach's Alpha Based on Cronbach's Alpha .873 Standardized Items .872 N of Items 6 - 39 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 Reliability Statistics test for Cronbach’s Alpha Item-Total Statistics Cronbach's Scale Mean if Item Deleted In my organization, teams/groups have the freedom to adapt their goals as needed. In my organization, teams/groups treat members as equals, regardless of rank, culture, or other differences. In my organization, teams/groups focus both on the group's task and on how well the group is working. In my organization, teams/groups revise their thinking as a result of group discussions or information collected. In my organization, teams/groups are rewarded for their achievements as a team/group. In my organization, teams/groups are confident that the organization will act on their recommendations. 17.67 10.725 .713 .546 .845 17.44 11.554 .611 .454 .862 17.49 10.601 .706 .539 .846 17.63 10.213 .787 .629 .831 17.53 11.361 .722 .585 .845 17.51 Scale Variance if Corrected Item- Squared Multiple Item Deleted 12.361 Total Correlation .520 Correlation .423 Alpha if Item Deleted .875 Table 4.3.2 : Reliability on Independent Variable (Team Learning) This section are consists of 6 items that also considered as reliable. An examination of the items comprising of the team learning scales with 6 questions given. - 40 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 The Cronbach‘s Alpha for the independent variable of team learning is equal to 0.873, shows that the instruments or items are reliable, acceptable and good. Table above shown that the highest Cronbach‘s alpha is 0.875 that explain CIMB Bank teams/groups have the freedom to adapt their goals as needed. It means that the teams/groups may choose their way freely to achieve their goals and objectives needed. However, the lowest Cronbach‘s alpha is teams/groups focus both on the group's task and on how well the group is working which is 0.831. Referring to the range of Cronbach‘s alpha, it is still consistent reliability of the measure used in this study and it can be considered as a good for the reasearch. 4.3.3 Reliability on Independent Variable (Building Shared Vision) In this study, the total overall result of Cronbach‘s Alpha for building shared vision is more than 0.90 which is excellent. Based on the reliability statistic table below showed that reliability test for dependent variable of career management is 0.938 and this is show that it are excellent result. Therefore, the result from the reliability test showed that the Cronbach‘s Alpha is very excellent, reliable and acceptable. Reliability Statistics Cronbach's Alpha Based on Cronbach's Alpha .938 Standardized Items .938 N of Items 19 - 41 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 Reliability Statistics test for Cronbach’s Alpha Item-Total Statistics Cronbach's Scale Mean if Item Deleted My organization uses twoway communication on a regular basis, such as suggestion systems, electronic bulletin boards, or town hall/open meetings. My organization makes its lessons learned available to all employees My organization measures the results of the time and resources spent on training. My organization recognizes people for taking initiative. My organization gives people choices in their work assignments. My organization invites people to contribute to the organization's vision. My organization gives people control over the resources they need to accomplish their work. My organization builds alignment of vision across different levels and work groups. 63.71 103.360 .625 .619 .935 63.62 102.889 .619 .587 .935 63.59 103.809 .590 .689 .936 63.88 100.345 .704 .694 .933 63.67 103.268 .597 .612 .935 63.75 103.384 .665 .664 .934 63.70 104.561 .583 .675 .936 63.71 Scale Variance if Corrected Item- Squared Multiple Item Deleted 104.534 Total Correlation .584 Correlation .617 Alpha if Item Deleted .936 - 42 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 My organization helps employees balance work and family My organization encourages people to think from a global perspective My organization considers the impact of decisions on employee morale. My organization works together with the outside community to meet mutual needs. My organization encourages people to get answers from across the organization when solving problems. In my organization, leaders generally support requests for learning opportunities and training. In my organization, leaders share up to date information with employees about competitors, industry trends, and organizational directions. In my organization, leaders empower others to help carry out the organization's vision. In my organization, leaders mentor and coach those they lead. In my organization, leaders continually look for opportunities to learn. 63.88 99.323 .637 .599 .935 63.52 105.187 .543 .592 .936 63.69 102.195 .666 .683 .934 63.90 100.436 .611 .662 .935 63.84 97.985 .744 .756 .932 63.69 99.413 .721 .714 .933 63.78 100.366 .678 .685 .934 63.72 100.791 .702 .762 .933 63.89 99.206 .740 .829 .933 63.99 99.815 .766 .788 .932 - 43 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 In my organization, leaders ensure that the organization's actions are consistent with its values. 64.08 104.223 .485 .734 .938 4.3.3 : Reliability on Independent Variable (Building Shared Vision) This dimension consists of 19 items that also considered as reliable as the alpha was 0.938 which the value is more than 0.90. It was good internal consistent reliability according to the strength of the table of reliability statistics. An examination of the items comprising of the building shared vision scales with 19 questions given. The Cronbach‘s Alpha for the independent variable of building shared vision is equal to 0.938, showed that the instruments or items are reliable, acceptable and excellent result. Based on the table 4.3.3, it shown that the highest Cronbach‘s alpha for building shared vision is 0.938 that explain about in CIMB Bank, leaders ensure that the organization‘s actions are consistent with its values. It means that respondent aware that leaders is ensure that the values are consistent with the organization‘s action. Besides that, the lowest Cronbach‘s Alpha is my organization encourages people to get answers from across the organization when solving problems and in my organization, leaders continually look for opportunities to learn that sharing value which are 0.932. Even the value is the lowest compare the others, it still in excellent result. Referring to the range of Cronbach‘s Alpha, it can be accepted and excedllent for the research because the value is more than 0.90. 4.3.4 Reliability on Dependent Variable (The Effectiveness of Learning Organization) In this study, the total overall result of Cronbach‘s Alpha for the effectiveness of learning organization is more than 0.90 is excellent. Based on the reliability statistic table below shows that reliability test for dependent variable of the effectiveness of learning organization is 0.918 and this is shown that is excellent result. Therefore, the result from the reliability test shows that the Cronbach‘s Alpha is excellent, reliable and acceptable. - 44 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 Reliability Statistics Cronbach's Alpha Based on Cronbach's Alpha .918 Standardized Items .918 N of Items 10 Reliability Statistics test for Cronbach’s Alpha Item-Total Statistics Cronbach's Scale Mean if Item Deleted In my organization, average productivity per employee is greater than last year. In my organization, time to market for products and services is less than last year. In my organization, response time for customer complaints is better than last year. In my organization, market share is greater than last year. In my organization, the cost per business transaction is less than last year In my organization, customer satisfaction is greater than last year 32.01 31.098 .764 .685 .906 32.10 31.588 .717 .580 .909 31.85 32.934 .629 .540 .914 32.04 31.259 .703 .636 .910 31.92 34.049 .565 .502 .917 31.94 Scale Variance if Corrected Item- Squared Multiple Item Deleted 34.191 Total Correlation .604 Correlation .506 Alpha if Item Deleted .915 - 45 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 In my organization, the number of new products or services is greater than last year. In my organization, the percentage of skilled workers compared to the total workforce is greater than last year. In my organization, the percentage of total spending devoted to technology and information processing is greater than last year. In my organization, the number of individuals learning new skills is greater than last year. 31.88 31.518 .775 .684 .905 31.76 31.509 .787 .695 .905 31.91 33.166 .724 .632 .909 31.94 32.539 .691 .657 .910 4.3.4 : Reliability on Dependent Variable (The Effectiveness of Learning Organization) There are 10 items reliability coefficient involved in this section. An examination of the items comprising the the effectiveness of learning organization scales with 10 questions given. The Cronbach‘s Alpha for the dependent variable is equal to 0.918, shows that the instruments or items are reliable and acceptable. Based on the table 4.3.4, it provides an overview of the alpha if we take one of the items out of the measure. In above table it shown that the highest Cronbach‘s alpha is in CIMB Bank, time to market for products and services is less than last year which is the highest 0.917. It means that the market and service nowdays is less of time constrains due to challenge of globalization changes time to time. While the lowest the effectiveness of learning organization is shared by in my organization, the number of new products or services is greater than last year and in my organization, the percentage of skilled workers compared to the total workforce is greater than last year which is 0.905. However, these items also important because Cronbach‘s alpha range is 0.90 above. It is still - 46 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 consistency reliability of the measure used in this study can be considered as excellent and acceptable. 4.4 Descriptive Analysis Statistics for Variable This research was using a descriptive statistic in order to identify the key features contribution to effectiveness of building learning organization at CIMB Bank, Shah Alam Branches. The respondents have been given choices to answer those items in the Likert scale in 5 points of Likert scale. The responses are scales using 5 points Likert where 1 was anchored to ―Almost Never‖, 2 as ―Never‖, 3 as ―Neutral‖, 4 as ―Always‖ and 5 as ―Almost Always‖ in Section B to Section D. Descriptive statistics such as maximum, minimum means and standard deviations were obtained for the interval-scale of the independent variables. Table 4.4.1 : Descriptive Analysis for Dependent Variable (Personal Mastery) Descriptive Statistics N In my organization, , people openly discuss mistakes in order to learn from them In my organization, people identify skills they need for future work tasks In my organization, people help each other learn. In my organization, people can get money and other resources to support their learning. 93 1 5 3.40 .874 93 2 5 3.76 .713 93 1 5 3.67 .825 93 Minimum 1 Maximum 5 Mean 3.62 Std. Deviation .793 - 47 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 In my organization, people are given time to support learning. In my organization, people view problems in their work as an opportunity to learn. In my organization, people are rewarded for learning. In my organization, people give open and honest feedback to each other. In my organization, people listen to others' views before speaking. In my organization, people are encouraged to ask "why" regardless of rank. In my organization, whenever people state their view, they also ask what others think. In my organization, people treat each other with respect. Valid N (listwise) 93 1 5 3.55 .773 93 1 5 3.66 .759 93 1 5 3.45 .866 93 2 5 3.61 .781 93 2 5 3.54 .731 93 1 5 3.27 .874 93 2 5 3.52 .816 93 1 5 3.53 .951 93 Table 4.4.1 above shows the results of relationship between personal mastery on the effectiveness of learning organization. The highest mean score for the above table was 3.76 which indicate that most of the respondent slightly and almost always that this personal mastery have relationship on the effectiveness of building organization. Table 4.3.1 also shows that, “In my organization, people help each other learn”, was the most important domain to build the effectiveness of learning in organization by the highest scored at 3.76. Besides that, “In my organization, people are encouraged to ask "why" regardless of rank” was scored the lowest mean within the personal mastery with mean scored at 3.27. It means that most of the respondents have their - 48 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 own personal view in their learning. This table also shows that there was slightly always think on personal mastery in order to build the effectiveness of learning organization among the employees in CIMB Bank, Shah Alam Branches. Table 4.4.2 : Descriptive Analysis for Dependent Variable (Team Learning) Descriptive Statistics N In my organization, teams/groups have the freedom to adapt their goals as needed. In my organization, teams/groups treat members as equals, regardless of rank, culture, or other differences. In my organization, teams/groups focus both on the group's task and on how well the group is working. In my organization, teams/groups revise their thinking as a result of group discussions or information collected. In my organization, teams/groups are rewarded for their achievements as a team/group. In my organization, teams/groups are confident that the organization will act on their recommendations. 93 1 5 3.39 .885 93 1 5 3.61 .821 93 1 5 3.56 .914 93 1 5 3.42 .913 93 1 5 3.53 .760 93 Minimum 1 Maximum 5 Mean 3.55 Std. Deviation .745 - 49 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 Descriptive Statistics N In my organization, teams/groups have the freedom to adapt their goals as needed. In my organization, teams/groups treat members as equals, regardless of rank, culture, or other differences. In my organization, teams/groups focus both on the group's task and on how well the group is working. In my organization, teams/groups revise their thinking as a result of group discussions or information collected. In my organization, teams/groups are rewarded for their achievements as a team/group. In my organization, teams/groups are confident that the organization will act on their recommendations. Valid N (listwise) 93 93 1 5 3.39 .885 93 1 5 3.61 .821 93 1 5 3.56 .914 93 1 5 3.42 .913 93 1 5 3.53 .760 93 Minimum 1 Maximum 5 Mean 3.55 Std. Deviation .745 Table 4.4.2 shows the results of the relationship between team learning on the effectiveness of learning organization. The table shown that, “In my organization, teams/groups are rewarded for their achievements as a team/group” was the most important and highest domain or item in team learning by mean scored at 3.61. In this situation, the respondents are competent to recognize that reward as an important - 50 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 motivation tools for build their learning. While, “In my organization, teams/groups are confident that the organization will act on their recommendations” scored as the lowest mean within the personal mastery with 3.39 only. From this results, it explain that some of respondents are neutrally if team learning are more involved in their recommendations. Table 4.4.3 : Descriptive Analysis for Dependent Variable (Building Shared Vision) Descriptive Statistics N My organization uses twoway communication on a regular basis, such as suggestion systems, electronic bulletin boards, or town hall/open meetings. My organization makes its lessons learned available to all employees My organization measures the results of the time and resources spent on training. My organization recognizes people for taking initiative. My organization gives people choices in their work assignments. My organization invites people to contribute to the organization's vision. 93 2 5 3.72 .728 93 2 5 3.43 .852 93 1 5 3.65 .761 93 2 5 3.56 .683 93 2 5 3.61 .676 93 Minimum 2 Maximum 5 Mean 3.60 Std. Deviation .678 - 51 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 My organization gives people control over the resources they need to accomplish their work. My organization builds alignment of vision across different levels and work groups. My organization helps employees balance work and family My organization encourages people to think from a global perspective My organization considers the impact of decisions on employee morale. My organization works together with the outside community to meet mutual needs. My organization encourages people to get answers from across the organization when solving problems. In my organization, leaders generally support requests for learning opportunities and training. In my organization, leaders share up to date information with employees about competitors, industry trends, and organizational directions. 93 2 5 3.69 .766 93 2 5 3.60 .724 93 1 5 3.43 1.004 93 2 5 3.80 .669 93 2 5 3.62 .765 93 1 5 3.41 .958 93 1 5 3.47 .962 93 1 5 3.62 .896 93 1 5 3.53 .880 - 52 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 In my organization, leaders empower others to help carry out the organization's vision. In my organization, leaders mentor and coach those they lead. In my organization, leaders continually look for opportunities to learn. In my organization, leaders ensure that the organization's actions are consistent with its values. Valid N (listwise) 93 1 5 3.59 .824 93 1 5 3.42 .889 93 1 5 3.32 .823 93 1 5 3.24 .826 93 Table 4.4.3 above shows the results of relationship between building shared vision on the effectiveness of learning organization. The highest mean score for the above table was 3.80 which indicate that most of the respondent slightly and almost always that building shared vision have relationship with the effectiveness of building organization. Table 4.3.3 also shows that, “My organization encourages people to think from a global perspective”, was the most important domain to build the effectiveness of learning in organization by the highest scored at 3.80. It means that most of the respondents encourage to build in shared vision for their learning due to the CIMB Bank vision that To Be South East Asia’s Most Value Universal Bank. Besides that, “In my organization, leaders ensure that the organization's actions are consistent with its values” was scored the lowest mean within the building shared vision with mean scored at 3.24. This table also shows that there was slightly always think on building shared vision in order to build the effectiveness of learning organization among the employees in CIMB Bank, Shah Alam Branches. - 53 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 4.5 Cross Tabulation Analysis Statistics for Variable Cross tabulation analysis or contingency analysis displays the basic technique for examining the relationship between two or more categorical (nominal or ordinal) variables. The size of the table is determined by the number of distinct values for each variable, with each cell in the table representing a unique combination of values. The cross tabulation also allows the inspection of differences among groups and to make comparisons. Cross tabulation were conducted between general information items categories and items for dimension on personal mastery, team learning, building shared vision and the effectiveness of learning organization. It was conducted to see whether there are dimensions of relationship between each other. Table 4.5.1 : Cross Tabulation between “Number of years work with CIMB Bank and In my organization, people identify skills they need for future work tasks. In my organization, people identify skills they need for future work tasks ALMOST NEVER Number of THAN 1 YEAR LESS years work with CIMB Bank Count % within Number of years work with CIMB Bank 1-2 Count % within Number of years work with CIMB Bank 3-5 Count % within Number of years work with CIMB Bank 0 .0% 4 16.7% 5 20.8% 12 50.0% 3 12.5% 24 100.0% 0 .0% 0 .0% 0 .0% 2 50.0% 2 50.0% 4 100.0% 0 .0% NEVER 2 20.0% ALMOST NEUTRAL ALWAYS ALWAYS 3 30.0% 5 50.0% 0 .0% Total 10 100.0% - 54 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 6-10 Count % within Number of years work with CIMB Bank 1 6.3% 0 .0% 3 18.8% 10 62.5% 2 12.5% 16 100.0% OVER 10 Count % within Number of years work with CIMB Bank Total Count % within Number of years work with CIMB Bank 0 .0% 2 5.1% 11 28.2% 23 59.0% 3 7.7% 39 100.0% 1 1.1% 8 8.6% 22 23.7% 52 55.9% 10 10.8% 93 100.0% Cross tabulation analysis was done to see the relationship between number of years work with CIMB Bank and in my organization; people identify skills they need for future work tasks at CIMB Bank Shah Alam Branches. Results can be concluded as Table 4.5.1 that generally it can be seen that the majority of the respondents shows that 52 respondent or 55.9 percent are always see years of experience and people identify skills they need for future work task is effective in the practises of building learning organization. Most of the respondents that have working experiences over 10 years choose that years of experience and people identify skills they need for future work task are effective in the practises for build learning organization. Based on the table above, also shown that most of respondent have working experience between 1-2 years are think that years of experience and people identify skills they need for future work task is ineffective for build learning organization. - 55 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 Table 4.5.2 : Cross Tabulation between Religion and In my organization, teams/groups treat members as equals, regardless of rank, culture, or other differences. In my organization, teams/groups treat members as equals, regardless of rank, culture, or other differences. ALMOST NEVER What is your MALAY religion Count % within What is your religion CHINESE Count % within What is your religion INDIAN Count % within What is your religion OTHERS Count % within What is your religion Total Count % within What is your religion 1 1.1% 5 5.4% 38 40.9% 42 45.2% 7 7.5% 93 100.0% 0 .0% 0 .0% 2 40.0% 1 20.0% 2 40.0% 5 100.0% 0 .0% 0 .0% 4 57.1% 2 28.6% 1 14.3% 7 100.0% 1 7.1% 1 7.1% 6 42.9% 4 28.6% 2 14.3% 14 100.0% 0 .0% NEVER 4 6.0% ALMOST NEUTRAL ALWAYS ALWAYS 26 38.8% 35 52.2% 2 3.0% Total 67 100.0% Cross tabulation analysis was done to see the relationship between religion and In my organization, teams/groups treat members as equals, regardless of rank, culture, or other differences at CIMB Bank Shah Alam Branches. From the finding on Table 4.5.2 show that generally it can be seen that the majority of the respondents shows 42 respondent or 45.2 percent are always see religion and teams/groups treat members as equals, regardless of rank, culture, or other differences is effective in the practices of building learning. Meanwhile, there is about only 1 respondent or 20 percent never think that relationship between religion and teams/groups treat members as equals, regardless of rank, culture, or other differences is effective to build the learning - 56 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 organization. Here, the respondent still needed to improve their teamwork in order to achive the organization objectives and goals of learning organization. Table 4.5.3 : Cross Tabulation between What is your role and My organization builds alignment of vision across different levels and work groups. My organization builds alignment of vision across different levels and work groups. ALMOST NEVER What is your TOP role MANAGEMENT Count % within What is your role MIDDLE MANAGEMENT Count % within What is your role SUPERVISORY Count % within What is your role NONMANAGEMENT Count % within What is your role Total Count % within What is your role 3 3.2% 41 44.1% 39 41.9% 10 10.8% 93 100.0% 1 3.4% 14 48.3% 13 44.8% 1 3.4% 29 100.0% 0 .0% 16 41.0% 17 43.6% 6 15.4% 39 100.0% 2 8.7% 11 47.8% 8 34.8% 2 8.7% 23 100.0% 0 .0% NEUTRAL 0 .0% ALWAYS 1 50.0% ALWAYS 1 50.0% Total 2 100.0% Cross tabulation analysis was done to see the relationship between respondents‘ role and organization builds alignment of vision across different levels and work groups in CIMB Bank Shah Alam Branches. From the table 4.5.3, it is shows that 44.1 percent or 41 respondents equally feel that organization must builds alignment of vision across - 57 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 different levels and work groups. The highest respondents equally feel with this statement is supervisory level which are consist of 16 respondents or 41 percent. In contrast, no one in top management think that the are relationship between both cathegories. So that, the middle management representing 47.8 percent or 11 respondent who are equally neutral with the statement that role and organization builds alignment of vision across different levels and work groups. From the findings, it can be concluded that the respondents who agreed about this statement because they have chance to enhance to build alignment of vision across different levels and work group because of their role in the organization. Overall, this analysis find the way of organization to expand their employees for builds alignment of vision across different levels and work groups in CIMB Bank Shah Alam Branches. Table 4.5.4 : Cross Tabulation between What is your level education and In my organization, the number of individuals learning new skills is greater than last year. In my organization, the number of individuals learning new skills is greater than last year. STRONGLY STRONGLY Total 24 INACCURATE INACCURATE MODERATE ACCURATE ACCURATE What is your level education SPM/STPM/ CERTIFICATE Count % within What is your level education DIPLOMA Count % within What is your level education DEGREE Count % within What is your level education 0 .0% 3 8.8% 13 38.2% 14 41.2% 4 0 .0% 1 2.9% 12 34.3% 18 51.4% 4 2 8.3% 0 .0% 12 50.0% 9 37.5% 1 4.2% 100.0% 35 11.4% 100.0% 34 11.8% 100.0% - 58 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 Total Count % within What is your level education 2 2.2% 4 4.3% 37 39.8% 41 44.1% 9 93 9.7% 100.0% Cross tabulation analysis was done to see the relationship between respondents‘ level education and the number of individuals learning new skills is greater than last year at CIMB Bank Shah Alam Branches. From the table 4.5.4 above, it is shows that 44.1 percent or 41 respondents are accurate that the number of individuals learning new skills is greater than last year. The highest respondents accurate with this statement is diploma holder which are consist of 18 respondents or 51.4 percent. Besides that, respondents who have SPM/STPM/Certificate representing only 9 respondent or 37.5 percent who are accurate with the statement. From the findings, it can be concluded that the respondents who are agreed about this statement because they are improving to learning new skills time to time following the globalization changes. Overall, this analysis found that learn new skills will help the effectiveness to build learning organization in CIMB Bank Shah Alam Branches. - 59 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 CHAPTER 5 CONCLUSION AND RECOMMENDATION 5.1 INTRODUCTION This chapter consisted of a conclusion and recommendations. The conclusions were made based on the insights derived from the review of the literature and the empirical findings of this research. In this chapter, the findings of the study are discussed and recommendations for further research are offered. This chapter will elaborate and discusses all the information that mention in the study from the beginning. This study was specifically aimed at investigating the key features contribution to effectiveness of building learning organization at CIMB Bank Shah Alam Branches which are personal mastery, team learning and building shared vision that established the relationship with the effectiveness of learning organization. There is a wealth of information out there that can help -- hundreds of articles, books, and studies have been written, numerous tools have been created, and many organizations have already tested a number of approaches. We can learn from all of these successes and failures. 5.2 CONCLUSION As conclusion, by having the clear information about this study the researcher attempt to examine the personal mastery, team learning and building shared vision towards the effectiveness of learning organization. It is consist of 100 questionnaires distributed whereas there are 93 questionnaires returns with completed answered by respondent of five branches at CIMB Bank Shah Alam. The objectives of this study have been achieved whereby the results have proved that personal mastery, team learning and building shared vision are related to each other and it is influence to the effectiveness of learning organization. Among of the dimension - 60 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 of personal mastery, team learning and building shared vision was found that all dimensions are to be the most important factors to determine individual to increase knowledge, skills, expand abilities and to develop the personal qualities. This is important to emphasize personal skills and team learning achieving the objectives and goals by considering own strengths and weaknesses. This study had found that employees in CIMB Bank Shah Alam Branches perceived perception to the total of their team learning that may effectt their organizatinal objectives towards to ensure learning is applicable to every employees. So that, the organization should play a role to be more alert on the employees‘ voice especially on recommendation and opinion towards the successful of the organization. This study aslo has revealed some sense of effectiveness of building organization among the employees in the organization. However, building shared vision of each employees is highly motivated in order to increase their performance towards the effectiveness of learning organization in CIMB Bank Shah Alam branches. From this study, it can conclude that the each leaders in CIMB Bank will ensure that that organization‘s actions are consistent with its values that indeed needed in the organization. This study had identified that there was a relationship between the general information provided with the personal mastery, team learning, building shared vision and the effectiveness of learning organization. These relationship shows that the variables dimension are needed each others in order to realize the learning organization achieving the objectives. The implementation of learning organization concepts has not gone beyond a focus on individual learning. Watkins and Marsick (1993) argued that continuous learning is only one of six action imperatives that they identified as critical in Sculpting a Learning Organization. The goal of implementing a learning organization is transformational change, not just an increase in the training department‘s budget. Without all of the systemic and structural action imperatives in place, Watkins and Marsick warned that the initiative becomes reduced to simply more learning within an organization by individuals. In the article Why Organizations Still Can’t Learn; Senge (1999) addressed; why obstacles to the implementation of his concepts have proven quite formidable. He says that many organizations have used the cause of the learning organization as an excuse to simply - 61 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 increase training budgets and asserted that focusing on individual learning is one of the obstacles to implementation of a learning organization. Senge states: ―It does not follow that if an individual or individuals are skilled then the group will be good;…what really matters are [sic] how people make decisions and take action how the team thinks and acts together‖(pp.45-49). Senge argues that knowledge generation occurs primarily in working teams and that individual learning is not the goal of the learning organization. He maintains that the fundamental learning unit in any organization is a team, not an individual. Through this study, CIMB Bank Shah Alam branches are committed to create a learning culture in order to accomplish the learning organization that will be beneficial to the employees and the organization itself. A good workplace in are believed to produce higher quality products, support more innovation, have the ability to attract more talented people, and experience less resistance to change and lower turnover costs, all of which translate directly into a better bottom line (Joo & McLean, 2006; Levering, 1996). Conversely, dissatisfied workers may be able to solve their problems by leaving the job. Thus, it is imperative to improve organizational commitment and intrinsic Intrinsic Motivation 14 motivation through positive organizational learning culture and job design. Human Resource professionals can help their employees win the race of sustained competitive advantages and to achieve learning organization objectives. 5.2.1 Implications The major purpose of this study is to provide the information and recommendations for practice on learning in organization with application of the key features that contribution to the effectiveness of building learning organization at CIMB Bank Shah Alam branches. Thus, this study has an important implication for the organization of five branches at CIMB Bank Shah Alam in particular. The personal mastery, team learning and building shared vision as a key for the effectiveness of learning organization. In practice, the literature has shown that a focus on learning organization can actually continue employee‘s capacity to expand their desire on advancing the goals of the learning organization if individual learning capacity - 62 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 is emphasized and the systemic and structural. The respondants in this study identified many positive ways that having a personal and team learning made a difference in their personal lives and work. Many also identified a key role for leaders in supporting employees to access opportunities for learning at work. In addition, the respondants makes a connection between their personal learning and a transformation into a learning organization. Many respondats in this study actually being more satisfied in their organizational role and more aware of systemic barriers to applying new knowledge at work as a result. Encouraging individual and team learning is clearly valuable; however, it does not necessarily translated into the realization of a learning organization if there is no continuous learning occurs. And firms that fail to secure a loyal base of workers constantly place an inexperience group of non-cohesive units on the front lines of their organization, much to their own detriment (Guthrie, 2001). In other words, employers of choice are those organizations that outperform their competition in attracting, developing, and retaining people with business-required talent. They achieve this Intrinsic Motivation 13 reputation through innovative and compelling HR practices that benefit both employees and their organizations. Thus, it is critically important to monitor employees‘ job satisfaction, motivation, and organizational commitment level. (Fulmer, Gerhart, & Scott, 2003). So that, the managers and Human Resource professionals can support employees‘ organizational commitment in the organizational level as well as in job and individual level by developing, improving, and delivering the relevant practices to achive the learning organization more effectively. Human Resource practitioners can support managers by providing relevant Human Resource practices and services: changing organizational culture, enhancing organizational learning, developing transformative and supportive leadership, designing more challenging, complex, autonomous jobs, and hiring and retaining proactive employees in CIMB Bank Shah Alam branches. - 63 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 5.3 RECOMMENDATION This study examines some of the factors that might influences between personal mastery, team learning, and building shared vision towards the effectiveness of learning organization among the employees of CIMB Bank Shah Alam Branches. Based on the result, this research had identified some factors that gives some ides and can be as recommendation for CIMB Bank to improve the process of learning organization. One of the most important roles of management of organizations in CIMB Bank is to establish a company that is profitable, that grows and is sustainable, where employees enjoy their work. The proposed key features as a guideline on this which is when it brought into a practice needs to be managed by the top of the organization. The Board of Directors has to be willing to launch and be dedicated to change the organization into a learning organization. When there are problems in the process, the belief holds that the Board of Directors and Management can institute changes from the top by exerting control. The responsibility for initiating any kind of organization starts at the top level. Therefore, the Human Resource professionals need to play a role to recognize the interrelationship among the employees‘ relationship, employees‘ development, performance evaluation and organizational developmental strategies. This is to ensure that Human Resource activities will linkage to the effectiveness of learning organization such as training programs need to assist employees on the development of learning culture. Employees are responsible for their own development in learning. Employees need to seek out the related development training opportunities that may offered within the organization as well as learning activities that might be able to expand the knowledge. The employees may take advantage on on-job-training to enhance skills, knowledge and abilities. According to the Peter Senge, there are ten stages to achieve the Principles of a Learning Organization that the organization can follows and make it as guidelines in order to achieve the learning organization in CIMB Bank Shah Alam Branches. The first step is to create a timeline to initiate the types of changes that are necessary to achieve the principles of a learning organization in order of appearance. - 64 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 Stage one is to create a communications system to facilitate the exchange of information, the basis on which any learning organization is built (Gephart 1996,40). The use of technology has and will continue to alter the workplace by enabling information to flow freely, and to "provide universal access to business and strategic information"(Gephart 1996,41). It is also important in clarifying the more complex concepts into more precise language that is understandable across departments (Kaplan 1996,24). Stage two is to organize a 'readiness questionnaire': a tool that assesses the distance between where an organization is and where it would like to be, in terms of the following seven dimensions. "Providing continuous learning, providing strategic leadership, promoting inquiry and dialogue, encouraging collaboration and team learning, creating embedded structures for capturing and sharing learning, empowering people toward a shared vision, and making systems connections" (Gephart 1996,43). This is administered to all employees or a sample of them, and will develop an assessment profile, used to design the learning organization initiative (Gephart 1996,43). Stage three is to commit to developing, maintaining, and facilitating an atmosphere that garners learning. Stage four: with the help of all employees, create a vision of the organization and write a mission statement (Gephart 1996,44). Stage five is through training and awareness programs, try to expand employees' behaviours to develop skills and understanding attitudes needed to reach the goals of the mission statement, including the ability to work well with others, become more verbal, and network with people across all departments within the organization (Navran 1993). Stage six is to "communicate a change in the company's culture by integrating human and technical systems" (Gephart 1996,44). - 65 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 Stage seven is to initiate the new practices by emphasizing team learning and contributions because they will become more interested in self-regulation and management, and be more prepared to meet the challenges of an ever-changing workplace (Gephart 1996,44). Stage eight is to allow employees to question key business practices and assumptions. Stage nine is to develop workable expectations for future actions (Navran 1993). Stage ten is to remember that becoming a learning organization is a long process and that small setbacks should be expected. It is the journey that is the most important thing because it brings everyone together to work as one large team. In addition, it has inherent financial benefits by turning the workplace into a well-run and interesting place to work; a place which truly values its employees. By follows this reommendations and ideas, it is possible to increase and enhancing the organizational commitment towards accomplishing the objectives towards the effectiveness learning organization to ensure CIMB Bank will compete with other organization for the future globalization needs. - 66 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 REFERENCES Zhang Xueying, 2004, Comparative Study on Learning Organization and Corporate Culture; Management & Engineering Department, Pingdingshan Institue of Technology, Pingdingshan, Volume 248, 2004 Joo, B.K. & Lim T. 2008, The Impacts of Organizational Learning Culture and Proactive Personality on Organizational Commitment and Intrinsic Motivation: The Mediating Role of Perceived Job Complexity; Winona State University. Brookfield,S.D. (1986). Understanding and Facilitating Adult Learning. San Francisco: JosseyBass. Confessore, S.J. & Kops, W.J (1998), Self-Directed Learning & The Learning Organization: Examining the Connection Between Individual and The Learning Environment. Human Resource Development Quarterly, 9(4), 365-375. Horyath,L., Callahan, J.L, Crosswell,C. & Mukuri,G (1996, March). Team Sensemaking: An Imperative for Individual and Organizational Learning. Paperpresented at The Learning Organization symposium at The Academy of Human Resource Development, Minneapolis. Kim,D.H (1995), Managerial practices fields: Insfrastructutes of a Learning Organization. In S.Chawla & J.Ranesch (Eds), Learning Organizations: Developing cultures for tomorrow‘s workplace (pp.351-363). Portland,OR: Productivity Press. Senge,P.M.(1990). The fifth dicipline: The Art and Practice of the Learning Organization. New York: Doubleday Dell. TSD Blue Ribbon Committee: Carlen Ruschoff (Chair), Sue Baughman (Facilitator), Robert Bratton, Yvonne Carignan, Patricia Kosco Cossard, Margaret Cullings, Karla Hahn, Heidi Hanson, Christine McCarthy, Janet Siar, Loretta Tatum. September 14, 2001- Working Paper #6: Technical Services Division in a Team-Based Learning Organization Treasury Board Secretariat of Canada (2002); A new policy for continuous learning in the public service of Canada. Retrieved July 5, 2003 from http://www.tbs-sct.gc.ca/index_e.asp. Peter S.L; (2002) (US) The Fifth Practice – The Art of Learning Organization and Practice. Jane Zakreski, University of Alberta, Edmonton; Individual Learners and the Learning Organization: Exploring the Meaning of Personal Learning Plan Usage from the Employee Perspective. Watkins, K. E. (1996). Of course organizations learn! New Directions for Adult and Continuing Education, 72, 89-96. - 67 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 Aiman L-S; 2004, What Do We Know about Developing and Sustaining s Culture of Innovation – Organizational Culture. David A.G, Amy C.E, Francescs G., March 2008; Is Yours a Learning Organization' - Harvard Business View. Mary J.T; 12/19/2009, Are We Building A Learning Organization' Watkins, K. E., & Marsick, V. J. (1993). Sculpting the learning organization. San Francisco. Olivier S May 2009, Building a Learning Organization, Knowledge Solutions, 46. Umasekaran; 2003, 4th Edition, Research Methods for Business - A Skill Building Approach. Senge,P.M (1999). Why Organization still aren‘t Learning, 36(9), 40-49. en.wikipedia.org/Learning organization www.emeraldinsight.com http://www.google.com.my/ - 68 - The Key Features Contribution to Effectiveness of Building Learning Organization at CIMB Bank, Shah Alam Branches 2011 APPENDICES - 69 -