Creating The Knowledge Based Organization Through Learning Implementation Framework:

As we enter the first decade in the twenty-first century, contemporary management thinking is being profoundly reshaped by two new convictions: managing organizational knowledge effectively is essential to achieving competitive success; and managing knowledge is now a central concern and must become a basic skill of a modern manager. In the paper we would like to present the impact of the increased interconnectivity of people and organization, and to perform the new organizational paradigm that provides a modern knowledge construction of the 21st century organization. Therefore, the paper focuses on the process of attaining a knowledge organization, and enlightens different theoretical architectures of the 21st century organization. Modern forms of organizational structures range from horizontal, process and team structures to virtual networks. The purpose of paper is to show signs of the Knowledge Based Organization in the Knowledge Based Economy, and to extent the creation of Learning Organization through Learning Implementation Framework from Slovenian economy perspective. The Slovenian Institute for Learning Enterprises today plays the leading role in the knowledge society, linking and distributing learning practices among Slovenian enterprises. On May 1, 2004, Slovenia has become a full member of the EU, and consequently, the role of Institute will become even more important in the implementation of learning organization culture in Slovenian economy

Testiranje Dunnove & Dunnove te Honeyeve & Mumfordove teorije o stilovima učenja: Slučaj slovenskog sustava visokog obrazovanja

The learning styles literature con be considered as going through a revival during the several past years. Although learning styles have been heavily researched, little is known about Slovenian students’ learning styles, especially in the field of management education. The aim of the study is to explore the learning styles of students enrolled in the Economics of Education course at the FELU (University of Ljubljana, Faculty of Economics) The study method included both a descriptive and an exploratory perspective. A qualitative method was used to overview the literature background. Factor analysis, using the “Principle Axes Factoring” method, was used to extract learning styles. The adapted versions of Honey and Mumford’s Learning Style Questionnaire and Dunn & Dunn’s Learning Style Theory were used as research instruments in the questionnaire. The findings outline that for the educators in higher education, the challenge is to provide meta-cognitive support for students, enabling them to reflect not just on what they learn but also how and why.Literatura iz područja stilova učenja u posljednjih nekoliko godina sve je brojnija. Iako su se stilovi učenja do sada intenzivno proučavali, malo se zna o stilovima učenja slovenskih studenata, posebno u obrazovanju iz područja menadžmenta. Cilj ovog rada je utvrditi stilove učenja studenata upisanih na predmet Ekonomika obrazovanja na Ekonomskom fakultetu u Ljubljani. Metodologija istraživanja temeljila se na deskriptivnim i eksploratornim perspektivama. Prilikom izrade pregleda literature korišten je kvalitativni pristup. Za utvrñivanje stilova učenja korištena je faktorska analiza, temeljena na pristupu Principle Axes Factoring, dok su za prikupljanje podataka korišteni anketni upitnici izrañeni prilagodbom Honeyovog i Mumfordovog anketnog upitnika o stilu učenja, te Dunnove i Dunnove teorije stila učenja. Rezultati istraživanja pokazuje da bi nastavnici u visokom obrazovanju trebali pružati meta-kognitivnu podršku studentima, omogućujući im promišljanje ne samo o tome što uče, već i kako i zašto uče

Slovenian case of strategic change management in the public sector: Towards the Lisbon Strategy

The paper focuses on the Slovenian case of strategic change management process with emphasis on the movement towards the implementation of Lisbon Strategy goals. The EU will be “the most competitive and dynamic knowledge-based economy in the world”, capable of sustainable economic growth with more and better jobs and greater social cohesion. These are crucial priorities of the Lisbon strategy. These changes in public sector organizations have enormous significance for regional development in Slovenia. The aim of the paper is to consider and discuss the development of Slovenian public administration priorities in the process directed towards the implementation of Lisbon Strategy goals. Paper also highlights recent achievements of Slovenian e-administration strategy. In the paper the explanatory case study research method was used (Yin, 2002), with focus on longitudinal and pre-post methodological techniques. The research findings outline, that strategic management methods applied in the case support the implementation of Lisbon Strategy goals in Slovenia

Focus, Time Management and Personal Energy of Students during Online Education

Focus and personal energy during study and work are vital in all learning outputs, especially in the covid-19 time that addresses the importance of self-focused behaviour in online learning environments. In this paper, we present a method of gaining insight into previous knowledge of students’ approaches to focusing and managing personal energy during covid-19 online studying environment to overcome stress. ”Manage your energy, not your time” cites a Harvard Business Review study (Schwartz & McCarthy, 2016), explaining that time management is a waste of time; therefore, we should manage our energy instead. Leaders should focus on managing personal energy and surviving in the workplace to manage stress and achieve a balanced career and private life in the long run. Management course students at the School of Economics and Business, University of Ljubljana, can be perceived as future leaders; we collected their opinions. We used content analysis to estimate how stress affects them and how they manage the consequences of stress, particularly procrastination. The problem with procrastination is that our brains are programmed to procrastinate, especially when it comes to new, unknown tasks. Therefore, our mind responds to postponing the task as fear arises with an unknown task. Results are presented, and key identified themes offer implications for managing physical, emotional, and mental energy. Students perform different cardiovascular sports activities to reduce stress and successfully overcome studying goals in the covid-19 environment

Attaining The Knowledge Organizational Paradigm: Theoretical Views Of The 21st Century Organization And The Case Of Slovenian Institute For Learning Enterprises

As we enter the first decade in the twenty-first century, contemporary management thinking is being profoundly reshaped by two new convictions: managing organizational knowledge effectively is essential to achieving competitive success; and managing knowledge is now a central concern, and must become a basic skill of modern manager. In the paper we would like to present the impact of the increased interconnectivity of people and organization, and to perform the new organizational paradigm that provides a modern knowledge construction of the 21st century organization. Therefore, the paper focuses on the process of attaining the knowledge organization, and enlightens different theoretical architectures of the 21st century organization. Modern forms of organizational structures range from horizontal, process and team structures to virtual networks. We illustrate the impact of organizational paradigm in the Slovenian economy with a case study, where we examine the Slovenian Institute for Learning Enterprises (SILE). SILE was registered as a non-profit institute and established by 18 flourishing major Slovenian enterprises in January 2001 with the aim of developing the concept of learning organization (LO) and diffusing the concept of knowledge management (KM) to become regular practice in Slovenian enterprises

COVID-19 and the Challenges of Transition to Online Learning

The COVID-19 pandemic has changed the world. It changed the way we do business, and it changed our lives in terms of socializing. Nevertheless, it also brought essential changes in the educational segment. This school year, at the tertiary level, courses’ contents and examinations are primarily done online in Slovenia due to the pandemic. In this paper, we examine the perceptions and challenges the third-year students of the Learning and knowledge management course conducted at the School of Economics and Business, University of Ljubljana, are facing. Specifically, we are interested in the challenges the students encountered during the transition to online learning due to the COVID-19 pandemic and the advantages and disadvantages of online learning, as perceived by students. What was used as the method to collect and analyze the data was personal reflection and content analysis. The findings show that students are facing different challenges. Nevertheless, also several advantages and disadvantages related to the online learning process are identified. We conclude by providing practical examples for pedagogical staff to ease the transition for students and avenues for future research

Authentic leadership, employees’ job satisfaction, and work engagement: a hierarchical linear modelling approach

The purpose of this study is to develop and test empirically a multilevel model of cross-level interactions between authentic leadership at the team level and job satisfaction and work engagement at the individual level. Using data from 23 team supervisors and 289 team members, the study also investigates the mediating role of perceived supervisor support in the proposed cross-level relationships. For validation of the measurement instrument, we first applied confirmatory factor analysis using LISREL 8.80 software. The hierarchical linear modelling analysis demonstrated a positive relationship between authentic leadership, employees’ job satisfaction, and work engagement. In addition, the relationship between authentic leadership and job satisfaction is fully mediated by perceived supervisor support, whereas we have also found support for partial mediation of perceived supervisor support in the relationship between authentic leadership and employees’ work engagement. A key originality and the theoretical and methodological contribution of this study lies in a multilevel approach that builds upon a sample of leaders and a number of their followers. We also address managerial implications and discuss future research suggestions