cadruconceptualprivindrolulcomunicarii&sustenabilitate

8/13/2019 Cadruconceptualprivindrolulcomunicarii&sustenabilitate

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CADRU CONCEPTUAL PRIVINDROLUL COMUNICRII N CREAREA

ORGANIZAIEI CARE NVA

A CONCEPTUAL FRAMEWORK FOR THE ROLEOF COMMUNICATION IN BULDING THE

LEARNING ORGANIZATION

Cercettor tiinific I - Dr. Rodica M.CndeaUniversitatea Tehnicdin Cluj-Napoca

Prof.dr.ing Dan CndeaUniversitatea Tehnicdin Cluj-Napoca

Abstract:The paper focuses on how organizational communication contributes, as a tool, to improvingthe prospects for company sustainability in relation to developing the learning organization. The learningorganization is viewed as a manifestation of a specific mode of communicating and networking based oncertain mental models and attitudes of the organizations members towards oneself and others, towardslearning, towards the organization per se, and towards the employees role in the mutual relations insidethe organization and in the interaction between the organization and its stakeholders. The hard andsoft sides of communication are analyzed and the mechanisms through which they are relevant to thechange process that initiates the building of the learning organization are identified. The paperemphasizes the way in which communication supports the development of each discipline defining thelearning organization. The external organizational communication is considered in the context of the

corporate social responsibility.Keywords:organizational communication, sustainable organization, learning organization

1 INTRODUCERE

Lucrarea de fase ncadreazntr-un demersmai larg care urmrete studiul factorilor interniorganizaiei cu relevan pentru perspectivele desustenabilitate ale acesteia. Scopul const nidentificarea de direcii de aciune i elaborarea de

1 INTRODUCTION

This paper is part of a larger project thatresearches the internal organizational factors thatare supportive of an organizations expectations forsustainability. The goal of the project is to identifyapproaches and to formalize tools for managerial


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instrumente de intervenie managerial care s

permit managerilor romni s mbunteascperspectivele de sustenabilitate ale organizaiei.Plecm de la presupunerea c organizaia carenva (learning organization) are cele mai buneanse de a rezista i chiar prospera n mediul defuncionare, care este n continuschimbare i careexercitdiverse presiuni [Cndea D., 2007].

Organizaia care nvaeste o organizaie care,n procesul de evoluie, de construire a propriuluiviitor, nva permanent, schimbndu-se

permanent. Procesul de nvare permiteorganizaiei s-i neleag mediul de funcionare,

sse adapteze permanent acestuia, s-l influeneze.Orice nvare organizaional, individual i

colectiv, att adaptiv ct i generativ, are labaz interaciuni umane, posibile doar princomunicare. Comunicarea, verbal i nonverbal,este singura cale prin care oamenii pot interaciona,se pot corela, i pot mprti informaii, idei,sentimente, triri, pot nva, se pot dezvolta, potrealiza sinergia eforturilor lor. n organizaie,climatul comunicrii integreaz toate acesteinteraciuni influennd activitile acesteia.

Organizaia este un sistem social viu, deschis,care comunicpe diferite ci i n diferite modurin interior i cu mediul su de operare.Comportamentele de comunicare depind de factoriintrinseci cum sunt atitudinile, care-i punamprenta asupra percepiei, i de factori externicum este, de exemplu, cultura organizaional inaional. Atitudinile individuale i colective aucomponente cognitive, afective (emoionale) ivolitive. Organizaia este o arende desfurare aemoiilor angajailor iar comunicarea va fi puternicinfluenat de aceste emoii, de competenele

emoionale ale comunicatorilor [Cndea R.,Cndea D., 2005]. Sistemele de comunicareformale i informale, politicile i practicileorganizaionale, sunt prghii prin care comunicareaorganizaionalpoate fi influenat.

Organizaia comunic n interiorul ei cuangajaii si iar n exterior cu alte pri interesate(stakeholders) cum sunt acionarii (shareholders),clienii, furnizorii, instituiile i comunitile localei chiar naionale sau internaionale. Acesteinteraciuni sunt importante, pe de o parte,deoarece informaia utilpentru organizaie se afl

intervention that will enable Romanian managers

to improve the prospects for sustainability of theirorganizations. We start from the hypothesis that alearning organization stands best chances to lastand prosper in its operating environment, which isunder continuous change and exerts diverse

pressures [Cndea D., 2007].The learning organization is an organization

that learns permanently while changing constantlyalong an evolutionary process of building its ownfuture. The learning process enables theorganization to understand its operatingenvironment, to adapt to it constantly, to influence

it.Any kind of organizational learning,

individual or collective, adaptive or generative, isfounded on human interactions, which are possibleonly by communication. Communication, verbal ornonverbal, is the only way by which people canrelate, can coordinate, can share information, ideas,feeling, experiences, can learn, develop, achievesynergy of their efforts. The communicationclimate integrates all those interactions andinfluences the organizations actions.

An organization is a social system that isalive, open and communicates internally and withits operating environment in different ways and bydifferent means. Communication behaviors dependon such intrinsic factors as attitudes, which impact

perceptions, and on external factors such as theorganizational and national cultures. Individual andcollective attitudes have cognitive, affective(emotional) and volitive components. Anorganization is an arena of expression for theemployees emotions, and communication ishighly impacted by the emotional competences of

the communicators [Cndea R., Cndea D., 2005].Formal and informal communication systems,organizational policies and practices, are levers foraffecting organizational communication.

An organization communicates internally withits employees, and externally with otherstakeholders such as shareholders, customers,suppliers, institutions, and local and even nationaland international communities. Those interactionsare important because, on one hand, stakeholdershold information that is useful to the organization.On the other hand, an organizations sustainability


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la toi acetia. Pe de alt parte, sustenabilitatea

organizaiei depinde de interaciunile cu prileinteresate, interaciuni manifestate i caresponsabilitate socialcorporativ. Toate formelede comunicare (organizaional, financiar, deafaceri, corporativ i managerial) contribuie la

procesele de nvare ale organizaiei i, implicit, lacreterea anselor sale de sustenabilitate.

Comunicarea n organizaia care nva areparticulariti cu privire la modul de comunicare irelaionare n procesul de formare colectiv acunotinelor, de interpretare i mprtire ncomun a informaiei, aa cum se va vedea n

continuare.

2 COMUNICAREA N CONTEXTULCELOR CINCI DISCIPLINE ALEORGANIZAIEI CARE NVA

D.Garvin [Garvin D., 2000] defineteorganizaia care nva ca o organizaie capabil screeze, sasimileze i stransfere cunotine i sseschimbe ntr-un mod care s reflecte acestecunotine. Definiia sa se focalizeaz pe latura

cognitiv, raionala individului, pe capacitatea sa dea rezolva sistematic probleme, de a experimenta noiabordri, de a nva din experiena proprie i a altora,de a transfera informaia.

P.Senge, pe de alt parte, are n vederecomplexitatea fiinei umane concentrndu-seasupra unor aspecte legate de latura sa afectiv,emoional, ca determinante pentrucompetitivitatea unei organizaii. Senge defineteorganizaia care nva ca organizaie n careangajaii i dezvoltcontinuu capacitatea de a crean domeniile care i atrag, de care sunt puternic

legai afectiv, n care angajaii obin rezultatele pecare le doresc cu adevrat [Senge P., 1990].Entuziasmul, capacitatea de a dialoga, de a serelaiona i nva mpreun, de a gndi despre

propria gndire, de a-i asuma propriaautodezvoltare i de a mprti o viziune comunasupra viitorului, le sunt caracteristice.

Caracteristicile fundamentale ale organizaieicare nva, denumite de Senge discipline, sunt:- Stpnirea propriului destin, n scopul

autodezvoltrii permanente- Revizuirea permanenta modelelor mentale

depends on the interactions with its stakeholders,

which interactions also appear as corporate socialresponsibility actions. All forms of communication(organizational, financial, for business, corporateand managerial) contribute to the learning

processes in the organization and, implicitly, tobetter chances for sustainability.

As we show later, communication processesin a learning organization have certain specificsregarding how to communicate and network in the

process of collectively shaping knowledge,interpreting and sharing information.

2 COMMUNICATION IN THECONTEXT OF THE LEARNINGORGANIZATIONS FIVEDISCIPLINES

D.Garvin [Garvin D., 2000] defines the learningorganization as an organization that is capable tocreate, internalize and transfer knowledge and tochange itself such as to reflect that knowledge. Thedefinition focuses on the cognitive, rational side ofthe individual, on his/her capacity to solve problems

systematically, to experiment with new approaches,to learn from own and others experiences, to transferinformation.

P.Senge, alternatively, has in view thecomplexity of the human being and focuses oncertain aspects of its affective, emotional side asdeterminants of the organizations competitiveness.Senge defines the learning organization as anorganization whose employees continuouslydevelop their capacity to create in areas that appealto them, areas to which they are strongly tiedaffectively, in which they obtain results they truly

desire [Senge P., 1990]. They distinguishthemselves by enthusiasm, capacity for dialogue,for networking and learning together, by the abilityto reflect upon ones thinking, to assume onesself-development and to share a common vision ofthe future.

The basic characteristics of the learningorganization, called disciplines by Senge, are:- Personal mastery, aimed at the continuous self-

development- Mental models, which implies a permanent

revising of the mental models


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- nvarea colectiv(n echip)

- mprtirea unei viziuni comune- Gndirea sistemic.

Practic, aceste discipline sunt categorii deobiceiuri, de moduri de dezvoltare individual icolectiv. Cultura, mecanismele i practicile dinorganizaie trebuie sstimuleze i ssprijine acesteobiceiuri.

Organizaiile pot nva doar prin membrii lordar transformarea cunotinelor individuale ncunotine colective depinde de disponibilitatea icompetena membrilor colectivitii de a comunica ide existena mecanismelor care spermit transferul,

stocarea i utilizarea cunotinelor. nvareaorganizaionalse bazeazpe cunotinele colective.

Vom analiza pe rnd cele cinci disciplineurmrind relevana i specificul comunicrii nfiecare dintre ele.

2.1 Stpnirea propriului destinO organizaie poate progresa numai dacfiecare

angajat este antrenat n dezvoltarea permanent decompetene. nvarea pe tot parcursul vieii este unuldin principiile care sprijin acest proces. Stpnirea

propriului destin se traduce n practicprin dorina deautodezvoltare permanent, care este o competenemoional i trebuie s caracterizeze pe fiecaremembru al organizaiei. Organizaia trebuie ssprijine procesul de autodezvoltare al angajailor prin

politicile sale i prin climatul de munc pe care lntreine. Aceasta presupune din parte organizaiei unanumit mod de a privi rolul angajatului n organizaie,concretizat prin diferite practici.

Comunicarea bazatpe ncredere, suport i pemputernicirea angajailor i ncurajeazpe acetiasse dezvolte deoarece i vor percepe existena ca

pe un proces de devenire a crui responsabilitate leaparine. Vor chestiona n permanen situaia

prezent n raport cu cea dorit i vor tinde s iamsurile de autodezvoltare necesare, dac simtsprijinul i aprecierea organizaiei n aceastdirecie. Practicile care s stimuleze dorina icomportamentul pentru autodezvoltare se bazeaz

pe o comunicare etic[Cndea R., 2008a]. Acestepractici stau la baza unor activiti cum sunt:- Acordarea de sprijin din partea unor mentori

(manageri) n stabilirea de strategii individuale

de autodezvoltare

- Team learning

- Shared vision- Systems thinking.Essentially, those disciplines are categories of

habits, ways of individual and collectivedevelopment. The culture, the mechanisms and

practices of an organization should stimulate andsupport those habits.

Organizations can learn through theirmembers, but turning individual knowledge intocollective knowledge depends on the memberswillingness and competence to communicate andon the availability of mechanisms that allow the

transfer, storing and putting knowledge to use.Organizational learning is founded on collectiveknowledge.

We will analyze the five disciplines one byone pursuing the relevance and the specifics ofcommunication for each of them.

2.1 Personal masteryAn organization progresses only if every

employee is involved in a continuous developmentof competences. Life long learning is one of the

principles supporting this process. Personalmastery manifests in practice as the drive towards

permanent self-development, which is anemotional competence and should characterizeeach member of the organization. The organizationmust assist the employees self-development

process by the policies and work climate itmaintains. This assumes a certain way ofconsidering the employees role in theorganization, embodied in various practices.

Communication based on trust, support andemployee empowerment encourages employees todevelop because they will perceive their existenceas a shaping process for which they areresponsible. They will question their current state

by comparing it with the desired one and will tendto undertake self-development actions if they feelthe organizations support and appreciation in thatsense. The practices that stimulate the drive and

behavior towards self-development are based onethical communication [Cndea R., 2008a]. Those

practices found activities such as:- Mentors (managers) helping employees with

developing individual self-development


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- mprtirea n grup a experienelor trite n

procesul de autodezvoltare- Alocarea de timp pentru autodezvoltare- Aprecierea i recompensarea acestor

comportamente- Crearea unei culturi a valorii (nu a non-valorii).

Este de ateptat ca practicile s sporeascmulumirea de sine i satisfacia n munc, scontribuie la dezvoltarea asertivitii i a ncrederiide sine, s reduc impactul negativ al conflictelori al stresului. Implicit vor alimenta deschidereaspre formarea de noi modele de gndire, spreschimbare.

2.2 Revizuire permanenta modelelormentale

Modelul mental se formeaz pe baza unorpresupuneri, generalizri, idei preconcepute iinflueneaz percepia i nelegerea a ceea ce sentmpl. Autodezvoltarea, progresul, nu sunt

posibile fr tendina de revizuire i schimbare amodelelor mentale formate n condiii care au fostdeja depite. n organizaia care nva angajaiisunt obinuii s reflecteze asupra propriilormodele mentale, asupra paradigmelor care leinflueneaz activitatea. Discut n mod deschiscauzele succeselor i eecurilor, ce se poate nvadin ele i cum trebuie procedat n continuare.Angajaii sunt dispui srevizuiascipotezele de lacare pornesc modelele mentale colective, sanalizeze ce simt ceilali i s-i expun propriul

punct de vedere, fiind deschii i la punctele devedere ale altora. Sunt n msur s nvee din

propriile experiene i din experienele altora.Disponibilitatea angajailor de a-i revizui i

schimba modelele mentale presupune un climat decomunicare nepoluat emoional [Cndea R., 2008],care este favorizat de ncrederea afectivbazatpe

preocuparea i grija reciproc, de percepia privindsprijinul acordat de organizaie i preocupareaorganizaiei pentru angajaii si. Climatulemoional afecteazi modul n care este neles dectre angajai mediul de funcionare al organizaiei,abordarea riscurilor i sesizarea oportunitilor,interdependenele din cadrul organizaiei,responsabilitile lor i ale organizaiei fa demediul n care opereaz.

strategies

- Sharing experiences acquired in the self-development process within groups- Allocating time for self-development- Appreciating and rewarding such behaviors- Creating a culture of reward of merit.

It is to be expected that those practices willenhance contentment and work satisfaction, willencourage assertiveness and self-confidence, andwill mitigate the negative impact of conflicts andstress. Implicitly they will favor openness towardsshaping new thinking models and towards change.

2.2 Continuously revising mental modelsA mental model is built by starting from

assumptions, generalizations and preconceivedideas and it influences how events are perceivedand understood. Self-development and progress arenot possible without the drive towards reviewingand changing mental models shaped underoutdated conditions. In a learning organizationemployees are used to reflecting upon their ownmental models, upon the paradigms that influencetheir actions. They speak openly about the causes

of their successes and failures, about what can belearnt and how to proceed. Employees are willingto rework the hypotheses that found the collectivemental models, to analyze the feelings of others,and to express their own viewpoint while beingopen to the perspectives of their fellow workers.They are able to learn out of their own and other

peoples experiences.The willingness of employees to review and

alter mental models assumes the existence of anemotionally non-polluted communicationclimate [Cndea R., 2008], which is favored by theaffective trust nurtured by mutual solicitude and care,

by the awareness of the organizations support andconcern for its employees. The emotional climatealso affects the way employees understand theorganizations operating environment, how they treatrisk and spot opportunities, how they view theinterdependencies in the organization, their and theorganizations responsibilities towards the operatingenvironment.

Similarities and differences in individual mentalmodels can be discovered by an open and honest

communication, which leads to the understanding of


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Prin comunicare deschis i onest se pot

descoperi similaritile i diferenele dintremodelele mentale individuale, se poate ajunge lanelegerea condiiilor care le-au determinat.Comunicarea funcioneazca un catalizator pentruexpunerea diferenelor perceptuale i astfel sencurajeaz congruena ideilor, a crezurilor isimbolurilor, formarea bazelor unor relaii demuncproductive.

Practici care ncurajeaz revizuireapermanente a modelelor mentale sunt legate de:- Stimularea i recompensarea obiceiului de a

pune i de a-i pune ntrebri- Stimularea flexibilitii i toleranei n

interaciuni- Practicarea coachingului i a refleciei- Asigurarea posibilitii de comunicare

permanentn toate direciile- Transparena procesului decizional.

Aceste practici vor conduce la reducereaatitudinilor defensive, a disimulrii i lipsei deautodezvluire, a abordrilor neproductive aleconflictelor, a comportamentelor disfuncionale.

2.3

nvarea colectiv(n echip)Tendina spre autodezvoltare corelat cu cea a

revizuirii permanente a modelelor mentale pregtescposibilitatea nvrii colective, n echip. Echipa seformeazpe baze emoionale i procesul de formareeste influenat de specificul fiecrei culturi naionale,n particular de dimensiunea de individualism-colectivism [Hofstede G., 2008]. Legturile dintremembrii echipei sunt predominant de naturemoional, motivaia pentru performana echipeifiind de naturemoional. Spiritul de echipine deun set de competene care se ntrees pentru a formadorina i capacitatea de a nva mpreun.

nvarea colectiv presupune modele decomunicare i de relaionare specifice care se

bazeaz pe dialog. Dialogul presupune, printrealtele, exprimarea propriei opinii fra impune unanume punct de vedere, pstrarea deschiderii sprealte puncte de vedere. Este forma de comunicarenecesar pentru explorare, autocunoatere inelegerea celuilalt, pentru nvare din experienaaltora. ntr-un astfel de dialog, percepiile,motivaiile, diferenele sunt expuse deschis n timp

ce propriile paradigme i opiniile categorice sunt

the conditions that determine them. Communication

works as a catalyst for expressing perceptualdifferences and thus the congruence of idea, believesand symbols and the development of productive workrelations are encouraged.

Practices that encourage the continuousrevising of mental models are related to:- Stimulating and rewarding the habit of

addressing questions to others and to oneself- Stimulating flexibility and tolerance in

interacting- Practicing coaching and reflecting- Assuring the conditions for a permanent

communication in all directions- Transparency of the decision process.

Those practices will lead to a reduction indefensive attitudes, in dissimulation and lack ofself-disclosure, in unproductive resolutions ofconflicts and dysfunctional behaviors.

2.3 Team learningThe drive towards self-development combined

with permanently revising the mental models pavethe way towards collective learning, in teams. A

team is built on emotional foundations and theprocess is influenced by the national culturespecifics, particularly by the individualism-collectivism dimension [Hofstede G., 2008]. The

bonds among team members are predominantlyemotional, the motivation for performance beingemotional in nature too. The team spirit derivesfrom a set of competences that intertwine to shapethe drive and the capability to learn together.

Collective learning assumes specificcommunication and networking models that are

based on dialogue. The dialogue presupposes,among other conditions, the freedom to expressones view without trying to impose a certainopinion, leaving the way open to other points ofview. It is the kind of communication required forexploration, self-awareness and understanding theother partys view, for learning from othersexperience. In such a dialogue perceptions,motives and differences may be exposed openlywhile ones paradigms and categorical opinions areheld in check.

The dialogue contributes to ecologizing

emotionally the learning climate with the focus


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inute sub control.

Dialogul contribuie la ecologizareaemoional a climatului nvrii permind astfelfocalizarea doar asupra a ceea ce se nva nu iasupra strilor conflictuale negative. ntrebrile vor

prevala n procesul de comunicare facilitndcunoaterea reciproc i aprofundarea relaiei decomunicare. Acordarea de feedback pozitiv saunegativ va fi stimulat, ceea ce va contribui laautodezvoltare i la schimbarea modelelor mentale.

Climatul necesar desfurrii dialogului esteacela n care membrii echipei se simt liberi s-iexprime ideile, s evalueze contribuiile, s

chestionezepresupunerile i s se autodezvluiefrteama de consecine. Ascultarea orientatsprea nelege, ca o componenteseniala comunicriin cadrul dialogului, permite sinergia ideilor.

Ascultarea interactiv, exprimarea deschisiasertiv, explorarea mpreun a problemelordificile, mprtirea de cunotine suntcomportamente necesare n nvarea colectiv.Acest gen de comunicare este posibil dac sunt

prezente competenele de contientizarea emoiilor,proprii i ale celorlali, autocontrolul emoiilor icapacitatea de a empatiza [Cndea R., 2008].

n timpul activitilor de nvare colectiv(idup), indivizii vor reflecta asupra experieneiacumulate, n efortul de a genera acea intuiienecesar pentru aciuni viitoare. Aceast reflecieva infuza procesul de gndire colectiv cu ideiinovatoare.

Cteva din activitile care, practicate n modconsecvent, sprijinnvarea colectivsunt:- Stimulare a participrii i implicrii n dialog- Folosirea tehnicilor de comunicare pentru

obinerea consensului

- Asigurarea unui flux de informaii n toatedireciile, de sus n jos i de jos n sus i peorizontal

- Favorizarea atitudinii de suport nu de acuzare, decutare a ceea ce este valoros ntr-o idee, nu dece ideea nu este bun

- Aprecierea comportamentelor care conduc launitatea echipei.

n baza cunotinelor create n comun,comportamentele se schimb, oglindind celenvate. Se formeazcontiina de sine a echipei,coeziunea i creativitatea sporite. nvarea va avea

shifting just to what is being learnt rather than

being diverted by negative conflicts. Inquiriesshould prevail in the communication process asthey facilitate mutual awareness and a deepercommunication relationship. Giving positive ornegative feedback should be encouraged since itcontributes to self-development and to revisingmental models.

The climate required for a dialogue is suchthat team members feel free to expose ideas, toevaluate participation, to question assumptions andto self-disclose without fearing the consequences.Listening aimed at understanding is an essential

component of communication in a dialogue andallows synergy of ideas.

Interactive listening, open and assertiveexpression, exploring together difficult problems,sharing knowledge are behaviors required incollective learning. This type of communication is

possible if competences to become aware of onesand others emotions, to self-control emotions andto be able to empathize are in place [Cndea R.,2008].

During collective learning (and after) theindividuals will reflect on the acquired experience,in an effort to generate the intuition needed forfuture actions. This reflection infuses innovativeideas in the collective learning process.

Here are some actions that support collectivelearning when carried on consistently:- Stimulating participation and involvement indialogue- Making use of communication techniques to

reach consensus- Assuring an information flow in all directions,

from top down, from bottom up and horizontally

- Favoring supportive rather than accusatoryattitudes, searching for what is useful in an idearather than why the idea is worthless

- Valuing behaviors that lead to the teams unity.Based on the knowledge created in common

behaviors change and reflect what was learnt. Theself-awareness of the team is built along with anenhancement in cohesion and creativity. Learningwill take place from bottom up and from top downin the hierarchy not just horizontally.

The three disciplines practiced by theorganizations employees give it the needed


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loc de jos n sus i de sus n jos n ierarhie, nu doar

pe orizontal.Cele trei discipline practicate de ctreangajaii organizaiei i dau fora necesarpentru a-i construi viitorul, rmnnd ca aceastforsfiedirecionatspre o viziune comun.

2.4 Viziunea mprtitn comunViziunea comun i are originea n filozofia

organizaiei, n valorile i raiunea ei de a exista.mprtirea unei viziuni comune se bazeaz, printrealtele, pe calitatea stimulatoare a viziunii, pe

competenele de comunicare ale celor care ocomunic, pe relaia de comunicare i pereceptivitatea celui/celor care recepioneazmesajul.

Viziunea nu poate fi impus deoarece ea seconfrunt cu viziunea personal a fiecrui angajatcare poate s nu corespund cu cea a conduceriiorganizaiei. Poate fi ns rezultatul unui procescolectiv prin care se realizeaz sinergiacunotinelor i experienelor i n acelai timp segenereaz sentimenul de coautor asupra viziunii.Stabilirea mpreun a viziunii oblig emoional laantrenarea eforturilor tuturor pentru realizarea ei.

n acest proces un rol important l are icapacitatea comunicatorului de a propovdui petoate cile i n toate modurile, de a influena iconvinge asupra comuniunii de obiective.

Prin urmare, n contextul organizaiei carenva, viziunea este un amalgam ntre viziunilemembrilor organizaiei creat n procesul deelaborare a acesteia, care conduce la sentimentulde proprietate asupra ei. Comunicarea este aceeacare determin motivarea intrinsec a adoptriiviziunii i a transformrii alegerii raionale ntr-unaafectiv, responsabil.

Pe lngpracticile de implicare n procesul deelaborare a viziunii, alte practici care sprijinmprtirea unei viziuni comune sunt:- Favorizarea cooperrii nu a competiiei- Preocuparea pentru dezvoltarea i meninerea

credibilitii organizaiei n faa angajailor si- Crearea de condiii pentru mprtirea de

informaie- Dezvoltarea de simboluri comune ale

organizaiei i a unui limbaj comun.Indirect se va genera sentimentul

ataamentului i nu cel al supunerii. Schimbrile

strength to build the future, which force should be

directed towards a common vision.

2.4 Shared visionThe shared vision originates in the

organizations philosophy, values and rationale forexistence. Sharing a common vision banks on thestimulating quality of the vision, on thecommunication competences of thecommunicators, on the communication relationsand on the receptivity of those who receive themessage.

A vision cannot be forced upon peoplebecause employees contrast it against theirpersonal vision and the two may not match. But avision can be the result of a collective process bywhich a synergy of knowledge and experiences isgenerated and at the same time the feeling ofownership of the vision is induced. Participation inthe development of a common vision creates anemotional obligation to also support itsimplementation.

In that process the capability of thecommunicator to preach in all ways and by all

means, to influence and persuade as to thecommunity of objectives is important.

It follows that in the context of the learningorganization vision is an amalgamation of theorganizations members' visions that is createdduring the process of vision development and leadsto the feeling of ownership over it. Communicationdetermines the intrinsic motivation for adopting thevision and for converting rational choice into anaffective, responsible choice.

Along with the practices of involvement in theprocess of vision development other practices thatencourage sharing a common vision are:- Favoring cooperation rather than competition- Concern for establishing and maintaining the

organizations credibility in front of employees- Creating conditions for sharing information- Developing common symbols of the organization

and a common language.A feeling of sincere commitment rather than

subservience will be indirectly induced. Changes inthe group will be achieved easier and aligningindividual or group interests to those of the

organization will take less time. Communication in


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n grup se vor realiza mai uor i va fi necesar

timp mai puin pentru alinierea intereselorindividuale sau ale grupului cu cele aleorganizaiei. Comunicarea se va realizanedistorsionat n toate direciile.

Viziunea comun, pentru a contribui lacreterea perspectivelor de sustenabilitate aleorganizaiei, trebuie s in cont de faptul corganizaia este un subsistem al unui sistem globalcomplex, multidimensional, care integreaz aspectesociale, economice i de mediu. Durabilitatea acestuisistem multidimensional depinde de o dezvoltareeconomic durabil n condiiile protejrii resurselor

i a mediului fizic, a protejrii i dezvoltrii mediuluisocial.

Aspectul economic al dezvoltrii durabile sepoate realiza numai prin organizaii care, urmrindobinerea de profit pe termen nedefinit, manifest nacelai timp responsabilitate social fa de prileinteresate relevante pentru ele. Dezvoltarea durabilasocietii se realizeaz prin organizaii care suntresponsabile fa de mediul n care funcioneaz[Cndea D., 2007].

2.5

Gndirea sistemicGndirea sistemic presupune considerarea

tuturor prilor sistemului dactrebuie ca sistemul nansamblu s reziste pe termen lung. Orice aciunentr-o parte a sistemului multidimensional produceconsecine n restul sistemului. Orice subsistemtrebuie s se adapteze continuu schimbrilor dinsistem i, n acelai timp, s constituie el nsui un

promotor al schimbrii.Dac urmrim profitabilitatea organizaiei pe

termen nedefinit, trebuie savem n vedere impactulorganizaiei asupra mediului fizic i social i, nacelai timp, dependena profitabilitii organizaieide resursele fizice i umane aflate n sistemul global.

La fel, orice schimbare ntr-o zona organizaieipoate avea consecine n alte zone din mediul eiintern sau extern. Capacitatea de a vedea acestecorelri nu ca pe simple lanuri liniare cauz-efect,nelegerea modului n care diferitele aciuniinterfereaz amplificndu-se sau anihilndu-sereciproc, nelegerea structurilor care genereazevenimentele, sunt carateristice pentru gndireasistemic. Gndirea sistemiceste a cincea disciplin

necesar pentru organizaia care nva i ea ne

all directions will be undistorted.

If it is to contribute to improving the prospectsof sustainability the shared vision should take intoaccount that the organization is a subsystem of acomplex global system, which is multidimensionaland incorporates social, economic andenvironmental aspects. The sustainability of thatmultidimensional system depends on thesustainable development of economic activitiesunder the condition that the resources and the

physical environment are protected, and the socialenvironment is treated with care and developed.

The economic aspect of sustainable

development can be achieved only throughorganizations that, while pursuing profit for anindefinitely long period of time, exercise at thesame time social responsibility towards relevantstakeholders. The sustainable development of thesociety can be accomplished through organizationsthat are responsible towards their operatingenvironment [Cndea D., 2007].

2.5 Systems thinkingSystemic thinking assumes all parts of a

system are considered if the overall system is tolast a long time. Any action in an area of themultidimensional system induces effects in the restof the system. Any subsystem must adaptcontinuously to the changes in the system and, atthe same time, be itself a promoter of change.

If we pursue the organizations profitabilityover an indefinitely long period of time, we have togive consideration to the organizations impact onthe physical and social environments and, at thesame time, to the dependence of the organizations

profitability upon the physical and humanresources existing in the global system.

Similarly, any change in one area of theorganization can induce an impact in other areas ofits internal or external environments. Systemsthinking generates the capability to view thosecorrelations not just as simple linear cause-effectchains, rather understand the way in which variousactions interrelate, reinforcing or annihilatingmutually, understand the structures that generateevents. Systems thinking is the fifth disciplinerequired for a learning organization; it suggests

what Danah Zohar calls spiritual intelligence


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capacitatea de coagulare a eforturilor angajailor n

jurul unei viziuni comune.Organizaia va avea ansa de a deveni un locde munc interesant, motivator, un loc careapreciazcu adevrat capacitatea angajailor de a-i crea mpreunviitorul.

3.1 Etape ale procesului de schimbare ctre oorganizaie care nva

Avnd n vedere cele de mai sus, n cadrulprocesului de schimbare ctre o organizaie carenva trebuie parcurse mai multe etape, ncepnd

cu evaluarea nivelului de pornire al organizaiei dinpunctul de vedere al celor cinci discipline:- Crearea sistemelor de comunicare care s

permit schimbul de informaie n ntreagaorganizaie i cu toate prile interesate i s fien acelai timp liantul acesteia

- Crearea condiiilor care sconducla un climatde nvare continu

- Dezvoltarea de noi atitudini i abiliti printraining, comunicare i relaionare

- Comunicarea pe toate cile i prin toatemijloacele a schimbrii

- Iniierea i implementarea de noi practici demanagement al resurselor umane care scomunice aceastschimbare

- Crearea cadrului n care angajaii spoatchestiona practicile organizaiei, snveempreun, sse autodezvolte.

Procesul de devenire a unei organizaii carenvaeste un proces ndelungat de schimbare care

poate fi afectat de numeroase bariere create la nivelindividual sau colectiv.

3.2Cteva precondiii n spaiul interpersonalUna din precondiii este dezvoltarea unui

climat de comunicare n care s predominencrederea reciproc i fa de organizaie.

ncrederea n acest context se refer att laateptarea colectivct i la crezul individului, c

poate conta pe interlocutor, acesta putnd fi uncoleg, ef, organizaia prin politicile sale, c ceeace se afirm este adevrat i c procesul decomunicare nu are sensuri duble sau agendeascunse. La nivel de organizaie ncrederea serefer i la ceea ce afirm organizaia despre ea

provide the needed context and the capability to

coalesce the employees energy around a commonvision.The organization will stand the chance to

become an interesting work place, which ismotivating, a place where employees capacity tocreate a common future is truly valued.

3.1 Stages in the process of change towards a learning organization

Considering the above, several stages have tobe covered in the process of change towards a

learning organization, beginning with anevaluation of where the organization stands interms of preparedness for the five disciplines:- Creating the communication systems that make

the exchange of information in the entireorganization and with the stakeholders possibleand cement the organization

- Creating the conditions leading to a continuouslearning climate

- Developing new attitudes and abilities bytraining, communication and networking

- Communicating change by all ways and means

- Initiating and implementing new human resourcepractices that communicate that change- Creating an environment in which employees can

question the organizations practices, learntogether, and self-develop.

The evolution of an organization that learns isa long change process that can be hampered bymany barriers created at the individual or collectivelevel.

3.2A few prerequisites in the interpersonalspace

One of the preconditions is to develop acommunication climate in which mutual trust andconfidence in the organization reign. Trust in thiscontext refers to both the collective expectation andthe individual confidence that one can count on theinterlocutor, who can be a fellow worker, asuperior or the organization through its policies,and that what is being stated is true and thecommunication process is not double-talk orcovering a hidden agenda. At the organizationallevel the confidence also refers to what the


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nsi (misiune, obiective) i modul n care

comuniccu prile interesate relevante.ncrederea influeneaz coordonarea icontrolul activitilor, faciliteaz depireasituaiilor confuze, obiectiveaz percepiile,sprijinprocesul de schimbare.

ncrederea integreaz dimensiuni cognitive(poi conta pe ceea ce se promite) i afective(celuilalt i pas de tine, este preocupat de bineletu), referindu-se i la disponibilitatea celuilalt de aajuta n situaii dificile sau de incertitudine.

ncrederea poate s supravieuiascdoar ntr-un mediu etic. Pentru a permite ncrederii s se

dezvolte trebuie s se nceap cu nelegerea iacceptarea rolului celuilalt, ncurajareacomportamentelor suportive i nu a celor defensivesau agresive, cu accentuarea motivrii interne, cuauto-dezvluirea competent i furnizarea

permanent de feedback. ncrederea contribuie laevitarea efectele negative ale brfei i zvonurilor.Informaia, indiferent de natura ei, trebuie sajung n momentul cnd este nevoie de ea, lalocul unde este nevoie de ea, n cantitatea necesari sfie credibil.

Dedicarea este o alt precondiie pentrusuccesul crerii organizaiei care nva. Dedicareaeste legtura cognitiv i emoional fa de unanumit curs al aciunii, ataamentul afectiv fadeeforturile organizaiei i presupune contientizareai aprecierea avantajelor pe termen lung. Dedicareaeste alimentat de percepia pozitiv de ctreangajai a suportului acordat de organizaie. Deasemenea aceasta depinde de modul n careangajaii percep aciunile interne i externe aleorganizaiei, modul n care aceasta i manifestresponsabilitatea socialcorporativ.

De percepia angajailor privind modul n carei trateaz organizaia depinde modul n care eiinterpreteaz inteniile i motivaiile organizaiei:angajaii care percep pozitiv suportul organizaieivor tinde s rspundpozitiv, sprijinind realizareaobiectivelor acesteia. Perceperea n permanen aacestui sprijin dezvolt sentimentul angajailor deidentificare cu organizaia i elurile acesteia.

3.3Prile hard i soft ale comunicriin organizaie cunotinele se creeaz, se

acumulez, se stocheaz, trebuie s circule

organization declares about itself (mission,

objectives) and how it communicates with therelevant stakeholders.Confidence influences the coordination and

control of the activities, helps with getting overconfusing situations, makes perceptions objective,and supports the change process.

Confidence integrates the cognitive (one cancount on what is being promised) and affective (theother one cares about you, is concerned with yourwellbeing) dimensions, referring to the willingnessof the other one to help in difficult or uncertainsituations.

Confidence can survive only in an ethicalenvironment. For confidence to develop the starting

point is to understand and accept the role of theother one, encourage supportive rather thandefensive or aggressive behaviors, emphasizeinternal motivation, competent self-discloser and

provision of feedback. Confidence contributes toavoiding the negative effects of gossip and rumors.Information, regardless of its nature, has to beavailable at the time when it is needed, at the placewhere it is needed, in the amount required andshould be credible.

Dedication is another prerequisite for thesuccessful making of the learning organization.Dedication is the cognitive and emotional tie to acertain course of action, the affective commitmentto the organizations efforts and assumes awarenessand appreciation of long term benefits. Dedicationis fed by the employees positive perception of theorganizations support. It also depends on the wayemployees perceive the organizations internal andexternal actions and on the way the organizationexerts its corporate social responsibility.

The way employees interpret theorganizations intentions and motivation dependson their perception of the way they are treated: theemployees whose perception of the organizationssupport is positive tend to answer positively and

back up the achievement of organizationalobjectives. Perceiving the organizations support

permanently leads to identification with theorganizations goals.

3.3The hard and softsides of communicationIn an organization knowledge gets created,


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nepoluate, s informeze i s creeze relaii, s

determine progres, s asigure climatul decomunicare pentru practicarea celor cincidiscipline. Aspectele care trebuie avute n vederesunt, pe de o parte, cele tehnice i operaionale:sistemele i mecanismele prin care au loc proceselede comunicare (partea de harda comunicrii).

Pe de alt parte, intervine latura uman, desoft a procesului de comunicare: ce, cum, ct,cnd i de ce se comunic. Aceasta integreaz

percepiile individuale i colective constituindclimatul de comunicare cu toi factorii care ldetermin. Analiza separata celor dou laturi ale

comunicrii nu este posibil fr a simplifica nmod artificial un proces care nu este n sine un

proces logic ci unul psiho-logic.Acumularea de cunotinte se realizeaz n

condiiile n care comunicarea se desfoarliber ideschis, ntre membrii organizaiei i ntreorganizaie i prile interesate, pe ci i canale decomunicare sprijinite tehnic i operaional.Comunicarea este planificat iar rezultatele suntanalizate pentru a trage concluzii pentru viitor.Conflictul este de ateptat i acceptat iar greelilesunt privite ca oportuniti de a nva. Existdisponibilitatea de a imprti idei i opinii, ntr-unclimat de ncredere.

Pentru stocarea i folosirea informaiilor i acunotinelor acumulate exist suportul tehnic ioperaional dimensionat la specificul i la nevoilede comunicare ale organizaiei. Prin politicile saleorganizaia care nva asigur ca toi angajaii saib posibilitatea de a lua parte la discutarea

problemelor care i privesc, pe care le au nlegturcu locul de munc, cu munca n sine i cuabordrile legate de viitorul organizaiei.

Pentru a sprijini procesul de utilizare acunotinelor explicite acestea sunt stocate ndocumente, practici i proceduri (sub form demanuale de lucru, fie cu instruciuni, baze de dateetc.) i exist un sistem de accesare funcional.Exist de asemenea i un sistem de codare acunotinelor organizaionale care s ajute lanelegerea informaiilor, n rezolvarea de

probleme i luarea de decizii.Cunotinele implicite sunt dezvoltate,

sintetizate, distilate n contextul nvrii colectiveiar concluziile sunt consemnate i codificate ntr-o

accumulates, gets stored, must circulate

unpolluted, should be informative and generaterelations, induce progress and assure thecommunication climate for practicing the fivedisciplines. The aspects to consider are, on onehand, technical and operational: the systems andmechanisms that make communication possible(the hard side of communication).

On the other hand, we should note the humanside, the soft aspect of communication: what,how, how much, when and why is communicated.It incorporates the individual and collective

perceptions that compose the communication

climate with all its defining factors. Analyzing thetwo sides separately is not possible unless wesimplify artificially a process that is essentially notlogical rather psycho-logical.

The accumulation of knowledge takes placewhen communication among the organizationsmembers and between the organization and thestakeholders is free and open, by ways andchannels that are supported technically andoperationally. Communication is planned andresults analyzed for conclusions useful in thefuture. Conflict is to be expected and should beaccepted, and mistakes should be regarded asopportunities to learn. There is a willingness toshare ideas and opinions in a climate of trust.

The technical and operational support neededto store and utilize information and accumulatedknowledge has to be suited for the organizationscommunication specifics and needs. By its policiesthe learning organization should provide allemployees with the opportunity to discuss theissues of concern to them, issues related to theirwork place, to the work itself and to how to tackle

the future of the organization.In order to facilitate the usage of explicitknowledge it is stored in documents, practices and

procedures (as work manuals, instruction sheets,databases, etc) along with an operational accesssystem. There should also be a coding system fororganizational knowledge to assist withinformation understanding, problem solving anddecision making.

Implicit knowledge is generated, synthesized,distilled in the context of collective learning andconclusions are recorded and coded in a form


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form la care toi angajaii din organizaie s aib

acces uor. Acest proces este puternic dependentde aspectele de soft ale comunicrii.Transmiterea corect i nelegerea mesajelor

aa cum au fost ele intenionate de comunicatordepinde de caracteristicile iniiatorului comunicriii ale destinatarului comunicrii i de contextulcomunicrii. Barierele i distorsionrile odatcontientizate sau recunoscute pot fi reduse, sau se

pot prentmpina efectele lor negative. Nu vorputea fi niciodateliminate complet, mai ales celede natur personal, dar odat cunoscute iacceptate ca atare nu vor sta n calea mprtirii de

cunotine.n procesul de comunicare pot s apar

probleme majore legate de cadrul de referincaredetermin percepia i care, la rndul lui, estedeterminat de istoria individului, de mediul sociali cultural din care provine, de nivelul de educa ie.Direct sau indirect acest cadru de referin n carese recepioneaz mesajele este cauza reaciiloremoionale care afecteazprocesul de comunicare,de la influenare pn la compromitere total.Percepia va afecta i nelesul acordat cuvintelor,sensurile asociate propoziiilor, nelegereamesajului. Climatul de comunicare este factorimportant n influenarea percepiilor care poatefavoriza sau defavoriza formarea i practicareacelor cinci discipline.

4 MODELUL CONCEPTUAL

Organizaia care nva poate ficonceptualizatca manifestare a unui mod specificde comunicare i relaionare avnd la bazanumite

modele mentale i atitudini fade sine i ceilali,fa de nvare, cunoatere i fa de rolulangajatului pentru organizaie.

Dezvoltarea organizaiei care nvapresupune un proces iniial de schimbareorganizaional planificat i implementat, dupcare schimbarea organizaional va avea locdatorit disciplinelor i competenelor dejaformate. Dac la nceput se va lucra asupra

promovrii unui sistem de valori i a unei culturiorganizaionale care s sprijine autodezvoltarea,revizuirea permanent a modelelor mentale,

easily accessed by all employees of the

organization. That process is very much dependenton the soft aspects of communication.Correctly transmitting and understanding

messages in agreement with the intentions of thecommunicator depend on the characteristics of theinitiator and the recipient of the communication,and on the communication context. When peoplerecognize and take cognizance of the barriers anddistortions, those can be reduced or their negativeeffects can be averted. They can never becompletely eliminated, particularly those of a

personal nature, but once realized and accepted as

such they will not hinder the sharing of knowledge.Major problems related to the reference

framework that determines perception can occur inthe communication process. That framework, in itsturn, is determined by the individuals history,his/her social and cultural environment of origin,level of education. The reference framework withinwhich messages are received is, directly orindirectly, the cause for the emotional reactionsthat affect the communication process frominfluencing it up to totally compromising it.Perception will also affect the meaning associatedwith words, the senses attached to sentences, theunderstanding of messages. The communicationclimate is an important factor in influencing

perceptions and can favor or impede thedevelopment and practice of the five disciplines.

4 THE CONCEPTUAL MODEL

The learning organization can be conceived ofas the embodiment of a specific way ofcommunicating and networking based on certain

mental models and attitudes towards oneself andthe others, towards learning, cognition and theemployees role in the organization.

Developing the learning organization assumesan initial process of organizational change that is

planned and implemented, after whichorganizational change happens due to thedisciplines and competences already shaped. If atthe beginning work is needed to forge a system ofvalues and an organizational culture to support:self-development, the permanent revision ofmental models, collective learning, sharing a


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nvarea colectiv, mprtirea unei viziuni

comune i gndirea sistemic, ulterior practicarean continuare a acestor discipline va canalizaprocesul de dezvoltare organizaional n direciarealizrii de performan economic pe termennelimitat, avnd simultan n vedere cerinele inevoile de protejare a mediului social i fizic.

n figura 1 (vezi pe pagina urmtoare)propunem un model de abordare a dezvoltriiorganizaiei care nva innd cont de cele douobiective de la care am pornit: creterea

perspectivelor de sustenabilitate ale organizaiei iidentificarea cilor i mecanismelor care conduc

spre aceasta. Ne-am focalizat asupra aspectelor dehard i de soft ale comunicrii aa cum aparele n perioada de schimbare organizaionaliniial, n care se pregtesc condiiile pentruformarea celor cinci discipline, i apoi n etapa ncare acestea se implementeaz.

Creterea perspectivelor de sustenabilitate nupoate avea loc fr ca obiectivele proceselor decomunicare sdevinstrategice pentru organizaie.Comunicarea organizaional intern i extern,manifestarea responsabilitii sociale corporativeca parte din strategia general a organizaiei suntinstrumente active n creterea anselor desustenabilitate ale organizaiei.

BIBLIOGRAFIE / REFERENCES

Boyatzis, R. (2002). Changing the Way We ManageChange: TheConsultants Speak.NY: Quorum Books.Consortium for Research on Emotional Intelligence inOrganizations Self Directed Learningwww.eiconsortium.org accesat 6 mai 2008

Candea, D. (2007). Conjectures About the Relationshipamong Business Sustainability, Learning

Organization, and Management Systems Integration,Int. Conf. on Business Excellence, Brasov, 16-17 oct.2007,Revista de management i inginerie economic,vol.6, nr.5, 2007, pp. 138-143.

Cndea, R.M., Cndea, D. (2005). Competeneleemoionale i succesul n management,Ed.Economic, Bucureti, pp 47-76, 131-176.

Cndea, R.M (2008a).Comunicarea manageriala eticain dezvoltarea organizatiei sustenabile, Revista demanagement si inginerie economica, vol.7, nr.1, p.27-40.

Cndea, R.M., Cndea, D. (2008b). Dimensiuni

emoionale ale organizaiei pentru creterea

common vision, and systems thinking, the

subsequent continuation of the practice of thedisciplines will channel the process oforganizational development towards obtainingeconomic performance over an indefinite timehorizon while considering simultaneously thedemands and need to protect the social and

physical environments.In figure 1 (see on next page) we advance a

model of addressing the development of thelearning organization by considering the two initialobjectives: raising the organizations prospects forsustainability and identifying ways and

mechanisms that can lead to that. We focus on thehard and soft aspects of communication thatoccur both during the period of initialorganizational change, when the conditions for theforming of the five disciplines are set, and in thestage when the disciplines are put to work.

Improving the prospects for an organizationssustainability cannot take place without turningcommunication objectives into strategic objectives.Internal and external communication andexercising corporate social responsibility, as part ofthe organizations general strategy, are active toolsfor enhancing an organizations prospects forsustainability.

perspectivelor de sustenabilitate ale organizaiei, nntreprinderea sustenabila - Studii si cercetari, Seriede publicaii ale Centrul de Eco-Management vol.3,Ed.U.T.PRES, Cluj-Napoca, (n curs de apariie).

Garvin, D. (2000). Learning in action: a guide toputting the learning organization to work, HarvardBusiness School Press, Cambridge

Hofstede, G., date comparative obinute de pe site-ul

http://www.geert-hofstede.com/hofstede_dimensions.php accesatla 1 august 2008.

Segan, G. New CSR marketing trends: transparency&dialoguehttp://knowledge.insead.edu/CSRMarketingTrends080902.cfm

accesat la 1 octombrie 2008.

Senge, P. (1990). The fifth discipline - the art andpractice of the learning organization, Doubleday,New York.

Zohar D. (1997). Rewiring the Corporate Brain: Usingthe New Science to Rethink how we Structure and LeadOrganizations, Berrett-Koehler Publishers, SanFrancisco.


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Figura 1. Model conceptual privind rolul comunicrii n dezvoltarea organizaiei care nva/A conceptual modelfor the role of communication in developing the learning organization

SUSTENABI -LITATEA

ORGANIZAIEI

ORGANIZAIACARE NVA

SCHIMBAREORGANIZAIONAL

-Iniial-Continu

COMUNICARE

CULTURORGANIZAIONAL-Noi paradigme i valorizarea lor-Valorizarea celor cinci discipline-Sisteme i practici care creeazcadrul adecvat disciplinelor-Sistem de management alcunotinelor-Climat de comunicare-Climat emoional

COMUNICAREAINTERNI EXTERN

Elemente de hard-Mecanisme de comunicare-Politici i practici decomunicare-Sisteme de comunicare

Elemente de soft-Competene de comunicare-Competene de relaionare-Competene emoionale ispirituale

1.AUTO-DEZVOLTARE

2.REVIZUIREA

MODELELORMENTALE

3.NVARECOLECTIV

4.MPRTIREAVIZIUNIICOMUNE

5.GNDIRESISTEMIC

OBIECTIVE STRATEGICEPRIVIND:

-Comunicarea pentru schimbare(transformaional)-Sistemele de management alresursei umane (selecie, evaluare,motivare, dezvoltare, management alcunotinelor etc.)-Responsabilitatea socialcorporativ

ORGANIZ.

SUSTAINABILITYLEARNING

ORGANIZ.

ORGANIZATIONALCHANGE-Initial-Continuous

COMMUNICATION

ORGANIZATIONAL CULTURE-Valuing new paradigms-Valuing the five disciplines-Systems and practices that createthe proper framework for disciplines-Knowledge management system-Communication climate-Emotional climate

INTERNAL ANDEXTERNAL COMMUNIC.

Hard aspects-Communic. mechanisms-Communication policiesand practices-Communication systems

Soft aspects-Communic. competences-Networking competences-Emotional and spiritualcompetences

1.SELF-DEVELOPMENT

2. REVISINGMENTALMODELS

3. COLLECTIVELEARNING

4. SHARINGCOMMON VISION

5. SYSTEMICTHINKING

STRATEGIC OBJECTIVESREGARDING:

-Communication for change(transformational)-Human resource managementsystems (selection, evaluation,motivation, development, knowledgemanagement, etc)-Corporate social responsibility

cadruconceptualprivindrolulcomunicarii&sustenabilitate

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