Building a learning organization the case of logigear vietnam

Rationale

LogiGearVN is an information technology company specializing in software testing and development In a rapidly evolving industry marked by constant technological advancements, the company recognizes the necessity of being highly adaptive and innovative to deliver effective solutions and services to its clients Inspired by the success stories of tech giants like Apple, Google, Amazon, and Netflix, LogiGearVN's management understands that true innovation is essential for success Rather than relying on sudden bursts of genius, they believe that innovation stems from dedicated and focused effort, as highlighted by Drucker (2015) While the discipline of innovation is still in its early stages, there are now competencies that can be cultivated to enhance the likelihood of innovative outcomes (Bezerra, 2005).

TheFourthIndustrialRevolution(4IR)- ofwhichtheemergingtechnologyb r e ak t h r o u g h s infieldssuchasAI,IoT,robotic s,3Dprinting,andnanotechnologyp r e v a i l - urgescompaniestolearnfaster,producefasteranddeliverfasterusingnewtechnologiesthatare mergingthephysical,digitalandbiologicalworlds(Schwab,2 0 1 6 ) LogiGearVNisno tanexceptionandcannotbestayingoutofthecircleofinfluence,whenitisanIT/ softwarecompanywithgoaltobeleading initsindustry,s o f t w a r e t e s t i n g a n d d e v e l o p m e n t I n o r d e r t o p u r s u e t h e v i s i o n a n d a c h i e v e i t s strategicgoaltobecomeatransformationalorganization,L ogiGearVNneedstobeinnovativefirsthandanddeepdownitmustbecomea“learningorgani zation”.

Ina seminaro n i n n o v a t i o n l e a de r s h i p i n H o C h i M i n h Cityin2 0 1 3, P r o f Tony WagnerofHarvardBusiness Schoolarticulatedthatif laborwas ac o m m o d i t y int h e i n d u s t r i a l a g e a n d k n o w l e d g e w a s a v a l u a b l e a s s e t , i t i s n o w i n n o v a t i o n t h a t createsq u a n t u m a d d e d v a l u e t h a t e n s u r e s c o m p e t i t i v e a d v a n t a g e f o r sustainableg r o w t h a n d d e v e l o p m e n t H e s a i d , t h e i m p e r a t i v e w a s t r u e n o t onlya t c o r p o r a t e levellikethecasesofIBM, Intel,Apple,Google, etc.,butalsoatstate levelsuchasI srael , Sweden,Switzerland,Norway,USA,Japan,etc.

Foracountrytothrive,enhancingproductivityusinginnovationcompetenceistheult imatesolution(Porter, 1990).Forfirms,innovationcompetence increasest heircompetitiveadvantage(Tidd&Bessant,2015).

NguyenVanDungandcolleagues(2016)emphasizetheimportanceofinnovation i n aknowledgeeconomy.Theyexaminetheroleofdifferentcomponentsofk no wl ed ge e c o n o m y ineconomicg r o w t h a n d o t h e r f a c t o r s s u c h a s i n n o v a t i o n , education,etc.thatsimultaneouslyaffecteconomicgrowthof37countriesinAsia d u r i n g 1990–

2014.Theresearchconfirmsthat“thereexistsapositiveassociationb e t w e e n econ omicgrowth andfour componentsof the knowledge economyframework”,w hichareinnovation,education,ICTinfrastructure,andnaturalresourcesintensit y.

NadeshwarandJayasimha(2010,p.182)wrote“whileallpeoplehavethecapacityt o lea rn,thestructures i n whichtheyhavetofunctionareoften notconducive toref lectiona n d e n g a g e m e n t F u r t h e r m o r e , p e o p l e m a y l a c k t h e t o o l s a n d guidingi d e a s t o makes e n s e o f t h e s i t u a t i o n s theyf a c e ” A s t o S e n g e , f o r a l e a r n i n g organization, ‘adaptivelearning’mustbejoinedby‘generativ elearning’anddouble- looplearningthatenhancesourcapacitytocreate.”(Senge,1990,p.13-14)

Indeed,tocompeteandwininthecontextofincreasingglobalization,integration,a n d rapidlyevolvingtechnologies,individualsandorganizationshavenowayothert h a n buil dingtheirabilitytolearn– thecornerstoneforcontinuousimprovement,o p e r a t i o n a l e x c e l l e n c e , a n d i n n o v a t i o n H e s s a g r e e d t h a t “ c o m p a n i e s t h a t l e a r n fastestan dadaptwelltochangingenvironmentsperformthebestovertime.”(Hess,20 14 )

Bersin(2012)quotedinhisarticle“5KeystoBuildingaLearningOrganizatio n”thattheworldwidecorporatetrainingindustryvaluedat135billionUSdollars,but“ companiesn o w r e a l i z e t h a t theysimplyc a n n o t f i n d t h e s k i l l s theyn e e d i n t h e w o r k f o r c e andhavetoreinvest heavily incorporatetraining…

Theanswerisn o Todaytheworldofcorporatetraininghasbeenrevolutionized.”( Bersin,2012)Hes u g g e s t e d 5 keyst o b u i l d a l e a r n i n g o r g a n i z a t i o n , w h i c h a r e : ( 1 ) c o r p o r a t e learningis"informal"andHR doesn'townit,(2)Promote andrewardexpertise,(3)U n l e a s h thepowerofexperts,

(4)Demonstratethevalueofformaltraining,and(5)Al lo w people tomakemistakes.Hebelieved“Thebestorganizational learning(andindividuallearning)occursrightafteryoumakeahugemistake.”Andmo st interestinglywash i s recentassertiono n F o r b e s c o m M a r c h 0 9 , 2017o f AI 1a n d cognitivec o m p u t i n g t h a t c h a n g e t h e wayc o r p o r a t e p e o p l e l e a r n :

“ Thirty- eightp e r c e n t ofcompaniesinournewresearch(10,400respondentsfrom140count ries)believethatroboticsandautomationwillbe"fullyimplemented"intheircomp anyw i t h i n fiveyears”(Bersin,2017).Althoughtherewouldbealongwayforrobotic st o fullyreplacemeninlearning,thepossibilityitcomestrueisnotpetite.

Innovativeorganizationshouldstartfrombeingalearningorganization.Thismeansasimul taneousvisionarytransformationandinvolvesall levels ofresources ( i n d i vi d u al , team,a n d o r g a n i z a t i o n i t s e l f ) a l o n g th e p r o c es s o f theo r g a n i z a t i o n ’ s d e v e lo p m e n t (Senge,1990)

Asaninformationtechnologycompany,LogiGear’sworkforcecomprisesof 99%k n o w l e d g e w o r k e r s w h o a r e s o f t w a r e e n g i n e e r s , a k i n d o f “ k n o w l e d g e w o r k e r s ” wh o se maincapitalisknowledgeandwhosejobisto"thinkfor aliving"(D av en p o r t , 2 0 0 5 ) C r a b t r e e e t a l

( 1 9 9 7 ) r e v e a l s t h a t k n o w l e d g e w o r k e r s s p e n d 3 8 %o f t h e i r times e a r c h i n g f or in fo rm at io n L o o ( 2 0 1 7 ) s u g g e s t s a de f i n i t i o n o f c r e at i v e knowle dgeworkfromfourspecificroles:copywriting,creativedirecting,s o f t w a r e p r o g r a m m i n g , a n d s y s t e m s p r o g r a m m e m a n a g i n g i n a d v e r t i s i n g a n d I

T software.Hefindsout“Creativeknowledgeworkersuseacombinationofcreative ap p l i c at io n s toperformtheirfunctions/ rolesintheknowledgeeconomyincludinga n t i c i p a t o r y imagination,probl emsolving,problemseeking,andgeneratingideas a n d a e s t h e t i c s e n s i b i l i t i e s ”( L o o , 2 0 1 7 , p 138).L o g i G e a r VNv a l u e s c o n t i n u a l learn inga n d e n d l e s s l y encouragese m p l o y e e s tolearnf o r good,individuallyandcollecti vely.

Down toearth,inthekick-offmeetinginearlyJanuary2017, theCEOofLogiGearV N restatedandcommittedtomakeLogiGearVN“atransformatio nthroughinnovation”.Knowingthatinordertoreachthefameofinnovation,whichisb e l i e v e d theconcretefoundationforshiftingittonewheights,LogiGearVNhastof i r st ofall bealearningorganization.

Ag r e a t a d v a n t a g e f o r L o g i G e a r V N ist h a t t h e i r t o p e x e c u t i v e l e a d e r s s t r o n g l y supportlearning.Theyaretypicalexamplesofpeoplewhoregardon- goinglearninga n d r e s e a r c h i n g a s a l i f e t i m e a s p i r a t i o n T h e y a r e f r e q u e n t s p e a k e r s i n s e m i n a r s , c o n f e r e n c e s , forumso f informationt e c h n o l o g y a r o u n d t h e w o r l d Theya r e a u t h o r s / e d i t o r s whohavebookspublishedinternationally,someofwhicharebest- sellingbooksintheirfield.

LogiGearVNsetstogainanorganizationaltransformationin2018.Atransformat ionthatb e s t s a t i s f i e s i t s c u s t o m e r s , c r e a t e s a n i n n o v a t i v e / s e l f - d r i v e n w o r k f o r c e , andaccommodatesforasustainablebusinessdevelopme nt.Inordertoen s u r e thesuccessofsuchatransformationalshift, thecompan yacknowledgesit hasamultipleagendatoproceed.Thisresearchfocusesontheblockof“learning organization”(Fig.1.1).

Source:AdaptedfromTiddandBessant(2015),Rothwell(1992),Senge(1990,2006),Schumpeter

ProblemStatement

Since2015,triggeredbymarketdemands(agiledeliverables,morecosteffecti ve,betterquality),technologies(shorterproduct life- cycles,newframeworkandm e t h o d o l o g i e s , etc),andinternaldynamicssuchas optimizingworkforce,businessre- model,corporateportfolioshift(Worley&Cummings,2009),LogiGearVNhasb e e n fa cingthedemandforatransformationalchange.AlthoughLogiGearVNsetsa n d carries outitsmission“toprovideleading- edgesoftwaretestingtechnologiesa n d e x p e r t i s e t o c u s t o m e r s ”( L o g i

G e a r V N , 2 0 1 6 ) , i t c o u l d hardlyc o m p e t e w i t h other rivalsintheindustry.Thenumberofsalesclosedhasdroppedsignificantlyinr e c en t yea rs;customershavebeenlatelyleavingforotherproviderswhocouldoffermorea d v a n c e d t e c h n o l o g i c a l s o l u t i o n s ( f a s t e r s p e e d , h i g h e r p e r f o r m a n c e , l o w e r p r i c e ) Thenewcapabilitiesofworkforcearenotimproveduptothespeedofnew changesintechnologyandcustomers’demands.Sinceitscommencementin2005,t he r e wereinnovativeimprovementsinmethodologies,frameworks,processes,and someinitiatives,butallwerecarriedoutinsuchasmallscalethatwasnotsufficiente n o u g h t ogenerateradicaltransformationinLogiGearVN.Thecompany filedandgotregisteredpatentforTestArchitect®,anautomationtestingtool;andt heA BT ® 2 ,amethodologyinsoftwaretestautomation,butthosewerejusttwosingle c a s e s

Technologyrapidchangerequireseverytechcompanytofastadaptwithitandtob e aheadoftrends.Taking“cloud”trendforexample,LogiGearVNhasbeenre- modellingitsbusiness,whichisabletoswitchfromthePC,local- basedsoftwaretestingtocloud-basedsoftwaretestingandcloud-service- delivery.Inordertoacco mmo dat e f o r t h i s t r a n s f o r m a t i o n , t h e e n g i n e e r s ’ j o b r o l e a n d s k i l l s e t s a r e requiredtobechanged.Theyaremoredeeplyandgloballyconnectedtothe“cloud”world an di n t e r a c t i n g t o g e t h e r i n rea ltime.I f t h e y workonp r o j e c t s t ha t e mp lo y A W

S orIBMcloudserver/ service,theyshouldbefirstofallqualifiedbyAmazona n d IBMforavariousrangeofprof essionalcertificates.

Recentd i a g n o s e s o n D e c 3 1 , 2 0 1 6 a n d J u n e 3 0 , 2 0 1 6 u s i n g H a r v ard’st o o l - los.hbs.edushowthatthereisaseriousprobleminexercising“learningculture”ofthe c o m p a n y T h e s u r v e y t o o l i s a q u e s t i o n n a i r e byH a r v a r d B u s i n e s s S c h o o l , including10criteriadesignatedi n t o 3 groups.Inparticular,thes u r v e y e d r e s u l t shows7/10elementsof“learningorganization”fallbelowaveragescoreandten dtos i g n i f i c a n t l y decline:

PsychologicalS a f e t y : Theyr e m a i n u n c h a n g e d 6 2 9 a n d 6 2 9 int h e l a t e s t t w o surveys,andlowerthanmedianscore,76.

OpennesstoNewIdeas:althoughincreaseddoubleintherecentsurveyfrom32.1(J un30,2016)to64.3(Dec 31,2016),butitisverymuchlowerthanmedianscore,

TimeforReflection:65.7and42.9respectively.Itisnotverymuchfarbelowthem edian,50, bu t t h e r e w a s as ig ni fi can td ro p t h a t t h e m a n a g e m e n t s h o u l d c los el ylookinto.

Analysis:6 0 0 a n d 5 4 3 , p r e t t y l o w c o m p a r e d t o 7 1 median.T h e r e isalmostno d e b a t e , argument,feedback,activeandmulti- aspectcommunication.Learningo rg an i z at i o ns reallyfearof“noconflict”andd isagreement.Theyfearofnofeedbackandidea.

EducationandTraining:notverymuchlowerthanmedian,80;butdroppedfrom 78.6to71.4.Thisisalarming.

Leadershipthatreinforceslearning:40.0and47.5,significantlylowcomparedto74a s medi an.Thisisaseriousissuethatneedstobeurgentlyaddressed,whetheritisth e mindseto rcompetence,atthemanagerorleaderlevel.

Experimentation:Increasedfrom57.9 to 82.1,anextremejump overthemedian,71.

The7decliningelementsseriouslyimpacttothevalueof“learningorganization”.Itreleases astrongwarningsirenthattheboardofdirectorsofLogiGearVNneedstoimmediatelytak eactiontoaddressthenearlyhappeningcatastrophebeforebeinglate.

T h e o t h e r ch alleng e istofindmoreinnovativewaystocreate“blueoceans”(Kim&Mauborgne,2005)inordertoleadandwin.Acknowledgingtherealityand

( Personal mastery, mental models, shared vision, team learning, systems thinking)

(Job description driven) perceivingt h a t i n n o v a t i o n i s t h e keyf o r b u i l d i n g c o m p e t i t i v e a d v a n t a g e w h i c h g u a r a n t e e s aflourishing existenceandsustainable business development,the companysethighprioritytotransformitselftolearningorganization.

ResearchQuestions

Whatarethekeyelementsthatconstructalearningorganization,specificallyforthec a s e ofLo giGearVN?And;

ResearchObjectives

Theresearchfocuses o n exploring keyelementst ha tconstructthe l ear ni ng o r g a n i z a t i o n , thec a s e L o g i G e a r V N , a n i n f o r m a t i o n t e c h n o l o g y company;a n d suggestsaframeworktobuildLogiGearVNalearningorganization.

AboutLogiGear

(www.logigear.com)wasfoundedintheSiliconValleyin1994byt o p t h o u g h t l e a d e r s i n t h e s o f t w a r e t e s t i n g i n d u s t r y S i n c e t h e n i t h a s c o m p l e t e d so ft war etestinganddevelopmentprojectsforprominentcompaniesacrossabroadr a n g e o f i n d u s t r i e s a n d t e c h n o l o g i e s T h e h e a d q u a r t e r c o n t i n u e s tob e i n S i l i c o n Valley,Californiawith amajorityofthesoftwaretestingandsoftwaredevelopments t a f f b a s e d i n H o C h i M i n h Citya n d D a N a n g , V i e t n a m , e s t a b l i s h e d 2 0 0 4 a s “LogiGearV N”.ThetotalheadcountsofLogiGearVNis500asattheendof2016.LogiGearCorp.conti nuestogrowascompaniesrealizethebenefitsofoutsourcingt h eir softwaretesting anddevelopment.ItishonoredbyInc.500|

LogiGearVNaimsatbecomingtheworldleadingsoftwaretestingandd ev elop m en t se rviceprovider.Thecompany“providesleading- edgesoftwaretestingtechnologiesandexpertise,alongwithsoftwaredevelopmentser vicesthate n a b l e ourcustomerstoacceleratebusinessgrowthwhilehavingconfiden ceinthesoftwaretheydeliver.”(LogiGearVN’swebsitewww.logigear.com)

LogiGearVN’sproductisthetestautomationtoolnamedTestArchitect®.Itisan i deal t e s t a u t o m a t i o n s o l u t i o n f o r high- volumetesta u t o m a t i o n p r o d u c t i o n I t l e t s youquicklydevelopalargevolumeof easytomaintainautomatedtests—usingthetool’sbuilt-inactionsthateliminatecoding.

Source:LogiGear’swebsite(www.logigear.com)

Asingle,plaintext,action- basedtestreplacesmultiplelinesofcode,whichspeedstestingandmakesitpossibletoup date10’sor100’softestsbyreplacing justa fewa c t i o n s I t i s e a s i l y i n t e g r a t e d t o p o p u l a r managementt o o l s , l i k e J I

R A , Z e p h y r , MicrosoftTFSandHPQualityCenterextendend-to- endt e s t managemento n d e s k t o p , web/cloud,andmobiledevices.

Theproductcanbeexploredat:http://www.testarchitect.com/features.html

LogiGearVNprovidesbothautomatedandmanualsoftwaretestingservicesusingi t s t a l e n t s , e x p e r t i s e a n d t o o l s t o d e l i v e r clientssa p p l i c a t i o n s a n d p r o d u c t s w i t h thefastertime-to- market,measurableimprovementsinqualityandcostreduction.T h e servicesr angefromon- demandmanualtestingresourcesbyindividualtesterso r dedicatedteams,tofully- managedtestingserviceswherethecompanytakesfullr e sp o n si b i li ty fort es t i n g p r o j ec t s T h e a u t o m a t i o n e x pe r t s c a n w o r k w i t h c l ie n t ’ s p r e f e r r e d automat edsoftwaretestingtool,orLogiGearVN’stoolTestArchitect,toc o n d u c t automate dtestingonalarge-scale.

NorthAmerica(US,Canada)istheprincipalmarketofLogiGear,where90%ofthec l i e n t s b ased.OtherclientsareinEurope,Japan,andAustralia.Sincecommencement, LogiGearVNhasbeencompletedmorethan3,000projectswithmillionsoftestc asesandsolutionsforarichvarietyrangeofindustries:aerospace,a u t o m o b i l e , o i l

Therecentmarketdemands,technologies,andinternaldynamicsurgeLogiGearVNt o b e m o r e a d a p t i v e toc h a n g e s , m o r e i n n o v a t i v e i n d e v e l o p i n g i t s p r o d u c t s a n d servicess o ast o c o m p e t e a n d a d v a n c e int h e s o f t w a r e t e s t i n g industry.Moreseriously,thenumberofsaleshasdroppedandcu stomershavebeenleavingimpactingmuchtotheirexistenceinVietnam.Theyneedtogai nnewcompetivivea d v a n t a g e intermsofcosteffectiveness,marketlead- time,quality,andsustainablescalabilityofhumanresources.

Having perceivedtheurgencyof thematter,theCEO andtheboardofmanagemento f c o m p a n y haveb e e n de s i g n i n g an de x e c u t i n g a s c h e m e f o r transformation th at takest h e w o r k o f b u i l d i n g a “ l e a r n i n g o r g a n i z a t i o n ” f o r L o g i G e a r V N a s a keycornerstoneintherecentyears.

Sarder( 2 0 1 6 ) sayss u c c e s s f u l o r g a n i z a t i o n s s u c h a s G o o g l e , G E , C o l u m b i a U n i v e r s i t y s h a r e m a n y c h a r a c t e r i s t i c s i n common,o n e o f w h i c h i s a v i t a l c h a r a c t e r i s t i c : “ T h e y a r e l e a r n i n g o r g a n i z a t i o n s , a b l e t o r e m a i n c o m p e t i t i v e a n d continuegrowinginarapidlychangingglobalenvironment.Theyvalue,promote,a n d supportlearningatalllevelsandhavelearningplan sandsystemstheenablet h e m totranslatethatlearningintoaction.”(Sarder,2016,p.31)

Whatis“Learning”?

Learning,educationandtrainingarepopularlyusedasequivalentsubstitutestoeachbymanyo r g a n i z a t i o n s H o w e v e r , t h e r e a r e i m p o r t a n t d i s t i n c t i o n s b e t w e e n t h e terms.Educationandtraininga reprocessesthatmayleadtolearning.Learningistheoutcomeorresultofalearningp rocess.

Argyris and Schön (1978) propose that learning involves detecting and correcting errors, with many individuals initially seeking alternative strategies to address issues without questioning the underlying governing variables This approach is known as single-loop learning In contrast, double-loop learning occurs when individuals critically examine and question these governing variables, potentially leading to changes in norms, policies, and objectives Such learning can result in a fundamental shift in how strategies and consequences are framed, as it involves modifying an organization’s core principles in response to identified errors.

Governing Variable Action Strategy Consequen Context -ces

Single Loop Learning (Are we doing things right?)

Double Loop Learning (Are we doing the right things?) Triple Loop Learning

Thef o c u s o f mucho f C h r i s A r g y r i s ’ r e s e a r c h h a s b e e n toe x p l o r e h o w organizations canincrease theircapacityfordouble- looplearning He arguesthatdouble- loopl e a r n i n g isn e c e s s a r y i f p r a c t i t i o n e r s a n d o r g a n i z a t i o n s a r e t o makeinformedd e c i s i o n s i n r a p i d l y c h a n g i n g a n d o f t e n u n c e r t a i n c o n t e x t s (Argyris&Schửn,1974;Argyris1982,1990).

Source:ADB(2009)adaptedfrom Argyris&Schửn(1974,1978)

KolbandFry(1974)viewslearningasanintegratedprocesswitheachstagebeingm u t ua l l y supportiveofandfeedingintothenext.Itispossibletoenterthecycleata n y sta gea n d follow itthrough i t s logical s e q u e n c e H o we v e r , e f f e c t i v e lea rn in gonlyoccurswhenalearnerisabletoexecuteallfourstagesofthemodel.Therefore ,noonestageofthecycleisaneffectiveasalearningprocedureonitso w n Atindividuallevel,astoKolb,learningoccursbypassingthroughaseriesofstagesina‘learni ngcycle’,includingfourstages:

Atteamlevel,“teamlearning”isaskilldevelopedforgroupproblemsolvingandl earning(Senge,1990).Isaboutenhancingateam’scapacitytothinkandactinacollectivean dcollaborativemanner,withfullinclusiveness.

A greatnotion isthat learningmaynotnecessarilyinvolve certain formal educationo r t r a i n i n g activity,butcanoften resultfromtheprocessofundertakingwork itself.T h e learningorganizationthereforedoesnotnecessarilyrequireanenhance dinvestmentineducationandtraining(althoughorganizationscan rarelyresistt his call),b u t c e r t a i n l y r e q u i r e s e f f o r t s t o e n s u r e t h a t l e a r n i n g i s c a p t u r e d a s a v a l u e a d d e d resourceintheorganization.Todothis,itisimportanttoreviewthewa ysinwhichindividualsandorganizationslearn.

Whatis a“LearningOrganization”?

Therea re n u m e r o u s d e f i n i t i o n s o nL e a r n i n g O r g a n i z a t i o n fromdifferent a u t h o r s Mostoftheauthorsidentify thecommoncharacteristicsoflearningorganizationastheo r g a n i z a t i o n h a s t h e c a p a c i t y t o l e a r n , a d a p t a n d c h a n g e Y a n g e t a l

( 2 0 0 4 ) s h a r e d t h e r e h a v e b e e n f o u r keya p p r o a c h e s f o r t h e c o n c e p t o f l e a r n i n g o r g a n i z a t i o n , includingsystemsthinking, learningperspective,strategicperspectivea n d i n t e g r a t i v e perspective.O’Sullivan

(1999)confirmedlearningorganizationmodelwasoriginatedfromsystemsthinkingapp roachintheU.Sandmostpopular isaconceptwhichwasinventedthroughtheworkandresearchofPeterSengeandhiscol leaguessincetheearlyninetiesofthe20 thcentury

(2013)indicatesthefactorsthatimpactlearningorganizationi n c l u d e l e a d e r s h i p , o r g a n i z a t i o na l c u l t u r e , t ec h n o l o g y utilization, know ledg e managem ent;andthosefactorsaffecteachother.

(2008)suggestedthreebuildingblocksofalearningorganizationthatare“ supporti vel e a r n i n g e n v i r o n m e n t , c o n c r e t e l e a r n i n g p r o c e s s e s a n d p r a c t i c e s, andl eade rs hi p t h a t r e i n f o r c e s lea rn in g” T h e y als os u g g e s t e d a t o o l to ass ess t h e dept h o f l e a r n i n g inorganization(los.hbs.edu),w h i c h isherebye m p l o y e d f o r evalu atingLogiGearVN’slearningstatusquo.Thethreebuildingblocksare:

Asupportivelearningenvironment:Anenvironmentthatsupportslearninghasfourd i s t i n g u i s h i n g c h a r a c t e r i s t i c s I t ’ s t h e e n v i r o n m e n t t h a t c r e a t e s a s e n s e o f psy ch olog ical safety,appreciationofdifferences,opennesstonewid eas,andtimef o r reflection.Supportivelearningenvironmentsallowtimeforapauseinthea ctiona n d encouragethoughtfulreviewoftheorganization’sprocesses.

Concretelearningprocessesandpractices:Alearningorganizationisnotcultivatedeffor tlessly.Itarisesfromaseriesofconcretestepsandwidelydistributedactivities,n otunliketheworkingsofbusinessprocessessuchaslogistics,billing,o r d e r f u l f i l l m e n t , a n d p r o d u c t d e v e l o p m e n t L e a r n i n g p r o c e s s e s i n v o l v e t h e generation , c o l l e c t i o n , i n t e r p r e t a t i o n , a n d d i s s e m i n a t i o n o f i n f o r m a t i o n Theyincludeexperimentationtodevelopandtestnewproductsandservices;int elligenceg a th e r i n g t o k e e p t r a c k o f competitive,customer,a n d t e c h n o l o g i c a l t r e n d s ; d i s c i p l i n e d analysisandinterpretationtoidentifyandsolveproblems;andedu cationand trainingtodevelopbothnewandestablishedemployees.

Leadershipthatreinforceslearning:Organizationallearning isstronglyinfluen cedbyt h e b e h a v i o r o f l e a d e r s W h e n l e a d e r s a c t i v e l y q u e s t i o n a n d l i s t e n t o em p lo y e e s —andtherebypromptdialogueanddebate— peopleintheinstitutionfeele n c o u r a g e d tolearn.Ifleaderssignaltheimportanceo fspendingtimeonproblemidentification,k n o w l e d g e t r a n s f e r , a n d r e f l e c t i v e p o s t - a u d i t s , t h e s e a c t i v i t i e s a r e l i k e l y t o flourish.Whenpeopleinpowerdemonstratethroughtheirownbehavioraw i l l i n g n e s s toentertain alternativepoints ofview,employeesfeelemboldened too ff e r newideasandoptions.

Kim(2002)adaptedfrom Senge(1990)suggestedthemodelofthree- legtoolforb u i l d i n g a l e a r n i n g o r g a n i z a t i o n H e d i v i d e d thel e a r n i n g c o m p e t e n c e i n t o f i v e levelsw h i c h a r e n o v i c e , a d v a n c e d b e g i n n e r , competent,p r o f i c i e n t , e x p e r t , a n d i t s t a n d s o n t h e t h r e e l e g s : a s p i r a t i o n , g e n e r a t i v e c o n v e r s a t i o n , a n d u n d e r s t a n d i n g complexity.Thesethelegsareactuallybasedonthe fivedisciplinessuggestedbyS e n g e

Flood(1999)revisitedSenge’sfifthdiscipline,thesystemicthinking,which requiresorganizationstohaveanability to“learntheunknowable”.Hepointedoutcruciald e v e l o p m e n t s i n s y s t e m i c t h i n k i n g i n t h e c o n t e x t o f t h e l e a r n i n g organization, includingcreat ivityandorganizationaltransformation.

MayoandLank(1994)concludedthatalearningorganizationintegratesfullb r a i n p o w e r , knowledgeandexperienceavailableintoitforacontinualevolvementf o r t h e b e n e f i t o f i t s s t a k e h o l d e r s T h e i r a p p r o a c h ismorep r a g m a t i c s i n c e theyexaminepracticesandsynchronizethemtoanoverallmodelofthelearningorg anization whichisbasedontheEuropeanQualityModel,whereEnablers and

E n v i r o n m en t meansthe “setting”whichensurefort h e success(ofbuilding a

Policy & Strategy Personal learning Team learning & networks Organizational learning

Technology learningorganization),whereasLearningandValuesstandforthe“outcomes”froma learnin gorganization.

(1992,p.7)definedthelearningorganizationas“acompanythatcanrespondt o n e w i n f o r m a t i o n bya l t e r i n g t h e very' p r o g r a m m i n g ' byw h i c h informati onareprocessedandevaluated.”

Peter Senge defines learning organizations as those that continuously enhance their capacity to achieve desired outcomes, foster innovative thinking, and promote collective aspirations, where individuals learn collaboratively He identifies five essential elements for such organizations: a shared vision, mental models, personal mastery, systems thinking, and teamwork Senge emphasizes that in a rapidly changing environment, organizations that are quick learners and can adapt swiftly will thrive Furthermore, it is crucial for organizations to connect individuals' commitment and learning capacity at all levels to effectively respond to changes and trends, highlighting the importance of competency in fast learning.

Personalmasteryis“adisciplineofcontinuallyc l a r i f y i n g anddeepeningourp er s on al v i s i o n , o f f o c u s i n g o u r e n e r g i e s , ofd e v e l o p i n g p a t i e n c e , a n d o f s e e i n g r e al i ty objectively.”

Mentalmodels“aredeeplyingrainedassuptions,generalizations,andevenpicturesofi magesthatinfluence howweunderstand th e worldand howwetake action.”

O n e important value Sengedescribesis theo pen ness Andadominantfeat ureofo penn ess istostop“powergames”andbetruthfulaboutwhatsaidanddone.

Sharedvisionis“apracticeofunearthingsharedpicturesofthefuturethatfost erg e n u i n e commitmentandenrollmentratherthancompliance.”Onlywhenthevisionisau thenticandshared,employeeswillparticipateinimprovementprocessestogett h e comp anyclosertoaccomplishingitsvision.

Teamlearning“startswithdialogue,thecapacityofmembersofteamtosuspen da s s u m p t i o n s andenterintogenuinethinkingtogether.”Teamlearninginclude stheef f ect i v e teamworkthatleadstoresultswhichindividualscouldnothaveachie vedifdoingontheirown,andmembersof ateamlearnmoreandfasterthantheywouldhavewithouttheteam.However,togetsucc ess,teammembershavetobewillingt o shifttheirmentalmodelsandbeopentolearnfromt heircolleagues.

Systemst h i n k i n g is“ t h e f i f t h d i s c i p l i n e t h a t i n t e g r a t e s t h e o t h e r f o u r ” I t i s t h e ab i l i t y toseethewhole,perceivelong- termpatterns,understandinterdependencies,a n d betterrecognizethatconsequencesofou ractions.

Itwould beabigshortcomingifwedisregardthe“learningdisabilities”outlinedbyS en ge.H e p o s t u l a t e s s e v e r a l p e r c e i v e d d e l e t e r i o u s h a b i t s o r m i n d s e t s , w h i c h h e ref ers toas"learningdisabilities”,comprisedinthefollowingnotes(Senge,1990):

TheDelusionof Learning fromExperienceT he Mythof theManagementTeam

Today'sproblemscomefromyesterday's“solutions”.T h e h arderyoupush, theharderthesystempushesback.Behaviorgrowsbetterbef ore it grows worse.

Theeasywayout usuallyleadsbackin.Thecurecanbewors e than thedisease.Faster isslower.

Youcanhave yourcakeandeatit too-but notallatonce.Dividinganelephantin half does not producetwo smallelephants.Thereis noblame.

Iti s n e c e s s a r y t o d i s t i n g u i s h “ L e a r n i n g O r g a n i z a t i o n ” w i t h “ O rgani zationalL e a r n i n g ” and“LearningCulture.”

OrganizationalLearning(OL),a s t o C a m b r i d g e D i c t i o n a r y , is“ a p r o c e s s i n whi ch managersandemployeeswithinacompanyororganizationlearntodealwith n e w situationsandproblemsandsobecomemoreskilledandexperienced.”Othersr e g a r d OrganizationalLearningasaprocessofcreating,retaining,andtransferringk no w l ed g e withinanorganization.

“Organizationall e a r n i n g meanst h e p r o c e s s o f improvinga c t i o n s t h r o u g h b e t t e r knowledgeandunderstanding.”(Fiol&Lyles,1985,p.803)

“Organizationallearning is a p r o c e s s of d e t e c t i n g a n d cor re ct in ge rr or Thein dividuals’learningactivities,inturn,arefacilitatedorinhibitedbyanecologicals y s t e m offactorsthatmaybecalledanorganizationallearningsystem.”(Argyris,19 77,p.117)

(2013,p.1),“isasetoforganizationalvalues,con vent io ns, processes,andpra cticesthatencourageindividuals—andtheorgani zation as a wh ole — toincrease k no wle dg e, co mp ete nce, a nd performance”.T h a t cultureconsistso facommunityofemployeeswhoareinstilledwithagrowthmindset.And,theyarenotonly passionatein learningbutalsowilling

KnowledgeandKnowledgeManagement

Knowledgeisanindicatoroforganizationallearning.Organizationallearningh a p p e n s whenthereisachangeintheknowledgeofanorganization.Researchersme asureorganizationalknowledgeinvariousways.Forexample,someresearchersa s s e s s knowledgeaschangesinanorganization'spracticesorroutinesthatincreaseefficiency Otherresearchersbaseitonthenumberofpatentsanorganizationhas.

Knowledgem a n a g e m e n t ist he pr ocess ofc o l l e c t i n g , de ve lo pi ng, a nd sp r ead in g knowledgeassetstoenableorganizationallearning.

Darroch(2005)throughhisstudyo n thecorrelationbetweenknowledgem anag emen t, i nnov at io n and busi ness results revealedthat knowledgemanagementp o s i t i v e l y impactinnovationandbusinessoutcomes.

Twodistinctformsofknowledge,explicitandtacit,aresignificantinthisrespect. Explicitknowledgeiscodified,systematic,formal,andeasytocommunicate.Tacitk n o w l e d g e ispersonal,context-specific,subjectiveknowledge.

Explicitknowledgeisknowledgethatiseasytotransfer.Unliketacitknowledge ,e x p l i c i t knowledgeisdeclarativeorfactual.Itistransferredthroughwritten,verbal,o rc odifiedmedia.

Tacitknowledgeisknowledgethatisdifficulttotransfer.AsdescribedbyPolanyi(1966),t a c i t k n o w l e d g e i s t h e k n o w l e d g e o f p r o c e d u r e s Iti s a p e r s o n a l t y p e o f knowledgethatcannotbesharedsimplythroughwrittenorverbalcommunication.It islearnedmostlythroughexperienceovertime.Thisisatransferoftacitk n o w l e dg e s i n c e t h i s k n o w l e d g e i s t o o c o m p l e x t o b e c o d i f i e d a n d p a s s e d a l o n g through a document.Thisk n o w l e d g e c a n onlyb e t r a n s f e r r e d t o n e w e m p l o y e e s thro ughpracticeandexperience.

ItwastherigorouslogicandfundamentalassumptionsthatmakePolanyi'sworkau n i q u e contributiontothetheoryofknowledgeliterature(Gerald,2001).Heprovid esa c o m p r e h e n s i v e f r a m e w o r k f o r a moredynamicv i e w oft h e t a c i t a n d e x p l i ci t knowledgerelationshipinrelationtohumancondition.

Churgh( 2 0 1 5 ) a g r e e s w i t h Polanyiw h e n confirming," T a c i t k n o w l e d g e c a n b e d e f i n e d a s s k i l l s , i d e a s a n d e x p e r i e n c e s t h a t p e o p l e h a v e i n t h e i r mindsa n d a r e , t h e r e f o r e , difficulttoaccessbecauseitisoftennotcodifiedandmayno tnecessarilyb e e a s i l y e x p r e s s e d Whereas,N o n a k a a n d Takeuchi( 1 9 9 5) p r o p o s e t h a t t a c i t k n o w l e d g e canbeconvertedtoexplicitknowledge.

Regardlesso f w h o w e r e sayingw h a t , t h e s o c a l l e d “ t a c i t k n o w l e d g e ” e x i s t s ino r g ani za ti o n s andeverybodyneedstohaveapersonallearningabilitytolearnit andmasteri t ( p e r s o n a l mastery).B e c a u s e , i n t h e c o r p o r a t e w o r l d , t h a t i s w h a t t h e c o m p e t i t o r s can’tcopyfromtheothersunlessthey“steal”thetalent s,theoneswhoownit.

InnovationandInnovationCompetence

Innovationcanbedefinedasallthescientific,technological,organizational, financial, andcommercialactivitiesnecessarytocreate,implement,andmarketnewo r imp rovedproductsorprocesses(OECD,2010).

Dictionary,isthea b i l i t y to“generatinginnovativesolutionsinworksituation s;tryingdifferentand n o v e l waystodealwithworkproblemsandopportunit ies.”Keyactionsofinnovationare:

Identifiesimplicitassumptionsi n t h e wayp r o b l e m s o r situationsa r e definedorpres ented;seesalternativewaystoviewordefineproblems;isnotconstrainedbyt h e thoug htsorapproachesofothers.

Itd r a w s u p o n m u l t i p l e andd i v e r s e sources(individuals,d i s c i p l i n e s , b o d i e s o f knowledge)forideasandinspiration.

Combinesideasi n uniquewayso r makesconnectionsbetweend i s p a r a t e ideas;expl oresdifferentlineso f thought;viewss i t u a t i o n s fromm u l t i p l e perspectives;brai nstormsmultipleapproaches/solutions.

Doan Thi Hong Van and Bui Nguyen Le Uyen (2016) emphasize the critical need for Vietnamese businesses to continuously enhance their innovation capacity They highlight that Total Quality Management (TQM), internal human resources, absorptive capacity, collaboration networks, and government support significantly influence this innovation capacity Developing human resources is deemed a fundamental step in promoting innovation, while absorptive capacity is recognized as a vital solution Furthermore, top managers must grasp the urgency of innovation and effectively manage innovative operations, as people and leadership are crucial factors in fostering a company's innovation competence.

NguyenDi nh Tho( 2 0 1 6 ) reveals th at innovativeness ca pab il it y (andthree ou tof f o u r componentsofmarketingcapability)impactstofirmperformance.

NguyenQuocDuy(2015)pointedoutgroupsofelementsthatinfluencecorporatein novationcompetence,consistingofinternalfactorssuchascommonbusinesscharacteristic s,corporatestrategy,organizationalstructure,cultureandleadership,humanresourcesan dfunctionalstrategy;externalfactorsincluderelationship,R & D , technologyprogre ss,connectionwithprofessionalassociations,andnationalp o l i c i e s thatsupportinnov ation.

PhungXuanNhaandLeQuan(2013)studied innovationof583 Vietnameseenterprisesi n f o u r d i m e n s i o n s ( p e r c e p t i o n a n d c u l t u r e o f i n n o v a t i o n , i n n o v a t i o n r e s u l t s , formsofinnovation,andresourceallocationtoinn ovation)andlearnedthatmostoftheenterprisesperceivedprettywellabouttheim portanceandbenefitsofinnovation,butnomanyofthemactuallyhadacomprehensivep rogramtopromoteinnovation.

Smithand Tushman (2005)in theirco-research“Managing

I n n o v a t i o n S t r e a m s ” p roved thatcorporateperformancedependsontopmanag ementteams’commitmentan dambidexterityonbalancingexplorationandexploitation.Theau thorsdeveloped“ a modelo f managings t r a t e g i c c o n tradictionsa s s o c i a t e d w i t h p a r a d o x i c a l cognition-seniorleadersand/ ortheirteams(a)articulatingaparadoxicalframe,

O'Reilly and Tushman (2004) introduced the concept of the "Ambidextrous Organization," which refers to organizations capable of both exploiting current resources—such as cash, talent, expertise, and customers—and exploring new potentials, innovations, and future trends to foster innovation To remain competitive, these organizations must consistently pursue incremental innovations, making small improvements to their existing products and operations to enhance efficiency and deliver greater value to customers Additionally, they need to implement architectural innovations that leverage technological or process advancements to fundamentally alter key components of their business Finally, businesses must also focus on discontinuous innovations—radical advancements, like digital photography, that significantly change the competitive landscape of an industry, often rendering previous products or methods obsolete.

Garcia& C a l a n t o n e ( 2 0 0 2 ) d e l i n e a t e d f o u r componentso f l e a r n i n g o r i e n t a t i o n : c o m m i t m en t tolearning,sharedvision,open- mindedness,andintra- organizationalk n o w l e d g e s h a r i n g L e a r n i n g o r i e n t a t i o n w a s c o n c e p t u a l i z e d a s a s e c o n d - o r d e r c o n s t r u c t a n d i t a f f e c t e d f i r m i n n o v a t i v e n e s s , w h i c h i n t u r n a f f e c t e d f i r m performance.

Rothwell( 1 9 9 2 ) i n h i s “ S u c c e s s f u l I n d u s t r i a l I n n o v a t i o n : c r i t i c a l f a c t o r s f o r t h e 1 9 9 0 s ” described“Notonlyistechnologychangingrapidly,butth eprocessofthecommercializationoftechnologicalchange– theindustrialinnovationprocess– isch an g in g also.”Hetraceddevelopmentsindominantperceivedmodelofindustri alinnovationsincethesimplelinear“technologypush”and“ d e m a n d pull”ofthe1 9 6 0 s – 1 9 7 0 s , t o t h e “ c o u p l i n g m o d e l ” i n 1 9 7 0 s –

1990s,andhepredictedthe2000swhereinnovationwasbecomingf a s t e r a n d i n v o l v i n g i n t e r - c o m p a n y n e t w o r k i n g a n d e m p l o y e d a n e w electronictoolkit(expertsyste msandsimulationmodeling).

In his influential works, including "Business Cycles" (1939) and "Capitalism, Socialism and Democracy" (1942), Joseph Schumpeter emphasized the critical role of innovation and entrepreneurship in driving economic development He argued that profit-driven activities necessitate innovation, which he viewed as essential for fostering competitiveness and economic dynamics Supporting this view, Sledzik (2013) highlighted that entrepreneurship is what transforms the current Pareto optimum into new, innovative solutions for the future, underscoring the relevance of Schumpeter's insights on entrepreneurship and innovation in today’s economy.

Synthetizingvariousviews fromdifferentauthorsabout learningorganizatio nw e can seethatcorporateperformancedependsontopmanagementteams’c o m m i t m e n t a n d a m b i d e x t e r i t y onb a l a n c i n g e x p l o r a t i o n a n d e x p l o i t a t i o n (

S m i t h andTushman, 2005) G a r c i a &C a la n t o n e (2002) focusedonl e a r n i n g orientation thata f f e c t e d f i r m i n n o v a t i v e n e s s D a r r o c h ( 2 0 0 5 ) r e v e a l e d t h a t k n o w l e d g e m a n a g e m e n t positivelyimpactinnovation.AccordingtoSeng e(1990),peoplearea g e n t s , abletoactuponthestructuresandsystemsofwhichthey areapart.Allthed i s c i p l i n e s are,inthatlight,“concernedwithashiftofmindfro mseeingpartstoseeingw h o l e s , f r o m s e e i n g p e o p l e ash e l p l e s s r e a c t o r s t o s e e i n g thema s a c t i v e part icip ant s i n s h a p i n g t h e i r reality,fromr e a c t i n g t o t h e p r e s e n t toc r e a t i n g t h e future”(Senge1990,reviseded.2006:69). Jamalietal.

( 2 0 1 5 )c o n f i r m e d t h a t S e n g e ’ s L e a r n i n g O r g a n i z a t i o n 5 - d i s c i p l i n e modelhas beenthebest fitfor the business and educationorganizations.

Qualitative research is well-suited for exploring interviewees' perceptions of a "learning organization." The choice of research methods should align with the research topic and overall strategy, as methodology determines the methods utilized and their application (Silverman, 2000) The "theoretical perspective" refers to the philosophical stance underlying the methodology (Crotty, 1998) This perspective offers context for the research process, establishing a foundation for its logic and criteria The study employs the interpretive qualitative paradigm, which seeks culturally derived and historically situated interpretations of social life (Crotty, 1998) According to Merriam, this paradigm embodies the characteristics of qualitative research, focusing on how participants derive meaning from situations, with the researcher acting as an instrument in mediating this meaning (Merriam, 2002).

Thea p p r o a c h t a k e n f o r t h i s s t u d y l i e s i n t h e a c c e p t a n c e o f t h e i m p o r t a n c e o f u n d e rs t an di n g andanappreciationoftheinfluenceofsubjectivei nterpretationsandp e r c e p t i o n s intheconstructsofalearningorganization.Th isapproachfocusesonho wl e a r n i n g o r g a n i z a t i o n i s e x p e r i e n c e d i n t h e e v e r y d a y w o r l d T h e p he n o m en o l o g i c al orientationis‘particularlyi n t e r e s t e d inhowalearningo r g an i z a t i o n isconstructedbythosewhoparticipateinit”(Densc ombe,2003,p.99).Whent h e s o c i a l w o r l d i s s o c i a l l y c o n s t r u c t e d , t h e p o s s i b i l i t y o f s e e i n g t h i n g s d i f f e r e n t l y increases,thusgivingriseto multipleperceptionsofreality,supportsap r e d o m i n a n t l y qualitativeresearchorie ntation,ratherthanaquantitativeone.

Thisisa qua li ta ti ve resea rc h u s i n g q u e s t i o n n a i r e s a n d s e m i - s t r u c t u r e d i n t e r v i e w s withe x ec u t i v e s, managers,a n d e m p l o y e e s w h o c l os e l y involveint h e p r o c e s s o f b u i l d i n g LogiGearVNintoalearningorganization.

Obsevations,surveys,in- depthinterviews,andfocusgroupsareconductedtoc o l l e c t andanalyzeinformation abouthowLogiGearVN’sstaffatalllevelsp er c e i v e t h e c o n c e p t o f “ l e a r n i n g o r g a n i z a t i o n ” ,w h a t a n d h o w theyp r a c t i c e the“learningo r g a n i z a t i o n ” i n t h e i r o w n k a l e i d o s c o p e T h e r e s e a r c h e r a l s o triestoid en t i f y crit icalsuccessfactors andfacilitatinginfluencers aswellasobstaclesto theex ecution,whetherforeseenorotherwise,withstrategiesforresolution.Inthatjourne y,Senge’sdefinitionof“learningorganization”andhisfive- disciplinemodelshallbeemployedtocompareandcontrasttothatofLogiGearVN.

LearningOrganizationsare“Organizationswherepeoplecontinuall yexpandt h e i r capacitytocreatetheresultst h e y t r u l y desire,w herenewandexpansivepatternsofthinkingarenurtured,wherecolle ctiveaspirationissetfree,andwherepeoplearecontinuallylearning howtolearntogether.”(Senge,

PersonalM a s t e r y adisciplineofcontinuallyclarifyinganddeepeningourpersonalvision,offocusi ngourenergies,ofdevelopingpatience,andofseeingreality objectively.(Senge,1990)

MentalM o d e l s aredeeplyingrainedassumptions,generalizations,orevenpicturesof imagesthatinfluencehowweunderstandtheworldandhowwetakeaction. (Senge,1990)

TeamLearning “startswithdialogue,thecapacityofmembersofateamtosuspend assumptionsandenterintogenuinethinkingtogether.(Senge,1990)

Thei n t e r v i e w q u e s t i o n s a r e p i l o t e d a n d tailoredt o s u i t t h e languageandu nderstanding o f i n f o r m a t i o n t e c h n o l o g y p r o f e s s i o n a l s a n d I T c o r p o r a t e e n v i r o n m en t TableofQuestionsispresentedatAppendix1&2.

DataCollection

Primary data was collected through observations, in-depth interviews, and focus groups involving corporate executives, managers, and non-managers at LogiGear VN The author initiated the process by sending an email to 50 staff members of LogiGear VN, inviting them to participate in the interviews The email clearly outlined the research objectives and the principle of anonymity for interviewees, which would be ensured through a coding process Consequently, the author received 24 affirmative responses, which included 14 software engineers, 5 mid-managers, and 5 top executives.

Interviewswere rec or de d toen ab le transcriptstobe madeand tofac il it at e d is cu ssio ns andsuggestions.

ParticipantsinInterviews-KeyStakeholderGroups

ThisresearchistoidentifycriticalfactorsthatconstructLogiGearVN’s“learnin go r g a n i z a t i o n ” fromkeystakeholders’viewpoints.

Thekeystakeholderg r o u p s w e r e f o c u s e d on1 ) T o p e x e c u t i v e s , 2 ) M i d d l e l a y e r managers,a n d 3)S o f t w a r e e n g i n e e r s T o o b t a i n a r e p r e s e n t a t i v e samp le,a c o m b i n a t i o n ofpurposive,systematicandsnowballsamplingtechniqueswere usedto recruitparticipants.Threeexecutives,fivemid- managers,andtensoftwareengineerswere selectedforindividualinterview.Atri angulation allowsthe samep h e n o m e n o n tobestudiedfromdifferentappro aches(Veal,2005).Afocusgroup sessionwasconductedwithrepresentativesfromeachoftheexecutives,mid- managers,andsoftwareengineersgroups.

TechnologyOfficer(CTO),a R&Ddirector, andanengineeringservice deliver ydirector.Theyareallsenior leadersofthecompanya n d haveatleastmorethan15ye arsbeingwitht h e company.Theseparticipantsare playingstrategicroles andh avedeepinsightsofth e vision,mission,andbusinessdevelopmentstrategyoft hecompany.Theyarec u r r e n t l y p r o v i d i n g t e c h n i c a l a n d p e o p l e l e a d e r s h i p t o moret h a n 5 0 0 s o f t w a r e engineersofLogiGearVN.

Participants with a decade of experience at the company play vital roles in project management, people development, sales and marketing, quality assurance, and customer satisfaction Their insights are essential for evaluating employee performance, understanding customer expectations, and responding to market demands These individuals are instrumental in developing human resources, ensuring customer satisfaction, and maintaining business efficiency They lead, manage, coach, train, mentor, and significantly influence their engineering teams.

L o g i G e a r VN’si n t e r n a l r e p o r t ,2 0 1 6 ) Theyd i r e c t l y p r o v i d e s e r v i c e s ( s o f t w a r e t e s t i n g a n d s o f t w a r e d e v e l o p m e n t ) t o c u s t o m e r s a n d g e n e r a t e r e v e n u e f o r t h e company.T h e successofthecompanydependso n t h e p e r f o r m a n c e o f t h i s g r o u p A c q u i r i n g , r etaining anddevelopingthemismostchallengingyetrewardingtoLogiGe arVN.Theirdegreesofskillsset,competence,andperformancedeterminewhether ornotL o g i Gea r VNwouldbecomealeaderorafollowerintheindustryandmarket.

Thetablebelowshowsthecharacteristicsofparticipantsinthecollectionofprimar y data.Everycarehasbeentakentopreservetheidentityandanonymityoft h e p a r t i c i p a n t s - a n d i n p a r a l l e l , p s e u d o n a m e s a r e u s e d i n a l l r e f e r e n c e s t o thefocusgroup andinterviewparticipants.

Thep a r t i c i p a n t s a r e c a t e g o r i s e d i n t o t h e t h r e e g r o u p s i d e n t i f i e d i n s e c t i o n 3 2 1 above.Participantsare codedasexecutive(exec),mid- manager(mgr),andsoftwareeng in eer (engr).

Thisstudyemploystworesearchinstruments,semi- structuredinterviewsandfocusg r o u p sessions,asprimarymeansofdatacollecti on.DatawasalsocollectedfromdocumentanalysisofLogiGearVN.

1 INTWENGR1 Sr.TestEngineer BSc 10 Male 33

2 INTWENGR2 Sr.TestEngineer BSc 9 Male 34

5 INTWENGR5 Sr.SoftwareDeveloper BSc 5 Male 30

12 INTWMGR2 QAManager-TCoEManager MSc 5 Male 32

14 INTWEXEC1 Sr.DirectorofEPG MSc 12 Male 42

- Interview(INTW),Focus Group(FG),Group(G)

- TopExecutives(EXEC),Middle Managers(MGR),SoftwareEngineers(ENGR)

1 FGENGR1(G1) Sr.TestEngineer MSc 10 Female 33

3 FGEXEC1(G1) Sr.DirectorofEPG MSc 12 Male 42

5 FGENGR1(G2) Sr.TestEngineer BSc 7 Female 34

- Interview(INTW),Focus Group(FG),Group(G)

- TopExecutives(EXEC),Middle Managers(MGR),SoftwareEngineers(ENGR)

DataAnalysis

Qualitative inquiryp r i m a r i l y e m p l o y s aninductive approach.Itproceedswithinductiveanalysisandthusitbuildsabstractions,concepts,o r th eories ( Mer ri am , 1 9 9 8 ) Inthiswaydatacollection,explorationofthedatacoll ectedandtheidentification patternsandinterrelationshipsareparamount.Nevert heless,itisworthn o t i n g t h a t n o t a l l q u a l i t a t i v e r e s e a r c h , u s i n g i n d u c t i v e a n a l y s i s , r e s u l t s i n theory(Bryman,2001).Oftenwhatisachievedcouldbelitt lemorethanempiricalg e n e r a l i z a t i o n Q u a l i t a t i v e r e s e a r c h f i n d i n g s a r e t y p i c a l l y i n t h e f o r m o f themes,c a t e g o r i e s , typologiesandconcepts.

Thei n t e r v i e w a n d t h e d a t a w e r e t r a n s c r i b e d C o n t e n t a n a l y s i s u s i n g g r o u n d e d th eo r y principleswasusedtoidentifyandcodethemesinthetransc ripts,documentsa n d reports.Thismanualprocessallowstheresearchertoread,identif yandclusterthemes.Themesw e r e t r a c e d t o t h e l i t e r a t u r e o n “ l e a r n i n g o r g a n i z a t i o n ” w h e r e applicable.A n d , s u c h p r o c e s s h e l p s u n c o v e r 'new’ t h e m e s T h e l a t t e r themesa r e e s p e c i a l l y importanti nisolatingand understa ndingaspec ts thatare c r u c i a l inth e c o n t e x t ofunderstanding“learningorganizatio n”inLogiGearVN.

Braun and Clarke (2006, p 79) emphasize the value of thematic analysis in qualitative research, stating it enables researchers to derive rich and complex descriptions from data In line with this guidance, the researcher meticulously reviewed interview and focus group session transcripts, engaging in coding and annotation Two key aspects guided the coding process: first, the researcher identified themes from the literature review relevant to the research questions, and second, new themes emerging from the transcripts were also scrutinized This approach aligns with grounded theory, presenting novel findings from the study The following summarizes the steps taken in this process.

- Readthroughthetranscriptsseveraltimes,underliningsignificant conc eptsa n d makingmarginalnotes;

- Identifyt h e m es a n d c o l o r e d - c o d e t h e m A n n o t a t e t r a n s c r i p t s w i t h o b se r v a t i o n s e g wh o e l s e i den ti fi ed wi th ap ar ti cu lar th em e? Wast h e r e a pattern?

Intheextractspresentedh e r e a f t e r t h e r e s e a r c h e r o b s e r v e d a l l t h r e e p a r t i c i p a n t s v o i c e d thesamea n s w e r w h i c h couldbeisolatedandcodedunderthethe me‘learningmotivation’.

Asamanagerwhohastotakecareofstaff’scareerdevelopmentbyimprovingt h e i r sk illsa n d c a p a b i l i t i e s f o r betterperformancea n d h i g h e r p r o m o t i o n , I wellund erstandt h e significanceo f t r a i n i n g B u t h a v e n ’ t evenh a d t i m e f o r myselft o at tendanytrainingcourseinthepasttwoyears.Itwasnotfairforme.Myuppers u p e r i o r s couldn’taffordachancetoswapmeoutofprojectmanagementforafewdaysso that I was able toenrolla class,internallyorexternally.(INTWMGR1)

OneofthebenefitsIgotfromLogiGearistraining.Thecompanyorganizest r a i n i n g c oursesandtechtalksveryoftenforemployeestoupgradetheirskillsandcompetencies.Il ovetheon-going training in thiscompany.(INTWENGR2)

Iama2- yearexperiencedengineer.Iappreciatetheofferbythecompanytoopeninternaltrainin gcoursesfor usto gainknowledgeandskillsinorder toimprovepersonalperforman ce,butthetrainersarenotveryprofessionalandinsomecasest h e y arenot topexpertsofthefiled, so I(andmanyothers)feeldemotivated.(INTWENGR9)

ResearchModel

Havinge x a m i n e d , c o m p a r e d a n d c o n t r a s t e d t h e l i t e r a t u r e s p r e s e n t e d h e r e i n w i t h LogiGear VN’sstatusquo,theauthoradaptedandcompiledamixe dmodelusingS en ge ’ s fivedisciplinesandthatofotherauthorsastheskeletonf orthisresearch.Specifically,Sarder(2016)suggestedamodelthatbasesonthree pillars:learningc u l t u r e , lea rn in gp la n, a n d lea ni ng ope ra ti on Phongsicho mphue t a l.

( 2 0 1 3 ) suggesteda m o d e l o f f o u r components,b e i n g leadership,organizationalcu lture,technologyutilization,andknowledgemanagement.Garvinetal.

(2008)suggestedt h r e e b u i l d i n g b l o c k s o f a l e a r n i n g o r g a n i z a t i o n , w h i c h a r e s u p p o r t i v e l e a r n i n g environment,c o n c r e t e l e a r n i n g p r o c e s s e s a n d p r a c t i c e s , a n d l e a d e r s h i p t h a t r einforces learning.Mayoa ndLank(1994)usedapragmaticapproachtoexaminep ra c t i c e s a n d p u t t h e m i n t o a m o d e l t h a t e m p h a s i z e s l e a r n i n g ont h r e e p i l l a r s : personal learning,teamlearning,andorganizationallearning.Except forthe“Technol ogy”byP h o n g s i c h o m p h u e t a l

( 2 0 1 3 ) t h a t i s n o t r e f l e c t e d i n S e n g e ’ s d i s c i p l i n e s , theothercompone ntssuggestedbySarder,Garvinetal.,andMayo&Lank w e r e a l r e a d y c o v e r e d i n S e n g e ’ s model,t h e a u t h o r t h e r e f o r e suggestthef o l l o w i n g modelofr esearchforthecaseofLogiGearVN.

Whiletheentirecompany agreesontheimportanceandurgencyofbuildingL o g i G e a r V N a “ l e a r n i n g o r g a n i z a t i o n ” , t h e r e a r e t h r e e viewsa b o u t “ l e a r n i n g o r g an iz a t io n” a t t h r e e l e v e l s , t o p e x e c u t i v e s , m i d d l e m a n a g e r s , a n d s t a f f ; a n d a l l th reeviewsarenotthesameasthatofSenge.

Thet o p e x e c u t i v e s d e f i n e “ l e a r n i n g o r g a n i z a t i o n ” a s t h e c o r p o r a t e c a p a b i l i t y t o innovate,differentiate,andexcel;f a i l f a s t b u t learnf a s t f r o m fail ures.Itshouldl e a r n faster,produceorgeneratefasterthanitsrivalsinordertoleadinthein dustryandwininthemarketplace.(INTWEXEC1,INTWEXEC2,INTWEXEC3)

A "learning organization" is defined by its ability to support and promote continuous learning among its employees, primarily through structured processes, policies, and programs Key elements that embody this concept include a comprehensive KPI system, an effective compensation and reward structure, and well-designed training curricula, which encompass both on-the-job training (OJT) and onsite training opportunities.

Theseunderstandingsshowthatthere isnota shareddefinitionofa learningor g a n i z a t i o n amongLogiGear’sexecutives,managersandstaff.Howeve r,acloserl o o k o n t h e f i n d i n g s a g a i n s t t h e b a c k d r o p o f P e t e r S e n g e ’ s m o d e l r e v e a l s thatLogiGearV N h a s t r a i t s i n t h e a r e a s o f P e r s o n a l

PersonalMastery

Learningabilityisoneofthecharacteristicsofadvancedcreatures.Throughlearnin g,h u m a n a c q u i r e s k n o w l e d g e a n d e x p e r i e n c e “ R e a l l e a r n i n g g e t s t o t h e h e a r t o f w h a t i t meanst o b e human.T h r o u g h l e a r n i n g w e re- createo u r s e l v e s T h r o u g h l e a r n i n g w e becomea b l e t o dos o m e t h i n g w e n e v e r w e r e a b l e t o d o Throughl e a r n i n g w e r e p e r c e i v e t h e w o r l d a n d o u r r e l a t i o n s h i p t o i t T h r o u g h learningweextendour capacityto create,tobepartofthegenerativeprocessofl i f e T h e r e i s w i t h i n ea c h o f u s a d e e p h u n ge r f o r t h i s typeo f l e a r n i n g ” ( S e n g e , 1990:13-14)

LogiGearrealizesacombinedapproachbetween thecompany’sbusinessstra tegy( b u i l t i n p e r f o r m a n c e K P I s y s t e m ) a n d i n d i v i d u a l d e v e l o p m e n t p l a n ( I D P ) Howeverthisisnotpracticedeverytimeandallthetime.Sometimes,duetot hecallo fb u i l d i n g anew capability orsk i l l setthat is newlydemandedinthe m arket,a c o m p r o m i s i n g solutionisdiscussedanddealt.Thegoodnewsisthereisagreatde alofmotivationseenintheengineers.Theywellperceivethesignificanceandvalue o f learningtonotonlytheirpersonalcareerpath,butalsoinachievingthecompany’s goals.

Ifyouarepassionateintech,younaturally knowwhat,when,where,andhowtol e a r n Iprefertogomyownwaytobecomeatopexpert,butIcansacrificeabittoa l i g n w i t h t h e company'sstrategy.Withinl i m i t s , i t won'tb e a b i g dealt o me.

Alwaysupgradingyourselveswith newskillsand capabilities,youwill getbetterp a i d , a n d promotedtohigherposition.(INTWENGR4)

Knowledgeis immense,b ut o u r b r a i n cancreatecoolt h i n g s I lo ve IT a n d I am w i l l i n g t o t a k e everyo p p o r t u n i t y t o l e a r n WhenI becomea n experti n s o f t w a r e t esting field,Icanlead andconsultotherengineers.(INTWENGR9)

Iamnewtothiscompany.Iwanttobecomeaprofessionaltestengineer.Learningdoesn o t o n l y enrichm y knowledge,b u t a l s o i n c r e a s e m y p e r s o n a l effieciency.( I N T W ENGR10)

D a n Pink,anauthoroforganizationalbehaviorandpsychology,thatfinancialrewar ds—thec a r r o t - a n d - s t i c k a p p r o a c h w h i c h mostb u s i n e s s m e n t r u s t i n – i s n o t t h e r i g h t a n d wi se waytodo.Heassertsthatthesecrettohighperformancean dsatisfaction–atwork/school/home— isthedeeplyhumanneedtodirectourownlives,tolearnandc r e a t e newthings,andto dobetterbyourselvesandourworld.(Pink,2011)

Alli n t e r v i e w e d engineers responded“Yes”,whichisgoodpay/ reward.Inthemeanwhile,themanagersande x e c u t i e s v a l u e c a r e e r d e v e l o p m e n t , e n v i r o n m e n t , a n d c u l t u r e m o r e SomehowMaslow’slevelo nestillworks.

Goodpay/rewardshouldcomefirst,thenothernon-financialcompensations. ( I N T W ENGR1-10)

When doing business in Vietnam, it is crucial to recognize the unhealthy competition within the IT labor market To foster a learning organization, stability in the workforce is essential However, aggressive offers lead to high turnover rates, particularly among skilled resources and key positions This instability undermines succession plans and disrupts well-structured organizational learning programs.

AsforVietnaminrecentyears,therehasbeenaheavydeficitinIT/ softwaretalentsupply.T h i s b l o w s t h e l a b o r c o s t h i g h a n d l e a d s t o u n h e a l t h y recruitment campaigns.Asaresult,aprettylargenumberofengineersjustcan’tstandstillinf r o n t o f “crazily”a t t r a c t i v e o f f e r s , a n d t h a t c a u s e s c o m p a n i e s ’ R O

Unhealthyhuntingofourresourceswithcrazyofferdistractsourpeopleandruinso u r plan.Thestart- upoftenpays1.5or2timeshigherthancurrentincomeofthecandidates.

Ihighly valuetheentrepreneurshipofthestart- ups,butI don'tagreeont h e wayt h e y "huntandrob"talentsfromotherwellset- upcompanies.Itisnothealthyfort h e industry.(INTWMGR2)

Theys h o u l d t r a i n f r o m t h e fresherso t h e r t h a n "robbing"fr o m o u r pool.

Weneedadefiniteemploymentcommitment,preferableanedequatelong- term,sot h a t w e canp l a n a careerdevelopmentp l a n t o g e t h e r F r o m t h e c o m p a n y , w e committobecompetitiveinpay.Butwecanstandthedestroying"hunter s".(INTWE X E C 1 )

Nobodycancompetewitheachotherbysalary,salary,andsalary.Thetruem o t i v a t i o n i s n o t there.(INTWEXEC2)

Wen e e d a definiteemploymentcommitment,p r e f e r a b l e a n e d e q u a t e l y l o n g - t e r m dealsothatwecansetagood,sustainablecareerdevelopmentplantogether.O nt h e companys i d e , wecommitt o b e competitivei n pay.B u t w e can’tstandt h e des troying"head- hunters".Inaddition,thereisabigdeficitinsupplyofresourcesi n V N overt h e p a s t 3 -

4 years.T h i s f a c t o r I c a l l e d t h e "f a i l u r e factor",i t w o u l d cerntainlyfailall effort sofbuildinga"learningorganization",speakingofLogiGearcase.(INTWEXEC3)

Havings a i d t h a t , a l t h o u g h t h e r e a r e h i n d r a n c e s i n l a b o r marketa n d t h i n g s t h e c o m p a n y needstofastandwelladdressinordertofreeblockagestolear ning,“web el i e v e t h a t , u l t i m a t e l y , t h e mosti m p o r t a n t l e a r n i n g o c c u r s i n t h e c o n t e x t o f o u r day- t o- day li fe, theaspirationswepursue,thechallengesweface,andtheresponsew e bringforth.”(Senge,1999:20)

MentalModels

Opennessisprobablythemostcriticalfactorforcultivatingalearningculture.Onlywitha n o p e n mindwec a n a c c e p t m i s t a k e s , l e a r n f r o m f a i l u r e s , c h a l l e n g e t h e kn ow nandlearntheunknown.“Learningisnotsimplyaboutcorrecti ngmistakesa n d solvingproblems.Itisalsoaboutcraftingnovelapproaches.Employees shouldbeencouragedtotakerisksandexploretheuntestedandunknown”(Garvin etal.,2 0 0 8 ) Styleo f l e a d e r s h i p a l s o matters.R e c e n t surveyss h o w t h e r e is a s e r i o u s p r o b l e m inthe“opennesstonewideas”and“leadershipthatreinforceslearning

Onceo u r objectivesa n d r o a d m a p wereset,wea r e l i k e l y havingn o chancet o re viewthem.Thisisgoodinthesensewestickto theplanthatensurestheexpectedoutcome.Ontheotherhand,there isnoroomforinnovationalongtheway!(INTWE N G R 3 )

WhileIunderstandthepressureoftiminginourservicedelivery,Ican'tbuyinthe"c o m ma n d i n g "leadershipstyle,w h i c h leavesn o r o o m f o r feedbbacka n d initiatives. Itkillsinnovativeminds.(INTWENGR5)

Weareworkingunderhighpressureofqualityassuranceaswellasdeliverytime.Wed on’thavetimetoweightanewidea.Wetenttokeepitforretrosessionandt h i s causes somefrustration from the staff raisingtheidea.(FGEXEC1,G2)

3yearengineersleftforotheremployersafterIgott h e m trainedinadvancedintervie wingskill,advancedEnglish,andtestautomationskillusing3rdpartytools.Igaveup. Idon'twanttosendmytalentsfortraininganymore.(INTWMGR1)

Wef a c e t h e c h a l l e n g e o f developingtalentsv e s u s retainingthem.Everyt h r e e engineersweputinadvancedtraining,oneleftafteracquiringthenewcapability!

I amrethinkingifweshouldtrainthemtoa"justenough"degree,or"outstanding"g r a d e on ly toseethemoff?(INTWMGR3)

There is a paradox in organizations where top management promotes openness and empowerment, yet middle management often hinders these values Many mid-level managers feel a strong responsibility for project delivery, leading them to avoid risks associated with new ideas due to potential delays Additionally, they must convince multiple stakeholders to support these ideas, which requires significant effort and financial investment, often leading them to prefer familiar paths over innovation To overcome this bottleneck and foster a culture of new ideas and motivation, it is essential to empower executives to act as teachers, stewards, and designers rather than traditional hierarchical leaders.

Youc a n ’ t s t o p t r a i n i n g yourp e o p l e u n l e s s y ouw a n t t o g i v e t h e c o m p e t i t o r s o u t thereyourmarketshareandshutdownyourbusiness.JackWelch,FormerCEOofG

E , said“Anorganization’sabilitytolearn,andtranslatethatlearningintoaction rapidly,istheultimatecompetitiveadvantage.”

Notwithstanding,therearestrategiestoaddressthismindsetissue.Firstofall,the management shouldreinforcethevisionandcommunicationofthevisiontoali gnindividualandorganization.Second,enhancethesupportandcommitmentofthet o p executiveswhilelaunchingbottom- upstrategyimplementation.And,ascertaint h a t themid- leadershipteamreinforcesnewbehaviorsthroughmodeling,developsr e s p o n s i b i l i t y forperformanceoutcomes, andconsiderstrainingasarewardstrategy.

SharedVision

Thecompanysetandcommunicatedaclearvisionandmission,“LogiGearaimsatbeco mingtheworldleadingsoftwaretestinganddevelopmentserviceprovider.Thec o m p a n y p rovidesleading- edgesoftwaretestingtechnologiesandexpertise,alongw i t h softwaredevelopme ntservicesthatenableourcustomerstoacceleratebusinessg ro wth w h i l e h a v i n g c o n f i d e n c e i n t h e s o f t w a r e theyd e l i v e r ” ( L o g i G e a r ’ s

EmployeesHandbook) It isarticulatedtoeveryemployeeo ntheirver y first dayw i t h LogiGearintheonboardingorientation,andposteduponLogiGear’swebpagef o r frequentpublicreference.

Thefindingsaysthereisaproblemin“sharedvision”,especiallyatthemid- levelofm a n a g e m e n t andattheengineers.Fromtopexecutives,thevisionandmissioniss eta n d communicatedclearly,butsomehowitgetsstuckwhencomingtothestaff.

Iseldomseemymanagerspractisethevision/ missionofthecompanyintheirdailya g e n d a Tobeleading(intheindustry),weshouldalwaysr epeteourvisionandmissiontot h e staff,anddirectthemtowardsthatguidinglight

Mymanageroftensharesmea b o u t thestrategyo f thecompany,buthedidn'tafforda c h a n c e to rollmeoutfromtheprojectsothatIcanattendinternaltrainingcoursesformycareerdevelopment (INTWENGR9)

IneedtoknowwhereIwouldreachafter1year,3years,andmore.(INTWENGR10)

Ourvisioniscomprehensive,butitneedstoberestatedandputintoactionon aday-to- daybasis.Itisoneofthedrivestopromoteourlearning.Iunderstandourmid- managersarep a c k e d withdeliverableschedules,buttheyshouldremindthemselvesthatthey arecaptainsoftheshipwhorepresentthecompanytolead.Theyshouldmakesurenostaffislosingth efocusonrealizingthecompany'svisionandmissionbynegglectinglearningandtraining

TheC E O o f t h e c o m p a n y o f t e n remindsh i s managersa n d s t a f f t h a t i n c a s e o f encourteringwithadilemmainmakingadecision,theyshouldaskthemselves“byd o i n g / o r n o t d o i n g t h a t j o b , w h a t i s t h e b e n e f i t / l o s s f o r o u r c u s t o m e r s , a n d / o r employees,a n d / o r t h e company”,p u t t i n g i n t o t h e l i g h t o f c o m p a n y ’ s v i s i o n a n d mission.W hilethereisthefactthatthecompanyhasaconsistencyandconstancyo f visionatt hetopexecutives,whichallowsthemtotakealongertermview,them id - m an ag e r s n e e d t o b e b e t t e r a w a r e o f r e i n f o r c i n g i t t o t h e i r s t a f f moreo f t e n “T h e r e s u l t w a s a c o m p e l l i n g v i s i o n o f a n o r g a n i z a t i o n madeupo f e mployeesskilledatcreating,acquiring,andtransferringknowledge.Thesepeoplecould helpt h e i r firmsc u l t i v a t e t o l e r a n c e , f o s t e r o p e n d i s c u s s i o n , a n d t h i n k h o l i s t i c a l l y a n d systemically”.(Garvinetal.,2008,p.3)

And,a l i g n i n g t r a i n i n g g o a l s a n d b u s i n e s s o b j e c t i v e s a r e e s s e n t i a l l y i m p o r t a n t A g r eat a m o u n t o f timeh a s b e e n i n v e s t e d i n p e r s o n a l d e v e l o p m e n t t o c r e a t e s p a c e wh e r e s t a f f c a n g r o w T h i s h a s b e e n d e l i v e r e d t h r o u g h e - l e a r n i n g modulesa n d formalcourses.However,someofthemdon’tgowithabusin essneed.Them e n t a l i t y ofpersonalresponsibilityismodelleddowntothelastdet ails,e.g.whenp e o p l e attendaparticularcourse,itisassumedthattheyhaveboththe authorityandm o t i v a t i o n Butitworkstheotherwise:

WhatI got from trainingcoursesarenotusedinmyprojectover thelast year It's aw a s t e o f time.(INTWENGR4)

Mystrengthismanualtesting,speciallythevisualtesting,sinceIgowithitfor5years. Nowmymanagersendsmetoautomationtrainingcourse.Iamfinetogetacquireda newskill,butlatelyIwasputbackinmymanualproject.Mynewskill(automationtesti ng)willgooffafterafewmonths,Iamsure!

Thus,Iwanttobeaskedanddiscussedprior tomakingsucha helplessdecision. (INTWENGR6)

Weo p e n e d l o t s o f c o u r s e s f o r t h e engineers,s u c h a s T A harness,T A o n m o b i l e , Selenium,etc.b u t w h a t w e actuallyn e e d i s DevOps,C I / C D , A W S , e t c (INTWM G R 2 )

Int o d a y world,b u s i n es s n e e d a n d c u s t o m e r ’ s d e m a n d c h a n g e f a s t T h i s r e q u i r e s ev ery en t erpr i se adaptfaster.Youcan’tpredictexactlyeverything.Thekey towella d a p t w i t h c h a n g e i s to maket h e v i s i o n p u b l i c l y v i s i b l e and consuming, andmaintainanopennessofcommunication,employees’engagementandcontribution,c o n s t a n c y o f vision,c o n s t a n c y o f purpose,mid- managerownership,consistentleadership,enhancedlistenting,andbusinesstolerance.

TeamLearning

LogiGearVNsetsupandrunsagoodmodelofcollectivedialoguethroughseveralch a n ne l s o f c o m m u n i c a t i o n The e mp lo yees h i g h l y values u c h s y s t e m as ithel ps them acceleratetheirlearningaswellasworkspeed M o s t importantly, t herearemultipleplatformsputinplacetofacilitateindividual,team,corporatelearn inginL o g i G e a r VN:

LogiGear'sMagazine(www.logigearmagazine.com):1sti s s u e waslaunchedin

2 0 0 5 T h i s i s a p l a t f o r m p r o v i d i n g i n s i g h t s f r o m t h o u g h t l e a d e r s o f t h e i n d u s t r y anddomainknowledgefromgurusinsoftwaretestingprofessional sa r o u n d theworld.LogiGearVNusesitasawaytoreachouttotopnotc hex p e r t s forlearning,exchanging,updatingthelatesttechnologyandtrendsinthew orld.

LogiGearV N ' s w e b s i t e / i n t r a n e t : p e p e p t u a l l y u p d a t e d w i t h i n t e r n a l n e w s , innovat ions,andinitiativesfromstaff,teams,departments,andmarkettrends;

E-learningmodule(internal):Anyengineercanself-enrollinanymoduleofe- learning,providedelectronically24/7;

OpenLibrary:servingwithmorethan 200 titlesin softwaretesting,softwared e v e l o p m e n t , qualityassurance,projectman agement, humanresources, finance,etc.

Teamworkputspeopletogetherforachievingcommonobjectivesinthegroupandiso neof th e core val ues atLogiGear VN Th e company expectsan dencourage steam memberstoshareknowledgeandcomplementeachother'sskills.Teamtraining, a c c o r d i n g toS h u f f l e r e t a l

( 2 0 1 1 ) , i s m o s t e f f e c t i v e f o r p r o v i d i n g t h e k n o w l e d g e andskillsneede dfortheteam.Adiverseteamenhancesthepotencyoft e a m lea rn in g, b u t r e q u i r e s a s t r o n g t e a m i d e n t i f i ca t i o n i n w h i c h t h e t e a m lea der mustbeapositivefacilitat orfordialogueanddiscussion.

1, p.27)Thefourdimensions are(1) asharedvision/ goalofteam(2)action, prog ress andresults(3)teamunity(4)attentiontoindividuals.

Themomentumoflearningin ateamisimportant,andtheleaderplayskeyrole.Le adinga techt e a m i s challanging.Youhavetob e g o o d a t b o t h harda n d s o f t skills,t woofofwhicharepeopleskillandtechnical/ technologymanagementskill.Mymanageri s n o t u p t o t h a t levelo f t e a m leadership.I meantt o s a y t h o s e a r e m o t i v a t i o n s k i l l a n d technicalleadership. (INTWENGR1)

Myteamlead is not strongenoughintechnicalskills.(INTWENGR2)

Myteamleaderneedscertaintechnicaltraininginordertoprovideguidancean dsupport us in resolvingtechnicalissues.(INTWENGR7)

In a learning organization, leaders play crucial roles as designers, stewards, and teachers They are responsible for fostering environments where individuals can continuously enhance their capabilities to navigate complexity, articulate a clear vision, and refine shared mental models Ultimately, their primary duty is to promote a culture of learning within the organization.

Thecompanyalsoneedstolookintothequalityofpost- mortemandretrospectivesessions.Thisisn o t o n l y wherebestpracticesgathereda n d packedf o r d i s se m in a t i n g , butalsoanimportantchannelofmultiplecommunication, andwherelessonsofsuccessandfailure learnedmosteffectively.Especiallythebest practicesa n d lessonslearnedshouldbediffusedrightawayacrossthecompany.

Thesharingsessionofbestpracticesshouldbeheldmorefrequenlty,sayswithin3daysaf ter aprojectends.(FGMGR1,G1)

Ittakesweekst o u p l o a d a bestp r a c t i c e t o s h a r e internally.I expectedi t t o b e s h a r e d andonboardwithin24hrsfromtheconclusionofaproject.Thisisfortwo reasons.First,otherteams/ engineersareimmediatelyupdatedwithit.Second,thatprojectownerdoesn't forgetdetailedtake-aways.(FGENGR2,G1)

Inthinkbothdailyscrumandretrospectivesessionsarevaluabletocondenseourb estknowledgea n d practices.Wen e e d t o a c c e l e r a t e t h e speedo f s h a r i n g t h e s e provenknow-howto ourengineers.(FGENGR1,G2)

One oftheothersourcesthatdiseminatesbestpracticesisthepost- mortemsession.I t iswherewesattogetherforreflectionandimprovements,whereour experiencea n d expertise originated.Weshould takethemostadvantageof it.(FGMGR1,G2)

SystemsThinking

Systemsthinkingaccordingto Senge(1990) helpsusseehow toworkandintegratet h i n g s efficiently,changesystemseffectively,andactproductivelyin harmonywithlargerprocessesoftheeconomicworld.

Firstthingistheauthenticityandinclusivenessoflearningandtraining.Thee n g i n e e r s shouldlearnandbetrainedofwhatishappeningouttherethatis mostexpecte dbyandmostbenefitingtheusers.And,thecompany shouldfunctionasinintegralpartoftheindustryandofthe globalsupplyanddistri butionchainswith internationallyacceptedstandards.

Ap o p u l a r q u o t e w h i c h i s frequentlyemployedt o d a y by economists andmanagementconsultantsis:"Thinkglobal,actlocal".Asweareanintegralpartint h e w o r l d s u p p l y chain,w e needb y a l l meanst o s t a y abreasto f changea n d tec hnology.F o r e x a m p l e , t h e a d v e n t o f b i g d a t a a n d cloudsreshapest h e w a y generalpeopleuseITresourcesandbusinesspeoplere-modeltheirbusiness.

CX 5 a r e a l s o realdemandsi n t h e i n d u s t r y t o d a y Wea r e gettingourengineerstrained with thosenewknowdgeandskills.(INTWEXEC3)

Iperefert o b e c o m e a g l o b a l t e s t engineer,m e a n i n g m y "t e s t e d "competencei s internationallyrecognized.(INTWENGR2)

4 DevOps i s t h e p r a c ti c e o f operationsa n d developmente n g i n e e r s p a r ti c i p a ti n g togetheri n t h e entireservicelifecycle,fromdesignt h r o u g h t h e developmentp r o c e s s toproductionsupport.(https:// theagileadmin.com/what-is-devops/)

5 CI for“ContinuousIntegration”,CDfor“ContinuousDelivery”,CXfor“CustomerExperience”.

Idon'thaveanideaaboutwhatcaliberIamtocomparewithinternationalstadardo f a s o f t w a r e t e s t engineer.I s u g g e s t w e h a v e a m a p p i n g o f qualificationsa n d ge nerally acceptedtitles in theindustry.(INTWENGR8)

LogiGearsetupatrainingdepartmentandprovidedmostcoursesinternally.Thisc a n ' t helpavoidingbeingsubjective.A s engineerI c a n ' t c o m p a r e w h a t w e d o better,whattheotherdobetter?Ithinkweshouldhavesomecoursesdeliveredbya t h i r d party,suchasAgile/Scrum,Selenium,QTP 6 (FGENGR1,G1)

Comingnextisthecomprehensivenessandtransparencyofthesystemthatsupportslearning. Thatsysteminonehandmustensurethefeasibilityviasimpleprocedureandp r o c e s s f o r a l l s t a k e h o l d e r s ; o n t h e o t h e r h a n d i t s h o u l d h a v e t h e a b i l i t y t o pr ev ent favorismand/ ormisapplication.Thepersonnelswhoareempoweredwithauthority to develophumanresourcesmustbetheoneswithhighestlevelofethics.O t h e r w i s e , t rustishardlybuiltorearned.Theresponsesbelowarefrom theveryseniorengi neersofthecompany.

Somemanagersdidn'tgetanytraining,anynewcapabilitiesoverthepast2years,b u t t heywerepromoted.Why?

Iwantedto attendeveryinternalcoursetoimprovemyskillset,butmymanagerl i m i t s thenumberofcoursesIcouldattend.Iwasnotexplainedwhy.(FGENGR2,G 1 )

Iw o u l d appreciatef a i r recognitiona n d promotionb a s e d o n trueskillseta n d p erformance.(INTWENGR3)

Onadifferentperspective,themanagerslookforanunderstandingfromtheirstaffa b o u t whatandwhytheymadetoughdecisionfromtimetotimewhenitcomestotraining.It canbeinterpreted thatwhilethemanagersseekabuy-infromtheirstaff,

6 Agile software developmentreferstoagroupofsoftwaredevelopmentmethodologiesbasedoniterativedevelopment,w h e r e r e q u i r e m e n t s a n d solutionsevolvet h r o u g h c o l l a b o r a ti o n betweens e l f - o r g a n i z i n g cross- functionalt e a m s R e a d morefort h e “ ManifestoforA g i l e SoftwareD e v e l o p m e n t ”a t http:// agilemanifesto.org/

Scrum is a widely-used subset of Agile, serving as a lightweight process framework for agile development This framework consists of specific practices that ensure consistency in the development process while minimizing overhead to maximize productive time Effective communication from superiors is crucial for the team’s commitment, as a lack of clarity can hinder learning and progress, as noted by Senge (1990) It is essential for LogiGear to address this issue promptly to enhance team performance and productivity.

Wen e e d t o seea n employeef i n i s h h i s j o b properlybeforesendingh i m i n t o a t r a i n i n g c l a s s T h i s i s a compromise.Wec a n ' t b e l a t e i n d e l i v e r a b l e s (INTWMG R1 )

WehaveabusinesstitlesystemandKPIinplace.Wemodifythemwhenwethere isa trendfortechincal/technologyfromthemarket,whenwechangeourstrategy andbusinessmodel,and whenwe revisitourcurrent businesstitle system.Thistakesp l a c e o n a yearlyb a s i s S o w e liket o seeo u r engineerst o b e m o r e a d a p t i v e t o c hanges.(FGEXEC1, G1)

Anenv ir on me nt of c o l l a b o r a t i o n isals oa keytot he sy s t e ms t hi nk in g L o g i

G e a r d o e s notreach aperfect teamworkinthisaspect S o , there a re roomsfor i m p r o v e m e n t

Thedevelopmentteamdoesnottreatus(serviceteam)asoneoftheircustomers.I ndeedwearetheirinternalcustomer.Theyshouldsatisfyuswiththebestdevelopment service.(INTWENGR7)

I pre fe r t o beup da te d w i t h t h e newfeaturesinatimelyandcollaborativemannereve rytimewhentheyreleaseanews p r i n t o r version.(INTWENGR10)

Theother concernisaprocessofinnovation/technologymanagement, andabudgetf o r it.AlthoughtLogiGearhassetupaunitcalled“TestCenterofExcellenc e”,thebodythatresearchs,gathers,anddiffusesknowdgeandexpertiseacrossd e p a r t m e n t s , a c o m m i t t e d m e c h a n i s m f o r i t s e f f e c t i v e o p e r a t i o n isn o t yets e e n , speakingofpersonnelandfinancialfundingasw e l l asrewarding.It’scalledthe“ i n t e r r e l a t i o n s h i p ” bySenge(1990).

WehaveputinplacetheTestCenterofExcellencethatisinchargeofinnovationa n d technologymanagement.Nextstepistogivestaffenoughcompetentresourcesa n d giv eitanadequatebudgetforits effectiveoperations.Itshouldbe theplace t h a t best innovativesolutions comeout!(INTWMGR3)

Wes h o u l d b e p r e d i c t i v e , b u t scientifico n decidingo n t h e technologycurvest o determinewheret h e p e a k i s a n d whent o kicko f f a newcycleo f R & D Wea r e lack ingthatexpertise.(FGMGR2,G2)

BecauseIamatechnicalguy,IampassionateinIT.Iliketoinventnewt h i n g s B u t t o b e motivated,compensationo r rewardf o r g r e a t i n n o v a t i o n s shouldbeoffered.N otonlydoesitshowtherecognitionofthecompany,butalsoitisafair,honorabletre atment,andmostofa l l , aconvincingembodyof thewinning/rewarding culture ofLogiGear.(FGENGR2,G2)

Asfarastheinnovation, initiativeprovestobeuseful,andbenefited totheclienta n d thecompany,Ithinkthecompanyisfinetorewardtheinnovator.(FGEXEC1,G 2 )

Thea n a l y s i s o f t h e s e f a c t o r s h i g h l i g h t s t h e s i g n i f i c a n c e o f “SystemsT h i n k i n g ” , which Sengeassertsthemostimportantdisciplineofallfiveofhislearni ngorganization disciplines.Naturally,this“SystemsThinking”disciplineismoste s s en t i a l toLogiGearVNaswell,accountedforbytheabovefindings.Amongthef ac t o r s, an adequateinvestment/budget forthe learning anddevelopment shouldbef in an c e d AstoSarder(2016),thefundshoudbeatleast2%ofthetotalrevenu eofanorganization.

Technology

The latest research reveals a sixth element—technology—that plays a crucial role in LogiGearVN's operations This finding highlights how the company's use of technology influences its daily business practices Specifically, technology serves as both a learning accelerator and a substitute for human learning, significantly shaping the way LogiGearVN approaches learning and development.

Revolution 7 ,w i t h t h e t r e m e n d o u s a d v a n t a g e o f informati ontechnology,web-based/e- learningd o e s s i g n i f i c a n t l y playt h e r o l e ofa n effectivelearningtoolthatf a c i l i t a t e s a n d a c c e l e r a t e s thelearningprocessandknowledgem a n a g e m e n t And,ma chinelearninganddeeplearning(usingAI)isnowbecomingun iver sal t r e n d T h e s e a r e t h e t w o a s p e c t s o f t e c h n o l o g y t h a t highlyimpacta learningorganiza tion.(Phongsichomphu,2013)

Today,r es e a r c he r s a n d de v e l o p e r s c a n t r a i n t h e i r n e u r a l n e t s l o c a l l y , a n d d e p l o y t h e m toAlgorithmia’sscalable,cloudinfrastructure,wheretheybecomesma rtAPIendpointsforotherdeveloperstouse.Thankstoanabundanceofdigitaldata, andp o w e r f u l GPUs,wearenowcapableofteachingcomputerstoread,see,and hear.During thetrainingprocess,thealgorithmlearnstodiscoverusefulpatter nsinthed i g i t a l representationofdata, likesoundsandimages.Inaveryrealsen se,we’reteachingmachinestoteachthemselves.(Oppenheimer,2016)

Justi n 2 0 1 6 , M i c r o s o f t , G o o g l e , F a c e b o o k e x p e r i m e n t e d t h e i r a p p s c a l l e d MicrosoftTay,G o o g l e DeepMindAlphaGo,andFacebookM.Thesetryout sall

Wikipedia,the1 st industrial revolution(CenturyXVIII- XIX):industrializationandurbanizationinEuropea n d America.Mosttypicalrepresentative:steampower.

The2 nd industrial revolution(1870–1914)withthemosttypicalrepresentative:electricity.

The3 rd industrial revolution(1980s–present):alsocalled“digialrevolution”,themostrepresentativeism i c r o - c o m p u t e r

The4 th industrial revolution(2010s-present):embodiedwithIoT,clouds,bigdata,robotics,artificial intelligence,biotechnology,3Dprinting,etc. reliedonatechniqueknownasdeeplearning,whichattemptstomimicthelayersofn e u r o n s inthebrain’sneocortex.

“Everycompanyisnowadatacompany,capableofusingmachinelearninginthec l o u d t o d e p l o y intelligenta p p s a t s c a l e , t h a n k s t o t h r e e machinel e a r n i n g tre nds:dataflywheels,thealgorithmeconomy,andcloud- hostedintelligence.”( M a t t Kiser,2016)

Learningfasterthancompetitorsmakescompetitiveadvantage(Kotter,2012).A l t h o u g h ourbrainisphysicallylimited,ourcreativityandimaginationare unlimit ed.H o w e v e r , o u r humanm emoryisboundary.Wec a n ’ t remembera n d “ r e t r i e v e ” everythinginasecond.That’swhyweneedmanualplannersindecadesagoan de - s c h e d u l e r s , mobiler e m i d e r s, a n d m a n y otherto ol s atp r e se n t I t i s t h e f i r s t r oleofITinlearningorganization:alearningtool.

LogiGearV N d e s i g n e d a n d p r o v i d e d e - m o d u l e i n c l u d i n g o n l i n e c o u r s e s , c y b e r - d i s c u s s i o n s , e- assignment,scoring,tracking,e-conference/ webinar,andremotetrainingovera video/ audiobridge,etc.T h e c o m p a n y a r c h i v e s l e a r n i n g / t r a i n i n g materialsanddataonourserverandeveryemployeecaneasilyaccessthe musingt h e i r account.Alloftheseapplicationssavelotsoftimeandresources.ITbeco mesa n i n d i s p e n s a b l e t o o l f o r o u r l e a r n i n g a c t i v i t i e s nowadaysa n d i t a c c e l e r a t e s t h e speedoflearning.

Technologya n d e- learningi n p a r t i c u l a r facilitatesa n d acceleratesl e a r n i n g processandknowledge transfer.(FGENGR1,G1)

Ithinke-learningandaudio/ visualaidsarealreadygreat.Wecanaccesstoonlinel e a r n i n g / t r a i n i n g centeranywhere,anytime!(FGENGR2, G1)

In the Fourth Industrial Revolution, the influence of information technology is undeniable, significantly affecting all aspects of our work and daily lives Technology enhances our learning by making it easier, faster, and more effective Within learning organizations, emerging trends such as cloud computing, the Internet of Things (IoT), mobile technology, and big data are reshaping how we learn, unlearn, and relearn.

Thes e c o n d r o l e o f t e c h n o l o g y i s “ m a c h i n e l e a r n i n g ” o r “ d e e p l e a r n i n g ” u s i n g artifici al intelligence.Thatmeans,technology“robotize”hu mans(Schwab,2016).Weletmachineslearninlieuofourself- learning.Haveyoueverreceivedcertainemails,e l e c t r o n i c c a r d s , messagesw h i c h a b i g w o n d e r “whydotheyk n o w mysearchingtopic/item/favoritethings/etc.?

It’s o ne ofthe realpractices ofmachinelearning!

Morespecifically,it’scalled“consumerbehaviorlearning”.Peopleevenstudiedandappli edthebrainworkinchessplayingandgotconsiderableprogress( N i c h e l l i etal.,1994).

Whenaskedaboutthefutureofartificialintelligence(AI),ahundredpercentoftheintervi eweesandfocusgroup membersaffirmed thattheybelieve“artificialintelligencewi llprevailinthenearfuture.”Oneofthemadded“It(AI)learnsonourcommand,ando ureasyjobistolearn howtocontrolit!”(INTWEXEC1)Hisr e m a r k i s h u m o r o u s , b u t makesveryg o o d s e n s e !

Wehavebeenteachingcomputertolearnandcustomizesoftwareandapplications.When computerslearnmore, wedo less FG EXEC1(G1)

MachinelearningandAIisthenexttrendoflearning.However,untilarobotcant h i n k andcreatelikehuman,westillneedtobuildandpromoteindividual,team,a n d o r g a n i z a t i o n a l learning.FGMGR1(G2)

LogiGearVNautomatesthesoftwaretestingwork withitsautomationtool “ TestArchitect”.T h i s t o o l c a n “ l e a r n ” , customizeands t r a t e g i z e a t e s t i n g requirementthenexecuteitandeventuallygeneratethefinalreportlike a manual tester.L o g i G e a r VN’sgoalistoautomatewhateversoftware/ applicationcodifiablesot h a t c o m p u t e r s c a n l e a r n a n d w o r k i n s t e a d o f a l l o c a t i n g a b u n c h o f humanr e s o u r c e s intotheprojects.Wedon’tthinkmachin escanabsolutelyreplacemenbuttheywillgraduallyhandlemostofournon- physiobiologicalworks.

WhileS e n g e d o e s n ’ t recommendi n f o r m a t i o n t e c h n o l o g y a s a d i s c i p l i n e n o r animpactfactorinhis5- disciplinemodel,severalotherauthorsdiscoverandrecognizei t asakeydeterminantimpactin gthelearningorganization.Sarder(2016)identifiestechnologyasoneofthekeyplayersthat changethewaypeoplelearnanddobusiness.HetakesapredictionbytheWallStreetJou rnalthatthereare28billiond e v i c e s thatconnecttotheinternetby2020,includ ingtinywearablestovehicles ( S a r d e r , 2016,p.4) Phongsichomphuetal.

(2013)assert that“information technologyisanimportanttoolforlearningorganiz ation.”Itisoneamongthefourd e t e r m i n a n t s foundthatimpactthelearningorga nization:leadership,culture,k n o w l e d g e m a n a g e m e n t , an di n f o r m a t i o n t ec h n o l o g y G a r v i n e t al (2 00 8) r e v e a l thatI T isa v a r i a b l e int h e i r 3 - s u p p o r t i n g - b l o c k t h e o r y o f l e a r n i n g o r g a n i z a t i o n MayoandLank(1994)regardITasone oftheenablerstoalearningorganization.

Throughtheresearch,technologyemergesasacriticalfactorthatplaystwoimportant rolesforlearningorganization.Ononehand,itisalearningacceleratort h a t speeds uplearningprocess.Ontheotherhand,itisa“machinelearner”usingartificial int elligencethatworksforhumans.Overtime,LogiGearVNreliesmorea n d moreon technologywhichisaccurate,accessible,instant,andconvenientforsharing andmanagingknowledge.Itquickly respondstochangeandincreasesbothindividualandorganizationaleffectivenesswhic hfinallyleadstowellsatisfycustomer’sdemandsandstaff’sself- learningandcareerdevelopmentneeds.

SummaryofFindings&Discussions

The definition of a "learning organization" provided by top executives at LogiGear is the most comprehensive, emphasizing the corporate ability to innovate, differentiate, and excel by learning quickly from failures This perspective highlights the necessity for organizations to learn and produce faster than competitors to lead in the industry and succeed in the marketplace In contrast, the definitions from mid-managers and engineers, while valid, offer a narrower view by focusing on culture traits and processes that support continuous learning, respectively, which do not fully capture the essence of a learning organization.

UsingS e n g e ’ s b a c k d r o p , t h e f i f t e e n c o n s t i t u e n t s ( t h r e e f o r e a c h disci pline) 8t h a t makehisfivedisciplinesarealsoreflectedinLogiGearVN’spublicperc eptionof“learning o r g a n i z a t i o n ” Theya r e moreo r l e s s d e g r e e o f i n g r e d i e n t s , o r i g i n a l o r d er iv at iv e asofitsown(i.e.ofLogiGearVN).

LogiGear VN has successfully designed and implemented an effective learning system that aligns with its business strategy and goals, supported by a robust capability management framework and a comprehensive KPI system that includes individual development plans for engineers However, the company faces challenges that hinder its learning processes: the lack of a supportive learning environment that fosters openness to new ideas and appreciation of diversity, and leadership that fails to effectively promote learning at the mid-leadership level.

The key components of a successful organizational development approach include Personal Mastery, which emphasizes self-drive and a willingness to contribute; Mental Models, representing the organization's culture and frameworks; Shared Vision, focusing on inclusive goals that align personal and organizational objectives; Team Learning, which fosters dialogue, teamwork, and transparency; and Systems Thinking, highlighting the interrelationships within a collaborative environment that promotes continuous learning These elements, as outlined by Senge (1990, 2006), are essential for fostering a productive and innovative organizational culture.

ThereisafactorthatwerenotcapturedandsuggestedbySenge.Itistheimpactofinform ationt e c h n o l o g y Ittremendouslyp r o m o t e s a n d e a s e s learningandacceleratestheknowledgetransferaswell.

1 PersonalMastery:Staffexpandpersonalgr owthandcapacitybyhavingastrongdesiretoimpr oveprofessionally,engagingincontinuallearnin g,andfocusingonthefuturevisioninordertomake choicesabouttheirdevelopment

Forjuniorengineers:betterpayismostconcerned.Yes,pr ovidedthatreward/compensationisfair Theywellperceivethesignificanceandvalueoflearningtonot onlytheirpersonalcareerpath,butalsoinachievingthecompany’sgo als.

2 MentalModels:Staffcontinuallyreflectonas sumptionsaboutcompanying;openlydialogue,sh areviewsanddevelopknowledgeabouteachother’ sassumptions;andengageintheirownworkwithfle xibility

3 SharedVision:Thecorporatevisionthatcre atesthedesiretomovetowardsalearningorganiza tion.Visionandgoalsofcompanyareplannedand createdthroughaprocessofsharedcommitment,part icipatoryactivities,andconsensusofallcompany members;andastaff’spersonalvisionisalignedw iththecompanyvisionandgoals

4 TeamLearning:Variousgrouporteamacti vitiesareencouragedtoaddresscompanyingiss uesorstaff’sprofessional work;staffbecomecommittedto,skilledat,andinvol vedincollaborativework

Goodframeworkforcollectivedialogue:dailyscrummeeting,bi- monthlytechtalks,best-practicesharingsession,etc.

5 SystemsThinking:Staffunderstandandma nagetheirownworkinaninterrelationshipwithint hecompanyenvironmentthatincludesprocesses ofchange;theyconsidertheimpactoftheirownwor kontheentirecompanyandthestakeholders’inter ests

Someofthemid- managersseethe"bigpicture"Verylessstaffseethe"bigpi cture"

Builtowntrainingdepartment,goodtrainingresources LackofcollaborationDevelopmentteamandServiceteamdon'tsingthe samesong.

Andfinally,let’srememberthat“Withtoughercompetition,technologyadvances

,a n d shiftingcustomerpreferences, it’smorecrucialthanevercompanies becomelearningorganizations.Inalearning organization, emp lo yees contin uallycreate, a c q u i r e , andtransferknowledge— helpingtheircompanyadapttotheunpredictablefasterthanrivalscan.”-

FrameworkSuggestion

Manya u t h o r s h a v e r e s e a r c h e d a n d s u g g e s t e d s e v e r a l f r a m e w o r k s f o r b u i l d i n g a “ l e a r n i n g organization”.ThemostsalientframeworksarefromSenge(19 90),Mayoa n d Lank(1994),Kim(2002),Garvinetal.(2008),Phongsichomphuetal. (2013),a n d recentlySarder(2016).

Kim (2002) adapted Senge’s Five-Discipline model into a three-legged framework that categorizes learning competence into five levels: novice, advanced beginner, competent, proficient, and expert This model emphasizes three essential components: aspiration, generative conversation, and understanding complexity Additionally, Garvin et al (2008) proposed a three-block theory for developing a "learning organization," which includes a supportive learning environment, effective learning processes and practices, and leadership that fosters continuous learning Phongsichomphu et al also contribute to this discourse, highlighting the importance of these elements in enhancing organizational learning.

In 2013, four key factors affecting learning organization were identified: leadership, organizational culture, technology utilization, and knowledge management Sarder (2016) proposed a framework based on three pillars: Learning Culture, which emphasizes the right leaders, people, behaviors, and resources; Learning Plan, focusing on learning goals, competency models, methods, and assessments; and Learning Operation, which encompasses content delivery, technology, administration, and marketing Additionally, Senge (1990) introduced a comprehensive model featuring five core disciplines: Personal Mastery, highlighting motivation and self-drive; Mental Models, which address organizational culture and development; Shared Vision, promoting alignment between personal and organizational goals; Team Learning, fostering dialogue and teamwork; and Systems Thinking, emphasizing collaborative environments and interconnectedness.

T e c h n o l o g y U t i l i z a t i o n – w h i c h wasnotincludedbySengeinhismodel.Becauseofthesignificanceofthe element,theauthorwouldrecommendthe following framework toLogiGear VNf o r buildinga“learningorganization”onitsown:

Technology Utilization Accumulationo f i n d i v i d u a l l e a r n i n g , andcommitmentto theprocessof learning

Team Learning synergeticallys h a r e t oothers,becomet e a m e xperti se

Learnnewvalues, unlearnthewrong practices,andrele arnupda t e d theor ies

Source: adaptedfromSenge(1990;2006),Mayo&Lank(1994),Garvinetal

Itcanbesaidthateveryoneofthesixelementsplaysacriticalroleina“learningo r g an i z ati o n ” WhereSengeplaces“SystemsThinking”asthebase,thefoundationfo r a lltheotherfourinhis 5- disciplinemodel,theauthorofthisresearchwouldaddt h e 6the l e m e n t t o S e n g e ’ s , w h i c h i s “ t e c h n o l o g y u t i l i z a t i o n ” ,t o r e f l e c t t o s i g n i f i c a n c e ofinformationtec hnologyinhumanlifenowadays.Thesesixelementssupplementt o e a c h o t h e r a n d c o r r e l a t e t i g h t l y a s a b e e h i v e s t r u c t u r e , w h i c h is widelyrecognizedasoneofthemost cohesiveandsustainableinnature.Missingofo f theelementswouldnotmaximizetheefficie ncyofalearningorganization.

Building a shared vision is essential for reinforcing the company's mission, ensuring that it is communicated effectively from top leadership to every employee through a top-down approach Each employee should create and review a personal mission statement quarterly to ensure alignment with the corporate mission, emphasizing the importance of their commitment and actions The CEO should act as the sponsor of this initiative, overseeing its success by allocating necessary resources, including personnel, financial capital, and time, to support the alignment of individual and corporate goals.

SystemsThinking: Makesurethateverystaffunderstandswherehe/ sheisinthe“learningchain”,whyhe/sheisanintegralpartofit,andwhathe/sheshoulddo. o Re- clarifyallinternalsystems,fixwhereneedstobefixed,addwheren e e d s tobef illed. o Communicateallupdatesinatimelymannertoallstaff. o ThinkofDeming’srebuke,whenthingsgowrong,goandfindwherea n d whythes y s t e m b r o k e r a t h e r t h a n makingexc usesa nd blamingar ound.

PersonalMastery:wherethereisapassion,adesiretolearn,thatisthecorevaluef o r buil dingalearningorganization.

MentalMod el s: Mentalmodelsfunctionlikeamaporapatternthatprovides usw i t h correctdirection a n d destination Theyi n f l u e n c e the waywesee thi ngsandthusc r e a t e o f v i e w p o i n t I f t h e p e o p l e i n youro r g a n i z a t i o n p o s s e s s a w i n n i n g mindseta n d a “lifetimel e a r n i n g ”b e l i e f , n o g r e a t suc cessdeniesa v i s i t toyouro r g a n i z a t i o n verysoon.

TeamLearning:Sengesays“teams,notindividuals,arethefundamentallearningu n i t inmodernorganizations”(Senge,1990,p.10).Teamworkmakesoneplusonebeco melargerthantwo.Inthecorporateworld,weneedbothvolumeandvelocity.Kno wledgeissomethingyoucan’ttakealone,itbecomemorepowerfulw h e n itiswide lyshared.

TechnologyUtilization:Technologyinthe21stc e n t u r y islargelyimpactfultoourd a i l y l i f e a n d b u s i n e s s w o r l d H o w e v e r , i t i s c o s t l y w h e n u s i n g w r o n g t o o l s o r under- utilizei t R e g a r d l e s s , trytoc h o o s e t h e r i g h t t o o l s a n d g e t t h e mostu s e o f the m.Itisobviouslyseenthatwecan’trunaknowledgemanagementsystemoraninnovation m a n a g e m e n t s y s t e m e f f e c t i v e l y w i t h o u t t h e i n d i s p e n s a b l e s u p p o r t o f i n f o r m a t i o n technology.Web-based,mobile,e- learning,etc.w o u l d b e d e f i n i t e l y h e l p f u l fortheMOOC 9trend nowadays.

Artificial intelligence (AI) is increasingly becoming a part of our daily lives, exemplified by Siri, Apple's virtual personal assistant This voice-activated program can engage in conversation, listen to user commands, provide recommendations, give directions, and manage calendars The more users interact with Siri, the smarter it becomes, as it learns and predicts outcomes more accurately through machine learning technology This powerful advancement in technology significantly accelerates the learning process and the diffusion of knowledge Embracing AI can help us maximize its benefits.

Otherthanthe sixkeydisciplinesmentionedabove,thecompanyneedsto lookintoa n d fine-tunethefollowingtwofactors:

- Motivation:Putinplaceaneffectivestrategytoencouragelearningp a r t i c i p a t i o n for intrinsicvaluerather thanme rel y expectingfi na nci al r ew a r d s T h e c o m p a n y n e e d s t o t a k e i n t o a c c o u n t b o t h t h e m a t e r i a l a n d psychologicalaspectsofthematter,andhandlethemwithmostcare.

“ T r a n s f o r m i n g a n organization’sculturestartsatthetop.TheCEO andleadershipteammusthavet h e v i s i o n a n d t h e w i l l ” ( S a r d e r , 2 0 1 6 , p 1 7 ) Walkt h e t a l k , topex e cu t i v e s shouldmodelthemselve sasgoodexamples ofgreatest attitude,b e h a v i o r , mindset,andactiontowar dsthe“learningorganization”.

Theothernotionistochangefocusfrom“commandandcontrol”towardsa“ c r e at i v e andenabling”role,especiallyatthemid- leadershiplevel.Keepinmindthatalearningorganizationreliesmoreonlea dershipthanmanag emen t.

Givent h a t s a i d , a s t r a t e g y w i t h a d e t a i l e d a c t i o n p l a n s h o u l d bep u t i n p l a c e H o w e v e r , keepinmindthat“leadershipaloneisinsufficient,organi zationsarenotmonolithic,comparativeperformanceisthecriticalscorecard,and finally,learningi s m u l t i d i m e n t i o n a l ” ( G a r v i n e t a l , 2008,p 8 ) Witht h e f a c t o r s d i s c o v e r e d a n d consideringt h e s t a t u s q u o a t L o g i G e a r V N , t h e a u t h o r w o u l d recommendt h e f o l l o w i n g s chemeforbuildingLogiGearVNa“LearningOrganization”:

ThisschemeisdesignedandexecutedinordertobuildLogiGearVNtobecomea“ L e a r n i n g Organization”in18months(Jul01,2017–Dec31,2018).

Understandingt h a t o r g a n i z a t i o n a l l e a r n i n g i s informala n d H R doesn’to w n i t (Bersin,2012),andalthoughmostofKPIs inthis fieldarequalitative,the companysh o u ld setkeyperformanceindicatorssoastomeasureandcelebrateachieve mentsl a t e r on.WhilethemeasurementbyGarvinetal.

(2008)ishighlyrecommendedtobeu s e d p e r i o d i c a l l y f o r assessingt h e i m p r o v e m e n t / s e t b a c k o f t h e l e a r n i n g i n a t e a m / d e p a r t m e n t orintheentireorganization,hereareafewotherkeyindicators,s peci f i c all y usedinLogiGearVN:

*Deadline:December31,2018 o Testautomationskillusing3 rdparty tools:

*Deadline:December31,2018 o ProficiencyinSrum/Agile,DevOpsframework

*Deadline:December31,2018 o CI/CD/CXpractice

 Staff: 100% staff who work directly withcustomers

According to Casuto (2015), training funding per employee varies significantly among companies The "2014 State of the Industry" report by the Association for Talent Development highlights that companies with fewer than 500 employees invested approximately $1,888 per employee, resulting in about 27 hours of training In contrast, mid-sized companies with 500 to 9,999 employees spent around $838 per employee, providing a similar amount of training time Interestingly, large companies with over 10,000 employees spent the least per employee but offered the most training hours, totaling 36 hours.

Aspecificcasestudy isGoogle,wheretheyencouragepersonalcreativity an dinnovationbygrantingafundof20%ofemployees’timeonpersonalproje cts.Google’ssuccessfulproductssuchasAdSense,Gmail,andGoogleN o w wer etheresultsof thisstrategy.(Toscano,2015)

Source:Garvinetal.(2008),site:‘los.hbs.edu’–HarvardBusinessSchool

Setup a ta s k fo rc e t o l e a d and i m p l e me n t t h e s t r a t e g y forbu il di ng t h e “ le a r n i n g o r g a ni z a ti o n ” ,including:

- ProgramS po ns or : t h e C E O w h o s p o n s o r s f or t h e p r o g r a m int e r m s o f t o p leadershipcommitment,financefunding,strategydirecting,c o n f l i c t mode rator,etc.

- HRManager:Inchargeof“LearningCulture”,makessureofputtinginther i g h t leaders,rightpeople,rightbehaviors,andrightresourcesforthesuccessof theprogram.

- CapabilityDevelopmentManager:Inchargeof“LearningPlan”,settingu plearninggoals,c o m p e t e n c y m o d e l , l e a r n i n g method,a n d l e a r n i n g a s s e s s m e n t

- TrainingM a n a g e r : I n c h a r g e o f “ L e a r n i n g O p e r a t i o n ” , i n c l u d i n g l e a r n i n g content,delivery,technologyutilization,administrationandmarketing

SharedVisionS y s t e m s ThinkingTeam LearningM e n t a l ModelPersonalMas tery

Figure 4.3-Org.chartofthe"LearningOrganization"TaskForce

To instill a sense of urgency, the Program Manager (PM) must disseminate this research to leadership teams and employees before April 30 The CEO will articulate the vision and mission for the new era, ensuring comprehensive engagement throughout the organization.

4 4- Articulate the vision to the public, get buy-in PIC: CEO, PM, 3 managers

Launch HBS assessment every 6 months Announce and celebrate KPI milestone reached Update the big picture

5 5- Empower others to act on the vision

2 2- Form the guiding team: to go, talk and form a “alliance” who support the program – to guide, coordinate, and communicate its activities PIC: PM and the other 3 managers

3 3- Develop a vision with specific expected results PIC: CEO/PM

Forc l o s i n g t h i s c h a p t e r , let’sb o r r o w S e n g e ’sb e l i e f t o w a r d s the‘learning organization ’:“Webelievethat,ultimately, themostimportantlearningoc cursinthecontextofourday-to- daylife,theaspirationswepursue,thechallengesweface,an dtheresponseswebringforth.”(S enge,1999,p.20)

ThestudyrevealsthattherearesixfactorsthatinfluenceLogiGearVN’slearnin go r g a n i z a t i o n T h e f i v e d i s c i p l i n e s bySenge,w h i c h a r e P e r s o n a l Mastery ,M e n t a l M o d e l s , SharedVision,TeamLearning,andSystemsThinking,doexist andg e n e r at e i m p a c t a t v a r i o u s d e g r e e s A m o n g t h o s e d i s c i p l i n e s , t h e “

T h e 6 thfactor, which is the newf in d i n g inthisresearch,is“Technology”.Itinfluencesthelearningorganizatio ninL og i G e a r VNintwoways:

(1)asan“accelerator”inmeansofinformationtechnologytools(software,applications, w e b - b a s e d , c l o u d - b a s e d , e - l e a r n i n g platform,MOOC,etc.)thatspeedupthelearningprocessandknowledgediffusion,a n d ( 2)asa“machinelearning”usingartificialintelligence(AI)to“reason”,“learn”,and“wor k”inreplacementofhumans.The6thf a c t o r wasalsorevealedbyPhongsichomphuetal. (2013)andSarder(2016)intheirstudies.

Since“ S y s t e m s T h i n k i n g ” i s i m p o r t a n t , inordert o becomemoreeffectivei n p r a ct i c in g t hi sd isci pl in e , th elea de rs a t L o g i G e a r V N ne ed t o con cen tr at e o n t he followingq u e s t i o n s , w h i c h H a i n e s ( 2 0 0 0 ) c a l l e d t h e “ 5 -

PhaseA B C D E S y s t e m ”,b ecau se t h es e f i v e que st io ns " a l i g n d i r e c t l y witht he f i v e p hases ofa system:( 1 ) o u t p u t , ( 2 ) f e e d b a c k l o o p ,

(E) What is changinginthe futureexternalenvironment that weneed totakeintoaccount?

Thecompanyisrecommendedtoemploy themodelofsixdisciplinessuggestedbut h e a u t h o r tob u i l d a “ l e a r n i n g o r g a n i z a t i o n ” f o r L o g i G e a r V N T h e r e a r e a f e w n o t io n s forthe“builders”.

Building a learning organization is a long-term investment that requires significant commitment from all levels of the company, particularly from top leadership, as their support is crucial for success Establishing and nurturing a learning culture demands not only financial resources, time, and human energy but also a strong leadership team dedicated to reinforcing this culture (Garvin et al., 2008) While top leadership has demonstrated effective guidance, there are challenges within the mid-management team Although mid-managers face numerous daily responsibilities such as project management, quality assurance, and compliance, they should embrace a more facilitative leadership role To enhance their effectiveness, additional training in both technical and interpersonal skills is essential.

Secondly,therecomeothertwoissuesthatgotogether:communicationandco ll ab or ati on Theinteractionacrossdepartmentshasbeenyeteffectiveandcausedd ef ic ien cy a n d f r u s t r a t i o n a m o n g s t a f f a n d managers.T h e c o m p a n y s h o u l d h a v e s t r a t e g y tofixthisproblemproperlyandimmediately.

Next,t he leadershipt ha tr ei nf or ces lear ni ng h a s i s s ue a s wel l M o r e co ach in go n leadershipshouldbeprovidedtot h e m i d - m a n a g e r s R e f r e s h t h e i r m i n d s e t a n d c h a n g e itfromcommandingtos ervingmindset.Ifaclearandopenminddoesnotprevail ,it’shardtobuildalearningorg anization.

Inaddition,thecompany shouldbeawareoftherecentdeficitinITlaborsupplyinVietnam.Thismay becomea“lethalweapon”thateradicatesalleffortsofbuildinga sustainablelearnin gorganization.Vietnam hasbeenconfronting withthiscrisissin ce 2 0 1 5 a n d c o n t i n u i n g s u f f e r i n g i t A c c o r d i n g t o a r e p o r t byV i e t n a m w o r k s

(2015),Vietnam wouldbe inahuge shortageof IT resources, of5 0 0, 0 0 0 h e ad co u n t s a s a t 2 0 2 0 i f t h e c o u n t r y j u s t p r o d u c e s a s t e a d y n u m b e r o f 7

%ofdemand.Rightinthisyearof2017,thehungerforITresourcesandthebattleto“h u nt &stealpeople”isbecominglikea“fatalwar”inVietnamlabormarket.Sow h a t h asbeentheimpacttolearningorganization?

Itistheabnormal,highrateoff r e q u e n t move-in/move- outofhumanresourcesthatorevendestroysallplansandstrategiesofthecompanysuch assuccessionplanning,capabilitiesbuilding,TQM,deliverables,andalleffortso fbuildingalearningorganization At theendoftheday,t h e o u t p u t o f a l e a r n i n g o r g a n i z a t i o n isa w o r k f o r c e w i t h highlyi n n o v a t i v e competencet h a t d r i v e s t r a n s f o r m a t i o n Noc o m p a n y c a n a c h i e v e i t w i t h s u c h a h i g h l y fl uctuatinghumanresource.

Inreality,therearenotmanyITcompaniesinVietnamthatweregenerallyr e c o g n i z e d astruelearningorganizationsinSenge’skaleidoscope.So,thejourneyt o b u i l d a c o m p a n y i n t o a l e a r n i n g o r g a n i z a t i o n i s s t i l l a q u e s t fors u c c e s s w i t h multipleeffortsandpains.

So,i f t h e c o m p a n y ’ s g o a l i s t h e t r a n s f o r m a t i o n , b e g i n w i t h b u i l d i n g a l e a r n i n g organizations i n c e i t ist h e c o n c r e t e f o u n d a t i o n fori n n o v a t i o n , w h i c h i n i t s t u r n f uels anddrivesLogiGearVietnamtotransform.Withth atsaid,thegreatbenefitsfromalearningorganizationarecertainlyworthatry!

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Selfintroductionandasktheintervieweeintroducehim/ herself.Next,brieftheintervieweeaboutresearch,sharethemgeneralideasabout"LearningOrganization"

Thenask"whatisyourdefinitionabout'learningorganization'?","WhatdoyouunderstandaboutLO"?"Whatco nstitutealearningorganizationinyouropinion?"

*Theintervieweeis"BLIND"aboutPeterSenge'sphilosophyandothertheories.Questionscanbeaskedintercha ngably duringtheinterview.

Staffunderstandsandmanagestheirownworkinaninterrelationshipwithinthecompany environmentthat includesprocessesofchange;they considertheimpactoftheirownworkon theentirecompanyandthestakeholders’interests

HowdidLogiGearpractisetheso-called"systemsthinking"initsorganization?WhatshouldLogiGeardodifferently?

Atthecompany,staffexpandpersonalgrowthandcapacitybyhavingastrongdesireto improveprofessionally,engagingincontinuallearning,andfocusingonthefuturevisioninordertomake choicesabouttheirdevelopment

Atthecompany,staffcontinuallyreflectonassumptionsaboutcompanying;openlydialogue,sharevie wsanddevelopknowledgeabouteachother’sassumptions;andengageintheirownworkwithflexibilit y

Doesmentalmodelimpact"L.O.",whatkindofmindset(s)doesLogiGearVNcurrentlyhave,whatdoesn't? Whatconsitutes"MentalModel"inyouropinion?

What/HowdoesLogiGearbuild/promotethesocalled"mentalmodels"inpractice?Companyandemployees? oi do e n l o1 f9

Visionandgoalsofcompanyareplannedandcreatedthroughaprocessofsharedcommitment,particip atoryactivities,andconsensusofallcompanymembers;andastaff’spersonalvisionisalignedwiththe companyvisionandgoals

Atthecompany,variousgrouporteamactivitiesareencouragedto addresscompanyingissueso r staff’sprofessionalwork;staffbecomecommittedto,skilledat,andinv olvedincollaborativework

Whatdiscipline(s)orconstituent(s)youdeemmostcriticaltothesuccessofLogiGear's"learningo r g a n i z a t i o n "? Why?

*Thel e f t p a r t of t h i s tablepresent s S e n g e ’ s f i v e disci pl i nes T h e y ar e f o r t h e re se ar ch er a n d r ea de rs toe a s i l y followonly,notdisclosedtotheinterviewees

PersonalMaster:Atthecompany,staffexpandpersonalgrowthandcapacitybyhavingastrongdesiretoimprove professionally,engagingincontinuallearning,andfocusingonthefuturevisioninordertomakechoicesaboutth eirdevelopment

MentalModel:Atthecompany,staffcontinuallyreflectonassumptionsaboutcompanying;openly dialogue,shareviewsanddevelopknowledgeabouteachother’sassumptions;andengageintheirownworkwi thflexibility

SharedVision:Visionandgoalsofcompanyareplannedandcreatedthroughaprocessofsharedcommitment,pa rticipatoryactivities,andconsensusofallcompanymembers;andastaff’spersonalvisionisalignedwiththecom panyvisionandgoals