Proceedings of the 8th International Conference on Intellectual ...

Irra Chrisyanti Dewi
staff, collaboration and consensus decision-making. In every aspect <strong>of</strong> academic library management,
self-satisfaction should be avoided (Michael and Higgins, 2002). Thus, <strong>the</strong> authors emphasize <strong>the</strong>
importance <strong>of</strong> continuous learning in organizations. Focused on <strong>the</strong> background <strong>of</strong> <strong>the</strong> problems
described above, <strong>the</strong>n <strong>the</strong> problem <strong>of</strong> this research can be formulated as follows: "Is <strong>the</strong>re a
relationship between organizational learning and transformational leadership style on college librarian
in Surabaya?".
2. Organizational Learning
Companies that make <strong>the</strong> learning organization is a company that has expertise in creating, taking,
and transferring knowledge, and modify <strong>the</strong>ir behavior to reflect new knowledge and experience.
Learning organizations reject stability by continually evaluating ourselves and experimentation.
Baldwin et al. (1997) states that members <strong>of</strong> organizations <strong>of</strong> all levels, not just top management,
continues to perform environmental observations in order to obtain important information, changes in
strategies and programs necessary to obtain a benefit from changes in <strong>the</strong> environment, and working
with methods, procedures and evaluation techniques continuously improved. Organizations that are
willing to experiment and be able to learn from her experiences will be more successful than
organizations that do not do it (Wheelen and Hunger, 2002). In order to achieve and maintain
competitive advantage in a business environment changing rapidly, organizations must be able to
increase <strong>the</strong> capacity <strong>of</strong> learning (Marquardt, 1996).
Some academic libraries, continue to move actively in <strong>the</strong> management model <strong>of</strong> organizational
learning. Facilitating this transition to be a commitment from library staff to encourage staff to master
new skills, develop self-management teams and flattening organizational hierarchy (Baughman and
Kaske, 2002). Organizations that adapt to <strong>the</strong> changes with new knowledge to drive continuous
improvement and enhance service delivery. Organizational learning process depends heavily on
workplace culture that encourages staff at all levels <strong>of</strong> <strong>the</strong> organization, share ideas and knowledge.
Library literature review on learning and organizational change indicates that facilitate organizational
learning, among o<strong>the</strong>rs: Environmental monitoring, Focusing on customers, Vision organization, Open
communication and cooperation between and among working groups, The participation <strong>of</strong> employees
in management decision, Research, Pr<strong>of</strong>essional development and mastery <strong>of</strong> new skillsh,
Pr<strong>of</strong>essional growth opportunities, Appropriate work environment, and Employee Diversity.
Learning and organizational transformation is only possible if <strong>the</strong> librarian shift from command and
control management techniques, and using a systems approach to organizational learning. Although
Pr<strong>of</strong>essor Haynes McMullen misjudged <strong>the</strong> impact <strong>of</strong> technology on library operations at <strong>the</strong>
beginning <strong>of</strong> <strong>the</strong> 21 st century, he stated correctly that <strong>the</strong> library may be influenced by external
changes are still not visible for long periods <strong>of</strong> time (McMullen, 1955). It is implicit in <strong>the</strong> statement
McMullen is <strong>the</strong> idea that librarians have to look beyond <strong>the</strong>ir pr<strong>of</strong>essional boundaries to gain
knowledge that will help <strong>the</strong>m anticipate and manage change. Senge in his book The Fifth Dicipline:
The Art and Practice <strong>of</strong> <strong>the</strong> Learning Organization, specifically describe systems thinking as a basis
for learning and organizational transformation. According to Senge, we must abandon <strong>the</strong> <strong>the</strong>ory <strong>of</strong>
<strong>the</strong> phenomenon, <strong>the</strong> strength or <strong>the</strong> process <strong>of</strong> exile. Once this is achieved, organizations can begin
<strong>the</strong> process <strong>of</strong> learning.
3. Transformational leadership
Transformational leadership is defined as involving a change <strong>of</strong> leadership in organizations. How far
<strong>the</strong> leader said to be a transformational leader, Bass (1990) and Koh, et al. (1995) in Hugo et al.
(2009) suggested that this could be measured in relation to <strong>the</strong> influence <strong>of</strong> <strong>the</strong>se leaders to
employees. Therefore, Bass (1990) in Hugo, et al. (2009) suggests <strong>the</strong>re are three ways a
transformational leader motivates employees, namely by encouraging employees to be more aware <strong>of</strong>
<strong>the</strong> importance <strong>of</strong> <strong>the</strong> results <strong>of</strong> operations, encouraging employees to put <strong>the</strong> interests <strong>of</strong> <strong>the</strong> group,
and increases <strong>the</strong> needs <strong>of</strong> employees such as higher self-esteem and self-actualization.
Attention people in leadership in <strong>the</strong> change process (management <strong>of</strong> change) began to emerge
when people start to realize that <strong>the</strong> mechanistic approach that has been used to explain <strong>the</strong>
phenomenon <strong>of</strong> change, <strong>of</strong>ten contrary to <strong>the</strong> opinion <strong>of</strong> those that change is actually making it more
humane workplace. In formulating <strong>the</strong> process <strong>of</strong> change, usually use a humane transformational
approach, in which <strong>the</strong> participatory work environment, opportunities for personal development, and
openness is considered as <strong>the</strong> conditions underlying <strong>the</strong> process, but in practice, <strong>the</strong> change process
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