الاستعداد التنظيمي المدرك للتغيير الاستراتيجي في المنظمة المتعلمة

The purpose of this study is to examine the relationship between the learning organization and perceived organizational readiness for strategic change. Learning organization constructs were identified based on seven dimensions: creating continuous learning opportunities, promoting inquiry and dialogue, encouraging collaboration and team learning, creating systems to capture and share learning, empowering people towards a collective vision, connecting the organization to its environment and providing strategic leadership for learning organizational readiness for change on the basis of employees’ perceptions of their organization’s readiness for change by utilizing the attitudes towards change concept. The research site chosen for the study is service-oriented. A total of (284) participants agreed to participate in the study. Descriptive statistics were used to describe the participants’ perceptions of their organization as a learning organization. Pearson product-moment correlation coefficient was used to indicate the bivariate intercorrelation between the participants’ responses on the dimensions of the learning organization questionnaire and the perceptions of organizational readiness for strategic change. One-way ANOVA was used to determine if there were significant differences in the participants’ perceptions of their organization and their readiness for strategic change based on their demographic characteristics. The results of the study suggested that the participants’ highest perceived level of the action imperative for the learning organization was providing leadership for learning, whereas system connection was the lowest perceived one. Participants’ perceived levels of the seven action imperatives of the learning organization were positively and significantly related to their perceptions of organizational readiness for change. Providing leadership and the overall dimensions of the learning organization had the highest correlation with organizational readiness for change. No statistically significant differences were found between participants’ perceived effects of the learning organization and their demographic characteristics. Statistically significant differences were found among participants’ perceptions of the organizational readiness for change and their age and academic rank. The study concluded with a set of recommendations such as: paying attention to the university in all the dimensions of the learning organization, growth and development of organizational capabilities, including: ability building of teams and learning system, participation and strategic visions shared between employees, adopting the concepts which are correct for the interaction of cognitive and behavioral tendency and effective interaction. KEYWORDS: Learning organization, Perceived organizational readiness for strategic change, Strategic change, Change resistance, University of Petra, Jordan.