Abstract:

The organization discipline that learns system thinking provides personal skills, team learning, shared vision, mental models learning to keep the organization disciplines together and complementary and relationship functions between the other 4 disciplines, including itself. Therefore, in order to ensure that the system thought provides these functions, it is necessary first that its variables are consistent and complement each other. In this sense, in the literary section of the research, the system concept and the system concept’s relationship with management is indicated and the variables that form the organization discipline learning system thinking and the organization discipline learning system thinking are explained. The aim of the study is to identify the degree of relationship between the variables belonging to the organization discipline learning system thinking and therefore to identify the variables that contribute to the relationship and complementarity status between the variables belonging to the system thinking concerned. In the study, the survey was applied to the relevant employees in the framework of the perception of the variables of the system thinking learning organization discipline in order to identify the relationships between the variables of the organization discipline. The research was done with a number of samples according to the number of universes across the present universe. In the framework of the study, the reliability and validity of the research has been implemented in order to determine the levels of relationship between the variables belonging to the organization discipline learning system thinking. In addition, the relationships between the variables belonging to the organizational discipline that learns system thinking are linked to the distances between the variables within the implementation of the multi-dimensional method and its visibility is provided. According to the findings, the intervariable relationships of the organization discipline that learns system thinking have been found to be positive for all variables, but in a meaningful general sense at the middle level. As a result, these variables have contributed to the relative structure in general at the middle level. Therefore, this situation shows that the possibilities and conditions that the organizational disciplines that learn the relevant institutional system thinking are provided to complement each other are provided. If necessary, activities that will interact with each other and provide integration can be provided within the framework of the complementation of the variables that form the organizational discipline learning the relevant institutional system thinking.

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