رموزِ بے خودی
تین سال بعد اپریل 1918ء کے پہلے ہفتہ میں یہ شائع ہوئی۔ یہ اسرار خودی کا دوسرا حصہ یا تکملہ ہے۔ خودی انسان کی انفرادی عظمت کے احساس کا نام ہے۔ افرادمل کر معاشرہ یا سماج کی تشکیل کرتے ہیں انسانوں کے گروہ سے معاشرے تشکیل پاتے ہیں۔ خود کو ملت میں ضم کر دینا ہی بے خودی ہے۔ بارش کا ایک قطرہ تنہا کچھ نہیں کر سکتا۔ بہت سے قطرے مل کر سیلاب کا باعث بن جاتے ہیں جس سے بستیاں بہہ جاتی ہیں۔ ریت کا ایک ذرہ کچھ بھی نہیں کر سکتا۔ جب کہ بہت سے ذرات مل کر صحرا میں طوفان برپا کر دیے ہیں۔ گویا اجتماعی خودی در اصل بے خودی ہے ۔ کسی ایک انسان کی برتری کا احساس خطرناک ہو سکتا ہے اس کا تنہا فیصلہ یا کار کردگی ہلاکت یا آمریت کا سبب بن سکتی ہے۔
1920ء میں پروفیسر نکلسن نے دونوں کتابوں کا انگریزی میں ترجمہ کیا۔ 1923ء میں دونوں کتابوں کو ملا کر اسرار و رموز کے نام سے شائع کیا گیا۔ رموز بے خودی کے موضوعات بھی فکر انگیز ہیں۔ اخوت، مساوات اور حریت کی عمدہ مثالیں ہیں۔ اسلام میں امومت کا مقام، حضرت فاطمتہ الزہراؓ ، مستورات اسلام سے خطاب اور تفسیر سورہ اخلاص جیسے موضوعات اس مثنوی رموز بے خودی میں شامل ہیں ۔ملت اسلامیہ کے بنیادی ارکان میں توحید اور رسالت پر گفتگو کی گئی ہے۔ دونوں مثنویوں کا اختتام عرض حال بحضور رحمت اللعالمینؐ ایک پرسوز کیفیت کا حامل ہے۔
Muslims are a unique nation in the world who have shown unparalleled activism in preserving their sayings and relics. Caution was in view from day one. The simple precautionary measures taken in the early days later took the form of theology. In the beginning, the principles and rules of this knowledge did not exist in a disciplined form, although the scholars of Muḥaddithin adhered to the basic principles of this knowledge from the very beginning. However, references to these principles were to be found in the books of the pious. In the 4th Hijri, the scholars of Muhaddithin compiled the previous scattered work on the art of the principle of Ḥadith. Now these comprehensive definitions and terms are before us in a systematic and disciplined form in the books of ‘Usūl e Ḥadīth. In this short essay, the definition and necessity and importance of Hadith and ‘Usūl e Ḥadīth have been highlighted and also an introductory review of books written on ‘Usūl e Ḥadīth th and their authors and authors has been presented. Which indicates this. How strict were the rules and regulations of the Muslim Ummah for examining the authenticity and text of the Holy Hadith and how did they separate the authentic, weak and subject matter of the hadiths and write their separate books? And how hard they have worked to promote art.
The study primarily explored the impact of Learning Organization’s Practices (LOPs) on Employee Performance (EP) by examining the mediating roles of Employee Engagement (EE) and Employee Development (ED) in Pakistan’s Telecommunication Sector Organizations (PTSOs). It also examined the moderating role of Performance Appraisal Justice (PAJ) between the relationships of LOPs and EE and LOPs and ED in PTSOs. The study addressed the four research questions on PTSOs, covering; the impact of LOPs upon EP, impact of LOP’s on EP mediated through the path of ED and EE, Performance Appraisal Justice moderating the relationship between LOPs and Employee Engagement, and Performance Appraisal Justice moderating the relationship between LOPs and Employee Development. The hypotheses of the study included the significant impact of Learning Organization Practices on Employee Performance, Employee Engagement, and Employee Development. They also included the significant impact of Employee Engagement on Employee Performance, the significant impact of Employee Development on Employee Performance, the Relationship between LOPs and Employee Performance mediated through Employee Development and Employee Engagement, Performance Appraisal Justice moderating the relationship between Learning Organization Practices and Employee Engagement, and Performance Appraisal Justice moderating the relationship between Learning Organization Practices and Employee Development. VIIIThe study used quantitative approach using self-administered questionnaires. The questionnaire was built on the eight existing standardized questionnaires taken from; DLOQ, Marsick and Watkins (2003), CIPD (2006), Oreg and Nov (2008), Pinchuk (2010), Medlin and Green (2009), Muhammed (2006) and Gupta and Kumar (2013). Eight demographic questions have also been included in the second section of the study questionnaire. Instruments of the study were validated by factor analysis. The study included the data collected from 1228 respondents in PTSOs. All the relationships were tested using correlation and Structure Equation Modeling (SEM). The SEM indicated multiple confirmations like; LOPs had a strong impact on EP and on EE (Fig 7), LOPs did have a strong impact on ED, EE had an impact on EP, ED had a strong impact on EP. All of these indicated a significant path coefficient. Results also confirmed that Employee Engagement and Employee Development mediated the relationship between Learning Organization Practices and Employee Performance. Results drawn from SEM using the extracted significant path coefficient confirmed that the relationship between LOPs and Employee Performance was also mediated by both EE and ED together. Finally the moderation results extracted from SEM indicated that PAJ moderated the relationships between LOPs and EE, and LOPs and ED. The study divulged a new track for the researchers and practitioners of LOs. The sequence of measures have to be taken into consideration by the LOs, revealed from the current study i.e. 1) the provision of LOs first have to be ensured in the organizations to LOs in the right manner, 2) looking at the impact IXof LOPs upon their employees’ engagement states, 3) analyzing the impact of implemented LOPs on ED states, and 3) checking their performance appraisal system is bias- free performance appraisal system which should possess the said four justice types. Keywords: Learning Organizations, Learning Organization Practices, Employee Engagement, Employee Development, Performance Appraisal Justice, Employee Performance