Organizational Learning : Improving Learning, Teaching, and Leading in School Systems

by Vivienne Collinson

• ISBN13: 9781412916875
• ISBN10: 1412916879
• Format: Paperback
• Copyright: 2006-10-05
• Publisher: SAGE Publications, Inc

Summary

This innovative book about organizational learning in K'12 settings reshapes the way teachers and administrators think about people, practices, and policies while providing a compelling roadmap for transformation from within today's school systems.

Table of Contents

List of Tables, Figures and Illustrations	xii
Foreword	xiii
Michael Fullan
Preface	xv
Acknowledgments	xix
PART I: WHAT IS ORGANIZATIONAL LEARNING?	1	(42)
New Ways of Thinking: New Ways of Learning	3	(12)
Moving From an Industrial to a Knowledge Society	3	(3)
The Need for Systemic Thinking	5	(1)
Theory and Practice	6	(1)
A Working Definition of Organizational Learning	7	(2)
Deliberate Use	8	(1)
Learning	9	(1)
Embedding	9	(1)
Renewal	9	(1)
Case Study	9	(2)
Changing Schools: An Opportunity for Growth	10	(1)
Looking Ahead	11	(1)
Reflective Journal	12	(3)
Organizational Learning: Original Sources and Perspectives	15	(16)
Why Start With Theory?	16	(1)
How Will Understanding Theory Help an Organization Learn?	16	(1)
Origins of Perspectives on Organizational Learning	17	(9)
Argyris and Schon	17	(2)
Example of Single-Loop Learning	19	(1)
Example of Double-Loop Learning	20	(1)
Daft and Weick	21	(2)
Example of a Discovering Organization	23	(1)
Fiol and Lyles	23	(1)
Comparison of Organizational Adaptation and Organizational Learning	24	(1)
Levitt and March	24	(1)
Example of Superstitious Learning	25	(1)
An Application of Organizational Learning Concepts	26	(2)
Example of Organizational Learning by Math Teachers	26	(2)
Reflective Journal	28	(3)
Core Assumptions of Organizational Learning Perspectives	31	(12)
Core Assumptions	32	(4)
Multilevel Learning	32	(1)
Example of Multilevel Learning	32	(1)
Inquiry	33	(1)
Shared Understandings	33	(1)
Example of Building Shared Understandings	34	(1)
Behavioral and Cognitive Change	34	(1)
Embedding New Knowledge	35	(1)
Example of Embedding Knowledge	35	(1)
A Framework for Understanding and Practicing Organizational Learning	36	(4)
Sensemaking	36	(1)
An Example of the Unbelievable	37	(1)
Act-Then-Think	38	(1)
Interpretation	38	(1)
Example of How Language Frames Issues	39	(1)
Reflective Journal	40	(3)
PART II: WHY IS ORGANIZATIONAL LEARNING IMPORTANT FOR SCHOOLS AND SCHOOL SYSTEMS?	43	(22)
Ensuring a Cycle of Continuous Learning	45	(8)
From Individual to Organizational Learning	45	(1)
From Insights to Institutionalized Learning	46	(2)
The Apple Story: Illustrating Four Learning Processes	47	(1)
Example of Learning Processes in a Middle School	48	(1)
Feed Forward and Feedback	48	(1)
Example of Learning Processes: Change in Routines	49	(1)
A Cyclical Process of Learning	49	(2)
Example of Error Detection as a Source of Learning	50	(1)
Reflective Journal	51	(2)
Organizational Learning as Renewal	53	(12)
Renewal for Sustainability	53	(2)
Challenges in Balancing Continuity and Change	54	(1)
Deutero Learning	55	(2)
Example of an Organizational Defensive Routine	56	(1)
Defensive Routines in School Contexts	57	(3)
An Analysis of Defensive Routines in Context	58	(1)
Defensive Routines in Context	58	(2)
From Theory to Practice	60	(3)
Conditions for Learning	60	(3)
Reflective Journal	63	(2)
PART III: HOW DO SCHOOLS AND SCHOOL SYSTEMS FOSTER ORGANIZATIONAL LEARNING?	65	(132)
Prioritizing Learning for All Members: The Primary Condition	67	(22)
Why Is Prioritizing Learning Important?	67	(1)
Learning Case Study	68	(3)
Learning: A Way of Thinking	71	(1)
Changing Thinking, Changing Vocabulary	72	(1)
Learning: The Primary Condition	72	(11)
Tapping Two Kinds of Knowledge	73	(2)
The Individual, the Organization, and the Environment	75	(1)
Learning Environments in School Systems	76	(1)
Resistance to Change	77	(1)
The Importance of Language for Learning	78	(1)
Learning as Error Detection and Correction	79	(1)
Noticing Errors	80	(1)
Openness to Error Detection	81	(1)
Example of Openness to Error Detection	81	(1)
Errors as Opportunities for Learning	82	(1)
Essential Questions	83	(1)
Getting Started Activities and Ideas	83	(4)
Activity 1--Getting Started: Creating an Inventory	84	(1)
Activity 2--Getting Started: Brainstorming Strengths and Suggestions	84	(1)
Activity 3--What Does Learning Really Mean?	85	(1)
Activity 4--Linking Learning and Practice	86	(1)
Further Reading	86	(1)
Reflective Journal	87	(2)
Fostering Inquiry and Its Collateral Learning	89	(20)
Why Is Inquiry Important for Organizational Learning?	89	(1)
Inquiry: A Specific Kind of Learning	89	(2)
Inquiry Case Study	91	(2)
Inquiry: A Way of Thinking	93	(1)
Inquiry and Attitudes	93	(2)
Inquiry and Attitudes: A Reciprocal Process	94	(1)
Direct Inquiry	95	(5)
The Importance of Questions	95	(1)
Inquiry and Change	96	(1)
The Importance of Collective Inquiry	96	(2)
Example of Collective Inquiry and Openness to New Ideas	98	(1)
Inquiry and Renewal/Continuous Improvement	98	(1)
Example of Inquiry as Continuous Improvement	99	(1)
Indirect Inquiry	100	(2)
Inquiry and Sensemaking	101	(1)
``D'' is for Discovery and Direct Inquiry	101	(1)
``I'' is for Invention and Indirect Inquiry	102	(1)
Essential Questions	102	(1)
Getting Started Activities and Ideas	103	(4)
Activity 1--What's Working? What Isn't Working?	103	(1)
Activity 2--Force-Field Analysis	104	(2)
Idea 3--Institutionalizing School Inquiry	106	(1)
Further Reading	106	(1)
Reflective Journal	107	(2)
Facilitating the Dissemination of Learning	109	(20)
Why Is Dissemination Important for Organizational Learning?	109	(1)
Dissemination Case Study	110	(2)
Dissemination: A Way of Thinking	112	(1)
Dissemination: Sharing Learning	112	(11)
Dissemination for Shared Understandings	113	(1)
The Necessity of Dialogue	114	(1)
Dialogue: More Than Storytelling	115	(1)
Dialogue and New Understandings	116	(1)
Examples of Dissemination as Dialogue	117	(1)
Factors Enabling and Constraining Dissemination	117	(1)
Example of a Mismatch Affecting Dissemination	118	(1)
Time for Learning and Sharing	119	(1)
School Norms and Teachers' Perspectives	120	(1)
Knowing How to Share	121	(1)
Teacher Suggestions for Enabling Dissemination	121	(1)
Hopeful Signs of Systemic Dissemination	122	(1)
Essential Questions	123	(1)
Getting Started Activities and Ideas	123	(3)
Idea 1--Easy Strategies That Principals Can Facilitate	124	(1)
Idea 2--Additional Strategies That Principals Can Try	124	(1)
Activity 3--Working Toward Dialogue	125	(1)
Idea 4--Group Cultural Norms	125	(1)
Further Reading	126	(1)
Reflective Journal	126	(3)
Practicing Democratic Principles	129	(20)
Why Are Democratic Principles Important for Organizational Learning?	129	(1)
Democratic Principles Case Study	130	(2)
Democratic Principles: A Way of Thinking	132	(1)
Democratic Principles: A Way of Living	132	(2)
Open Systems and Democratic Principles	134	(2)
A Contradiction: Democratic Life and the Bureaucratic Model	136	(3)
Free Flows of Communication	136	(1)
Equality and Participation Instead of Control ``Over''	137	(1)
Checks and Balances: Protecting the Minority	138	(1)
Example of a Minority as a Catalyst for Good	138	(1)
Roles and Responsibilities in Democratic Organizations	139	(3)
Example of Dependency and Low Responsibility	139	(1)
Responsibilities of Leaders	139	(2)
Summary: Leader as Model	141	(1)
Responsibilities of Members	141	(1)
Example of Linkages Between Learning and Professional Control	141	(1)
Democratic Principles and Organizational Learning	142	(1)
Long-Term Threats to Democratic Principles in Organizations	143	(1)
Summary of Threats to Democratic Principles	144	(1)
Essential Questions	144	(1)
Getting Started Activities and Ideas	145	(2)
Activity 1--Examining Overt Rules	145	(1)
Activity 2--Working Toward Consensus	145	(1)
Further Reading	146	(1)
Reflective Journal	147	(2)
Attending to Human Relationships	149	(26)
Why Are Human Relationships Important?	149	(1)
Human Relationships Case Study	150	(2)
Human Relationships: A Way of Thinking	152	(1)
Human Relationships: A Social Infrastructure	153	(13)
The Importance of Dialogue, Questioning, and Argument for Human Relationships	153	(1)
Dialogue	154	(1)
Questioning	155	(1)
Argument	156	(1)
Trust: The Cornerstone of Community Orientation	157	(1)
Schools With Strong Relational Trust	158	(1)
Collaboration: Seeking to Satisfy Community and Individual Interests	158	(2)
Independence and Interdependence	160	(1)
Potential Outcomes of Independence and Interdependence	161	(1)
Avoiding Pitfalls of Collaborative Relationships	162	(1)
Conflict: When Members' Interests Collide	162	(1)
Conflict as a Source of Learning	163	(1)
Example of Conflict as Learning	164	(1)
Conflict Management	164	(2)
Essential Questions	166	(1)
Getting Started Activities and Ideas	167	(5)
Activity 1--Getting To Know You	168	(1)
Activity 2--Striking Gold	168	(1)
Idea 3--Continuum of Interpersonal Skills	168	(2)
Activity 4--Conflict Resolution and the Dialogue Process	170	(1)
Idea 5--Faculty Meetings	171	(1)
Further Reading	172	(1)
Reflective Journal	172	(3)
Providing for Members' Self-Fulfillment	175	(22)
Why Is Providing for Members' Self-Fulfillment Important?	175	(1)
Members' Self-Fulfillment Case Study	176	(3)
Providing for Members' Self-Fulfillment: A Way of Thinking	179	(1)
Historical Communities of Learners	179	(1)
Nurturing Members' Quest for Meaningful Values and Goals	179	(5)
Seeking Shared Values and Aims	181	(1)
Values and Practices of High-Performing Teachers/Leaders	181	(1)
Expectation: All Members Contribute Knowledge	182	(1)
Ways to Solicit Knowledge From All Members	182	(1)
Expectation: Learning Is Rewarding	182	(1)
Expectation: Innovation Is a Responsibility of All Members	183	(1)
Example of Government Influence on Innovation	184	(1)
Nurturing Members' Commitment and Connections	184	(3)
Commitment	185	(1)
Connections	185	(1)
Providing Opportunities to Communicate and Connect	186	(1)
Nurturing Members' Aspirations for Growth	187	(3)
Hiring and Promotion Practices: Balancing Renewal From Within and Without	188	(1)
Hiring to Enhance Renewal	189	(1)
Essential Questions	190	(1)
Getting Started Activities and Ideas	191	(4)
Idea 1--How Would You Like to Contribute?	191	(1)
Activity 2--Hiring Teams	192	(1)
Activity 3--The Role of the System	193	(1)
Further Reading	194	(1)
Reflective Journal	195	(2)
PART IV: LOOKING BACK, LOOKING AHEAD	197	(22)
Organizational Learning: A Balancing Act	199	(12)
Creating a Culture That Rewards Learning	200	(2)
Values and Attitudes	200	(1)
Responsibilities of Leaders and Members	201	(1)
The Role of Feedback and Feed Forward for Learning	202	(3)
Feedback as a Form of Error Correction	204	(1)
Example of Influences Affecting Accuracy of Interpretations	204	(1)
Ways to Encourage Argument and Feedback	205	(1)
Organizational Memory: A Double-Edged Sword	205	(3)
Organizational Learning: Improving Learning, Teaching, and Leading	208	(3)
Organization Development: Building Schools' Capacity to Develop and Extend Organizational Learning	210	(1)
How Research Can Help Schools and Systems Move Forward	211	(8)
Examining Assumptions	212	(1)
Questions for Researchers and Practitioners	212	(2)
Wanting to Learn	214	(1)
Attending to All Members' Growth	215	(1)
Pinehurst Revisited: Practitioners Modeling Research For and With Students	216	(3)
Glossary	219	(4)
References	223	(10)
Index	233	(6)
About the Authors	239