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

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ISBN: 9781412916875 | 1412916879
Cover: Paperback
Copyright: 10/5/2006

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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.

List of Tables, Figures and Illustrations

xii

Foreword

xiii

Michael Fullan

Preface

Acknowledgments

xix

PART I: WHAT IS ORGANIZATIONAL LEARNING?

(42)

New Ways of Thinking: New Ways of Learning

(12)

Moving From an Industrial to a Knowledge Society

(3)

The Need for Systemic Thinking

(1)

Theory and Practice

(1)

A Working Definition of Organizational Learning

(2)

Deliberate Use

(1)

Learning

(1)

Embedding

(1)

Renewal

(1)

Case Study

(2)

Changing Schools: An Opportunity for Growth

(1)

Looking Ahead

(1)

Reflective Journal

(3)

Organizational Learning: Original Sources and Perspectives

(16)

Why Start With Theory?

(1)

How Will Understanding Theory Help an Organization Learn?

(1)

Origins of Perspectives on Organizational Learning

(9)

Argyris and Schon

(2)

Example of Single-Loop Learning

(1)

Example of Double-Loop Learning

(1)

Daft and Weick

(2)

Example of a Discovering Organization

(1)

Fiol and Lyles

(1)

Comparison of Organizational Adaptation and Organizational Learning

(1)

Levitt and March

(1)

Example of Superstitious Learning

(1)

An Application of Organizational Learning Concepts

(2)

Example of Organizational Learning by Math Teachers

(2)

Reflective Journal

(3)

Core Assumptions of Organizational Learning Perspectives

(12)

Core Assumptions

(4)

Multilevel Learning

(1)

Example of Multilevel Learning

(1)

Inquiry

(1)

Shared Understandings

(1)

Example of Building Shared Understandings

(1)

Behavioral and Cognitive Change

(1)

Embedding New Knowledge

(1)

Example of Embedding Knowledge

(1)

A Framework for Understanding and Practicing Organizational Learning

(4)

Sensemaking

(1)

An Example of the Unbelievable

(1)

Act-Then-Think

(1)

Interpretation

(1)

Example of How Language Frames Issues

(1)

Reflective Journal

(3)

PART II: WHY IS ORGANIZATIONAL LEARNING IMPORTANT FOR SCHOOLS AND SCHOOL SYSTEMS?

(22)

Ensuring a Cycle of Continuous Learning

(8)

From Individual to Organizational Learning

(1)

From Insights to Institutionalized Learning

(2)

The Apple Story: Illustrating Four Learning Processes

(1)

Example of Learning Processes in a Middle School

(1)

Feed Forward and Feedback

(1)

Example of Learning Processes: Change in Routines

(1)

A Cyclical Process of Learning

(2)

Example of Error Detection as a Source of Learning

(1)

Reflective Journal

(2)

Organizational Learning as Renewal

(12)

Renewal for Sustainability

(2)

Challenges in Balancing Continuity and Change

(1)

Deutero Learning

(2)

Example of an Organizational Defensive Routine

(1)

Defensive Routines in School Contexts

(3)

An Analysis of Defensive Routines in Context

(1)

Defensive Routines in Context

(2)

From Theory to Practice

(3)

Conditions for Learning

(3)

Reflective Journal

(2)

PART III: HOW DO SCHOOLS AND SCHOOL SYSTEMS FOSTER ORGANIZATIONAL LEARNING?

(132)

Prioritizing Learning for All Members: The Primary Condition

(22)

Why Is Prioritizing Learning Important?

(1)

Learning Case Study

(3)

Learning: A Way of Thinking

(1)

Changing Thinking, Changing Vocabulary

(1)

Learning: The Primary Condition

(11)

Tapping Two Kinds of Knowledge

(2)

The Individual, the Organization, and the Environment

(1)

Learning Environments in School Systems

(1)

Resistance to Change

(1)

The Importance of Language for Learning

(1)

Learning as Error Detection and Correction

(1)

Noticing Errors

(1)

Openness to Error Detection

(1)

Example of Openness to Error Detection

(1)

Errors as Opportunities for Learning

(1)

Essential Questions

(1)

Getting Started Activities and Ideas

(4)

Activity 1--Getting Started: Creating an Inventory

(1)

Activity 2--Getting Started: Brainstorming Strengths and Suggestions

(1)

Activity 3--What Does Learning Really Mean?

(1)

Activity 4--Linking Learning and Practice

(1)

Further Reading

(1)

Reflective Journal

(2)

Fostering Inquiry and Its Collateral Learning

(20)

Why Is Inquiry Important for Organizational Learning?

(1)

Inquiry: A Specific Kind of Learning

(2)

Inquiry Case Study

(2)

Inquiry: A Way of Thinking

(1)

Inquiry and Attitudes

(2)

Inquiry and Attitudes: A Reciprocal Process

(1)

Direct Inquiry

(5)

The Importance of Questions

(1)

Inquiry and Change

(1)

The Importance of Collective Inquiry

(2)

Example of Collective Inquiry and Openness to New Ideas

(1)

Inquiry and Renewal/Continuous Improvement

(1)

Example of Inquiry as Continuous Improvement

(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

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

Summary

Table of Contents

Supplemental Materials