Title:
Organizational learning : improving learning, teaching, and leading in school systems
Personal Author:
Publication Information:
Thousand Oaks : Sage Publications, 2007
Physical Description:
xix, 239 p. : ill. ; 24 cm.
ISBN:
9781412916868
Added Author:
Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010173267 | LB2805 C64 2007 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
Reshapes the way teachers and administrators think about people, practices, and policies...
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.
Key Features:
Six interrelated conditions support organizational learning: prioritizing learning, fostering inquiry, facilitating the dissemination of knowledge, practicing democratic principles, attending to human relationships, and providing for members′ self-fulfillment. An on-going case study connects everyday practices in school systems to a holistic framework that helps practitioners understand how their thinking and behaviors influence learning, work environments, collegial interactions, decision making, and innovation. Numerous practical examples bring complex theoretical concepts to life, while a series of essential questions, activities for getting started, and reflective journal prompts allow practitioners to apply content and ideas to their own settingsTable of Contents
| List of Tables, Figures and Illustrations |
| Foreword |
| Preface |
| Acknowledgments |
| Part I What Is Organizational Learning? |
| Chapter 1 New Ways of Thinking: New Ways of Learning |
| Moving from an Industrial to a Knowledge Society |
| Theory and Practice |
| A Working Definition of Organizational Learning |
| Case Study |
| Looking Ahead |
| Reflective Journal |
| Chapter 2 Organizational Learning: Original Sources and Perspectives |
| Why Start With Theory? |
| How Will Understanding Theory Help an Organization Learn? |
| Origins of Perspectives on Organizational Learning |
| Example of Single-Loop Learning |
| Example of Double-Loop Learning |
| Example of a Discovering Organization |
| Comparison of Organizational Adaptation and Organizational Learning |
| Example of Superstitious Learning |
| An Application of Organizational Learning Concepts |
| Example of Organizational Learning by Math Teachers |
| Reflective Journal |
| Chapter 3 Core Assumptions of Organizational Learning Perspectives |
| Core Assumptions |
| Example of Multilevel Learning |
| Example of Building Shared Understandings |
| Example of Embedding Knowledge |
| A Framework for Understanding and Practicing Organizational Learning |
| An Example of the Unbelievable |
| Act-Then-Think |
| Example of How Language Frames Issues |
| Reflective Journal |
| Part II Why Is Organizational Learning Important For Schools and School Systems? |
| Chapter 4 Ensuring a Cycle of Continuous Learning |
| From Individual to Organizational Learning |
| From Insights to Institutionalized Learning |
| The Apple Story: Illustrating Four Learning Processes |
| Example of Learning Processes in a Middle School |
| Feed Forward and Feedback |
| Example of Learning Processes: Change in Routines |
| A Cyclical Process of Learning |
| Example of Error Detection as a Source of Learning |
| Reflective Journal |
| Chapter 5 Organizational Learning as Renewal |
| Renewal for Sustainability |
| Deutero Learning |
| Example of an Organizational Defensive Routine |
| Defensive Routines in School Contexts |
| Defensive Routines in Context |
| From Theory to Practice |
| Reflective Journal |
| Part III How Do Schools and School Systems Foster Organizational Learning? |
| Chapter 6 Prioritizing Learning for All Members: The Primary Condition |
| Why is Prioritizing Learning Important? |
| Learning Case Study |
| Learning: A Way of Thinking |
| Changing Thinking, Changing Vocabulary |
| Learning: The Primary Condition |
| Example of Openness to Error Detection |
| Essential Questions |
| Getting Started Activities/Ideas |
| Further Reading |
| Reflective Journal |
| Chapter 7 Fostering Inquiry and Its Collateral Learning |
| Why is Inquiry Important for Organizational Learning? |
| Inquiry: A Specific Kind of Learning |
| Inquiry Case Study |
| Inquiry: A Way of Thinking |
| Inquiry and Attitudes |
| Inquiry and Attitudes: A Reciprocal Process |
| Direct Inquiry |
| Example of Collective Inquiry and Openness to New Ideas |
| Example of Inquiry as Continuous Improvement |
| Indirect Inquiry |
| Essential Questions |
| Getting Started Activities and Ideas |
| Further Reading |
| Reflective Journal |
| Chapter 8 Facilitating the Dissemination of Learning |
| Why is Dissemination Important for Organizational Learning? |
| Dissemination Case Study |
| Dissemination: A Way of Thinking |
| Dissemination: Sharing Learning |
| Examples of Dissemination as Dialogue |
| Example of a Mismatch Affecting Dissemination |
| Essential Questions |
| Getting Started Activities and Ideas |
| Further Reading |
| Reflective Journal |
| Chapter 9 Practicing Democratic Principles |
| Why are Democratic Principles Important for Organizational Learning? |
| Democratic Principles Case Study |
| Democratic Principles: A Way of Thinking |
| Democratic Principles: A Way of Living |
| Open Systems and Democratic Principles |
| A Contradiction: Democratic Life and the Bureaucratic Model |
| Example of a Minority as a Catalyst for Good |
| Roles and Responsibilities in Democratic Organizations |
| Example of Dependency and Low Responsibility |
| Summary: Leader as Model |
| Example of Linkages Between Learning and Professional Control |
| Democratic Principles and Organizational Learning |
| Long-Term Threats to Democratic Principles in Organizations |
| Summary of Threats to Democratic Principles |
| Essential Questions |
| Getting Started Activities and Ideas |
| Further Reading |
| Reflective Journal |
| Chapter 10 Attending to Human Relationships |
| Why are Human Relationships Important? |
| Human Relationships Case Study |
| Human Relationships: A Way of Thinking |
| Human Relationships: A Social Infrastructure |
| Schools With Strong Relational Trust |
| Potential Outcomes of Independence and Interdependence |
| Example of Conflict as Learning |
| Essential Questions |
| Getting Started Activities and Ideas |
| Further Reading |
| Reflective Journal |
| Chapter 11 Providing for Members? Self-Fulfillment |
| Why is Providing for Members? Self-Fulfillment Important? |
| Members' Self-Fulfillment Case Study |
| Providing for Members? Self-Fulfillment: A Way of Thinking |
| Historical Communities of Learners |
| Nurturing Members? Quest for Meaningful Values and Goals |
| Values and Practices of High-Performing Teachers/Leaders |
| Ways to Solicit Knowledge From All Members |
| Example of Goverment Influence on Innovation |
| Nurturing Members? Commitment and Connections |
| Providing Opportunities to Communicate and Connect |
| Nurturing Members? Aspirations for Growth |
| Hiring to Enhance Renewal |
| Essential Questions |
| Getting Started Activities and Ideas |
| Further Reading |
| Reflective Journal |
| Part IV Looking Back, Looking Ahead |
| Chapter 12 Organizational Learning: A Balancing Act |
| Creating a Culture That Rewards Learning |
| The Role of Feedback and Feed Forward for Learning |
| Example of Influences Affecting Accuracy of Interpretations |
| Ways to Encourage Argument and Feedback |
| Organizational Memory: A Double-Edged Sword |
| Organizational Learning: Improving Learning, Teaching, and Leading |
| Organization Development: Building Schools' |
| Capacity to Develop and Extend Organizational Learning |
| Chapter 13 How Research Can Help Schools and Systems Move Forward |
| Examining Assumptions |
| Questions for Researchers and Practitioners |
| Wanting to Learn |
| Attending to All Members? Growth |
| Pinehurst Revisited: Practitioners Modeling Research for and With Students |
| Glossary |
| References |
| Index |
| About the Authors |
