Organizational learning mechanisms for learning schools

Purpose Organizational learning (OL) has been conceptualized as a critical component in school change processes. Nevertheless, OL in the school context is still somewhat obscure and difficult to comprehend, thus it is rarely translated into operational structures and processes and later permanently sustained. The purpose of this study is to present the organizational learning mechanisms (OLMs) framework as an institutionalized arrangement for collecting, disseminating, analyzing, storing, retrieving and using information that is relevant to the performance of school systems. Design/methodology/approach First, the authors examine the previous research on OLMs as a conceptual framework for OL in schools; then the authors present the various validated measures of OLMs in schools; and finally, the authors suggest implications for principals, as well as future explorations of the issue. Findings While the literature on OL in schools acknowledges the mystification of the term and the difficulty in translating it into operative procedures in dynamic and complex contexts, OLMs, as an integration of structural and cultural frameworks, are conceptualized as scaffolding for the development of learning schools. Originality/value The OLMs’ (structural and cultural) framework of information processing may help schools develop and sustain learning communities aimed at fostering the continuous growth of students and faculty members alike.

Download Full-text

Organizational Learning Mechanisms: Exploring a Conceptual Framework for Organizational Learning in Schools

Journal of School Leadership ◽

10.1177/105268460501500505 ◽

2005 ◽

Vol 15 (5) ◽

pp. 571-600 ◽

Cited By ~ 8

Author(s):

Chen Schechter

Keyword(s):

Organizational Learning ◽

Conceptual Framework ◽

School Change ◽

Future Research ◽

Learning Mechanisms ◽

Cultural Framework ◽

Large School ◽

Organizational Learning Mechanisms ◽

Secondary Grades

In light of the complexity and wealth of information in societies today the notion of organizational learning has become the forerunner of school change discourse. However, organizational learning is still characterized by mystical and amorphous rhetoric, understood well neither by researchers nor by practitioners. Therefore, this article is an attempt to explore the notion of organizational learning through the concept of organizational learning mechanisms (OLMs) and the culture in which they are embedded. A case study in a large school, comprised of middle and secondary grades, provided the context for studying OLMs and the learning values (culture) influencing their productivity. The study strengthens the ability to empirically research learning by schools through the structural and cultural framework. Lessons drawn from the study and future research, which may contribute to the field of organizational learning, are discussed

Download Full-text

From crisis to success: three case studies in organizational learning

The Learning Organization ◽

10.1108/09696471111171303 ◽

2011 ◽

Vol 18 (6) ◽

pp. 454-467 ◽

Cited By ~ 5

Author(s):

Yoram Mitki ◽

Ram Herstein

Keyword(s):

Organizational Learning ◽

Organizational Performance ◽

Global Economy ◽

Service Organizations ◽

Three Dimensions ◽

Brand Strategy ◽

Learning Mechanisms ◽

Corporate Brand ◽

Content Type ◽

Organizational Learning Mechanisms

PurposeRadical changes and increasing competition in the global economy and markets lead enterprises to change their business policy and activities. This process demands the creation of effective organizational learning mechanisms. This paper seeks to illustrate how three service organizations designed and utilized organizational learning mechanisms to introduce a successful, new corporate brand.Design/methodology/approachThe research methodology was based on interviews and hard data collection. These techniques were found most appropriate for learning and understanding in‐depth organizational transformation processes.FindingsTwo main research findings can be noted. The first is that there are various mechanisms of learning organizations that can improve organizational performance and reputation. The second is that any organizational learning mechanism should be based on the on‐going active involvement of internal stakeholders (employees) both as individuals and as teams.Originality/valueThis paper provides a unique understanding of three dimensions of organizational learning (cognitive, structural and procedural) and their impact on designing a new corporate brand strategy. The research, conducted in three different service organizations, gives new significance to the notion of collaboration

Download Full-text

Strategic intent, organizational environment, and organizational learning mechanisms

Personnel Review ◽

10.1108/pr-11-2014-0266 ◽

2016 ◽

Vol 45 (5) ◽

pp. 928-946 ◽

Cited By ~ 3

Author(s):

Shih-Chieh Fang ◽

Hung Ku Chen

Keyword(s):

Organizational Learning ◽

Radical Change ◽

Learning System ◽

Organizational Environment ◽

Theory Approach ◽

Learning Mechanisms ◽

Content Type ◽

Personal Learning ◽

Strategic Intent ◽

Organizational Learning Mechanisms

Purpose – The purpose of this paper is to develop different kinds of organizational learning mechanisms based on various types of strategic intents (proactive- and reactive-orientation) and organizational environments (stable and unstable). Design/methodology/approach – The authors utilized a grounded theory approach, and corroborated the results using multiple interviews and documents related to various cases. The authors determined the inter-judge agreement and performed a composite reliability analysis to ensure the robustness of the research. Findings – Successful organization learning is contingent upon managerial strategic intent and the organizational environment in which the organization operates. Proactive strategic intent will cultivate a group-oriented learning system, whereas reactive strategic intent emphasizes the effectiveness of personal learning. Firms in an environment marked by radical change utilize experiential learning mechanisms (participation- and experience-orientation), whereas firms in a stable environment use a specialist-knowledge-oriented approach to learning (benchmarking- and specializing-orientation). Originality/value – The authors offer a theoretical framework two-by-two matrix that has practical implications in providing managers with guidance in selecting the appropriate organizational learning mechanism to implement in their firms.

Download Full-text