scholarly journals Keep Safe, Keep Learning: Principals' Role in Creating Psychological Safety and Organizational Learning During the COVID-19 Pandemic

2021 ◽  
Vol 5 ◽  
Author(s):  
Jennie Weiner ◽  
Chantal Francois ◽  
Corrie Stone-Johnson ◽  
Joshua Childs
Keyword(s):  
Organizational Learning ◽  
Transformational Learning ◽  
Psychological Safety ◽  
Organizational Factors ◽  
Public School Principals ◽  
Principal Autonomy ◽  
Conditions For Learning ◽  
Traditional Public School ◽  
Organizational Features ◽  
Insight Into

Utilizing a sample of 54 interviews from a larger study of traditional public school principals' responses to the COVID-19 pandemic, we examined the degree to which principals in 19 states and representing both urban (e.g., intensive, emergent or characteristic; n = 37) and suburban settings (n = 17) and across all student levels (i.e., elementary, middle, and high), experienced and engaged in behaviors to create psychological safety during the COVID-19 pandemic. We also sought to understand how various environmental and organizational features may have influenced these conditions and thus the likelihood of learning taking place. We find principals reported varied levels of psychological safety in their schools with associated differing levels of organizational learning and responsiveness to the crisis. However, rather being grounded in environmental conditions (e.g., urbanicity, demographics, etc.), organizational factors and specifically, differences in accountability, principal autonomy, professional culture and teacher decision-making were all key in the degree of psychological safety exhibited. Together, these findings serve to expand understanding of leadership as creating conditions for learning and give insight into the degree our pre-COVID-19 system may have facilitated or stymied the ability or capacity of school leaders in different settings to support transformational learning. In this way, this research may have real and important implications for the types of support leaders and teachers require as we collectively transition into the next phase of uncertainty as many schools continue to try and re-open safely and all that lays ahead.

School Environment as a Determinant of Organizational Learning Support

2019 ◽  
Vol 9 (1) ◽  
pp. 20-44
Author(s):  
Valentína Šuťáková ◽  
Janka Ferencová ◽  
Martina Kosturková
Keyword(s):  
Qualitative Research ◽  
Organizational Change ◽  
Organizational Learning ◽  
School Environment ◽  
Psychological Safety ◽  
School Management ◽  
Learning Support ◽  
Open Communication ◽  
New Ideas ◽  
Learning Research

Organizational learning as a strategic tool for organizational change and stabilization of success has been discussed in a school environment since the 1990s. Its importance is increasing in the context of dynamic development of the society and the need to flexibly adapt to constant changes. Organizational learning research focuses on analyzing factors that are important to organizational learning and adaptability. The study aim was to examine a school environment as a determinant of organizational learning support. We chose a design of qualitative research, in which a group interview with 32 teachers from four schools was carried out. Based on the interviews we specified five categories of organizational learning support – psychological safety, open communication, cooperation, openness to new ideas, engagement and participation. Through an analysis of participants‘ responses, we identified the most significant barriers to organizational learning in the environment of selected schools. Their recognition has made it possible to formulate recommendations related to school management and to the promotion of organizational learning at schools.

scholarly journals Design, Explanation, and Evaluation of Training Model Structures Based on Learning Organization—In the Cement Industry with a Nominal Production Capacity of Ten Thousand Tons

2016 ◽  
Vol 10 (1) ◽  
pp. 163
Author(s):  
Hamid Rahimian ◽  
Mojtaba Kazemi ◽  
Abbas Abbspour
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Structural Equation ◽  
Production Capacity ◽  
Organizational Factors ◽  
Training Model ◽  
Equation Model ◽  
Cement Industry ◽  
Individual Factors ◽  
Factors Affecting

This research aims to determine the effectiveness of training based on learning organization in the staff of cement industry with production capacity over ten thousand tons. The purpose of this study is to propose a training model based on learning organization. For this purpose, the factors of organizational learning were introduced by qualitative research in the form of open codes, axial codes, selective codes and the resulted observations, and then the final model was obtained by structural equation model. The data were collected from the staff of three cement companies of Abyek, Tehran, and Sepahan, with a statistical population of 1719 staff of cement industry. The qualitative research sample included 29 experienced experts in the field of cement industry, and the quantitative research sample included 326 staff and experts, who were selected by multi-stage cluster sampling. A self-made questionnaire consisting of 72 questions was used to measure quantitative variables. The reliability of the questionnaire was 0.93 and its content and face validity was determined by expert colleagues and professors, the structural equation model and regression was used to analyze the quantitative data. The results showed that the status of learning organization in cement companies is in average level. Finally, the obtained model consisted of both individual and organizational factors. The individual factors affecting organizational learning include teaching scientific content, perception, trust, and self-efficacy of training. The organizational factors affecting organizational learning include organizational culture, forming the structure, the method of management and leadership, preparing human resource (identity), adaption to the environment, policies, rules, and regulations, and achieving a viable product. The share of individual factors on learning organization is higher than the effect organizational factors; the share of each factor is also determined.

Entrepreneurial Orientation and Organizational Learning Ability Analysis for Innovation and Firm Performance

2017 ◽  
pp. 144-165
Author(s):  
Fakhraddin Maroofi
Keyword(s):  
Organizational Learning ◽  
Firm Performance ◽  
Entrepreneurial Orientation ◽  
Organizational Factors ◽  
Innovation Performance ◽  
Learning Ability ◽  
Organizational Conditions ◽  
Mediating Role ◽  
Research Stream ◽  
The Relationship

Organizational Learning Ability (OLA) and innovation performance playing a mediating role in the Entrepreneurial Orientation (EO) and firm performance, as per this research. Results also suggest that EO improves OLA and innovation performance, which in turn improves firm performance. Innovation performance performs as a mediating variable between EO and firm performance. Our findings make an important contribution to the recent extension of the EO–firm performance research stream focusing on the intermediate links between EO and firm performance. In this paper, we also suggest that the relationship between EO and innovation performance cannot studied ?as a direct relationship, but it is also conditional or dependent on OLA, the organizational factors that facilitate the organizational learning process. EO is a managerial attitude that must be support by certain organizational conditions that facilitate learning and have positive implications for performance. The results support our conceptual model and show its utility in illustrating differences in intra-industry firm performance.

Organizations and Learning Process

2009 ◽  
pp. 236-253
Author(s):  
Weiling Ke ◽  
Kwok Kee Wei
Keyword(s):  
Organizational Learning ◽  
Learning Process ◽  
Organizational Factors ◽  
Organizational Memory ◽  
Comparative Case Study ◽  
Factors Affecting ◽  
Implementation Outcomes ◽  
Acquisition Information ◽  
Implementation Context ◽  
Information Interpretation

This chapter uses organizational learning as a lens to study how firms implement the enterprise system. The core research questions are: What are the critical organizational factors affecting organizational learning in ES implementation? How do these elements shape the learning process and thereby influence ES implementation outcomes? To address these questions, we conducted comparative case study with two organizations that have recently adopted ES and achieved significantly different results. Based on the empirical findings, we propose a framework that describes how organizational factors affect the four constructs of organizational learning in ES implementation context — knowledge acquisition, information distribution, information interpretation and organizational memory.

The Uncharted Nature of Licensure Requirements for Charter School Principals: Implications and Possibilities for Policy Action

2018 ◽  
Vol 15 (1) ◽  
pp. 3-27
Author(s):  
Samantha Hedges ◽  
Anne-Maree Ruddy ◽  
Lori Boyland ◽  
Jeff Swensson ◽  
Jenna Kennedy
Keyword(s):  
Charter Schools ◽  
Charter School ◽  
School Principals ◽  
Policy Action ◽  
Policy Makers ◽  
Public School Principals ◽  
Charter School Principals ◽  
Traditional Public School ◽  
Training And Support ◽  
Licensure Requirements

The authors drew upon state policy documents and other public sources to review licensure requirements for charter school principals. The results indicate that few states have adopted licensure requirements for charter school principals compared with traditional public school principals, and many exempt charter school principals from licensure altogether. They found that training and support for charter school principals is available, but is concentrated in the states with the highest number of charter schools. These findings have significant implications for policy makers, charter school advocates, and authorizers. These implications are discussed and related to the existing literature regarding principal preparation and licensure.

scholarly journals Knowledge acquisition throughout the lifecycle: product and industry learning frameworks

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ferran Vendrell-Herrero ◽  
Emanuel Gomes ◽  
Marco Opazo-Basaez ◽  
Oscar F. Bustinza
Keyword(s):  
Organizational Learning ◽  
Conceptual Development ◽  
Learning By Doing ◽  
Theoretical Problem ◽  
Digital Innovation ◽  
Dominant Type ◽  
Content Type ◽  
Different Types ◽  
Learning Frameworks ◽  
Insight Into

Purpose The purpose of this paper is to distinguish clearly between industry (ILC) and product lifecycle (PLC) models and to elucidate their different ramifications for organizational learning and knowledge. Design/methodology/approach The authors examine existing knowledge on ILCs and PLCs to highlight the differences and similarities and develop a framework with implications for learning and innovation in digital manufacturing industries. Findings The authors identify and associate one dominant type of learning with each phase of the ILC: learning-by-participating in the introduction phase, learning-by-feedback in the growth phase, vicarious learning in the maturity phase and learning-by-memory in the decline phase. The study also provides insight into how different types of learning influence PLC in digital innovation. From this perspective, learning-by-feedback is crucial to co-creation, co-production and open innovation. Similarly, learning-by-doing and learning-by-memory are essential to production and usage stages, respectively. Research limitations/implications The conceptual development in this paper follows a somewhat critical but ultimately elucidative analysis that highlights important research avenues in the interplay of PLC/ILC, organizational learning and digital innovation. Originality/value This paper clarifies a perennial theoretical problem by differentiating two concepts often conflated in the literature. More importantly, it contributes to the knowledge management literature by shedding light on the connection of ILC and PLC theories to different types of organizational learning.

“Reinventing the wheel, over and over again”. organizational learning, memory and forgetting in doing diversity work

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marieke van den Brink
Keyword(s):  
Organizational Change ◽  
Organizational Learning ◽  
Performance Management ◽  
Research Question ◽  
Content Type ◽  
Individual Level ◽  
Management Plans ◽  
The Individual ◽  
Diversity Studies ◽  
Insight Into

Purpose The purpose of this paper is to advance knowledge of organizational change towards diversity by bringing together concepts from organizational learning and diversity studies. Design/methodology/approach This longitudinal study was conducted over two years. It involved interviews, observation of meetings and consultation of documentation and the analysis focused on organizational learning. The key research question was how do organizational members institutionalize their individual learning process to change in organizational cultures, routines and structures in a sustainable way? Findings The results showed that there had been learning at the individual level but this did not necessarily mean that participants had been able to transfer their learning into behaviour change. Research limitations/implications The research suggested that training alone may not be sufficient to promote effective organizational change regarding diversity. Additional measures are likely to be required, for example, including diversity targets in performance management plans and reviews. Practical implications In order to achieve greater diversity, organizations are likely to need to use a number of methods to supplement initial training. Social implications This research gives insight into how greater diversity may be achieved in organizations. Originality/value Previous literature understates the complexity of the change processes for enhanced diversity to be sustained in organizations. This study has originality in its focus on organizational learning.

Organizational Learning Process

2011 ◽  
pp. 300-324
Author(s):  
Weiling Ke ◽  
Kwok Kee Wei
Keyword(s):  
Organizational Learning ◽  
Learning Process ◽  
Organizational Factors ◽  
Organizational Memory ◽  
Comparative Case Study ◽  
Factors Affecting ◽  
Implementation Outcomes ◽  
Acquisition Information ◽  
Implementation Context ◽  
Information Interpretation

This chapter uses organizational learning as a lens to study how firms implement the enterprise system. The core research questions are: What are the critical organizational factors affecting organizational learning in ES implementation? How do these elements shape the learning process and thereby influence ES implementation outcomes? To address these questions, we conducted comparative case study with two organizations that have recently adopted ES and achieved significantly different results. Based on the empirical findings, we propose a framework that describes how organizational factors affect the four constructs of organizational learning in ES implementation context—knowledge acquisition, information distribution, information interpretation and organizational memory.

Entrepreneurial Orientation and Organizational Learning Ability Analysis for Innovation and Firm Performance

2017 ◽  
pp. 607-627
Author(s):  
Fakhraddin Maroofi
Keyword(s):  
Organizational Learning ◽  
Firm Performance ◽  
Entrepreneurial Orientation ◽  
Organizational Factors ◽  
Innovation Performance ◽  
Learning Ability ◽  
Organizational Conditions ◽  
Mediating Role ◽  
Research Stream ◽  
The Relationship

Organizational Learning Ability (OLA) and innovation performance playing a mediating role in the Entrepreneurial Orientation (EO) and firm performance, as per this research. Results also suggest that EO improves OLA and innovation performance, which in turn improves firm performance. Innovation performance performs as a mediating variable between EO and firm performance. Our findings make an important contribution to the recent extension of the EO–firm performance research stream focusing on the intermediate links between EO and firm performance. In this paper, we also suggest that the relationship between EO and innovation performance cannot studied ?as a direct relationship, but it is also conditional or dependent on OLA, the organizational factors that facilitate the organizational learning process. EO is a managerial attitude that must be support by certain organizational conditions that facilitate learning and have positive implications for performance. The results support our conceptual model and show its utility in illustrating differences in intra-industry firm performance.

Achieving Organizational Flexibility and Competitive Advantage Through Information Systems Flexibility: A Path Analytic Study

2003 ◽  
Vol 02 (03) ◽  
pp. 261-277 ◽  
Author(s):  
Ramaraj Palanisamy
Keyword(s):  
Data Analysis ◽  
Organizational Learning ◽  
Empirical Study ◽  
Competitive Advantage ◽  
Questionnaire Survey ◽  
Organizational Flexibility ◽  
Industrial Sectors ◽  
Intermediate Variables ◽  
The Relationship ◽  
Insight Into

This paper presents an empirical study to examine the relationship between IS flexibility, organizational flexibility, and competitive advantage. The study presumes IS usage and organizational learning as the intermediate variables. The study used a questionnaire survey to obtain responses from IS users. The survey was carried out with 296 user-respondents from 42 organizations across eight industrial sectors. For the purpose of gaining more insight into a variable, its dimensions were considered. These dimensions were evolved from the literature. The qualitative scales for the dimensions were explained with a scale table. The scale table was constructed using fuzzy possibility values. Each respondent used this table as a guideline before responding to each item in the questionnaire. The data analysis validates the relationship between IS flexibility, organizational flexibility, and competitive advantage. The results of path analysis confirmed that organizational flexibility and competitive advantage could be achieved through IS flexibility.

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