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.

ORGANIZATIONAL LEARNING MECHANISMS IN SOHAR UNIVERSITY

PurposeThe objective of the study is to critically examine the mechanisms of organizational learning in Sohar University and to identify the relationship between stages of organizational learning and mechanisms of organizational learning and to examine the effectiveness and the nurturance of the pedagogical practices.Design/methodology/approachThe study was conducted with 76 employees from all the departments of Sohar University, who were selected on a simple random sampling basis and were contacted through a well-defined questionnaire. FindingsThe study reveals that the employees of Sohar University are encouraged to attend external programs and seminars on new developments have been organized and the university prepares detailed plans reflecting contingency approaches. The study also confirmed that there is no relationship between demographic factors (Gender, age, qualification and teaching experience) and the Organizational learning. The study also reveals that there is an association between the Innovations, Implementation and Organization learning.Practical ImplicationsThe study has thrown light on the organizational learning process, which is the key driver in innovating, implementing and stabilizing.Research limitationsThe study was restricted to the academic staff from all the faculties of Sohar University. Many of them did not understand the concept. So the researcher has to explain them in detail before furnishing the detailed questionnaire.Social ImplicationsThe study can be extended to other colleges and universities in Oman so that the accuracy of the tools and techniques of organizational learning can be ascertained. This will induce high transmission goals to equip and uplift the participants in a positive and creative contribution.Originality/valueOnly a very few have examined the impact of Organization Learning in the Universities of Oman, and it is a first-hand study of its kind.

Strategic intent, organizational environment, and 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.