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List of Tables, Figures and Illustrations | |
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Foreword | |
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Preface | |
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Acknowledgments | |
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What Is Organizational Learning? | |
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New Ways of Thinking: New Ways of Learning | |
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Moving from an Industrial to a Knowledge Society | |
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Theory and Practice | |
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A Working Definition of Organizational Learning | |
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Case Study | |
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Looking Ahead | |
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Reflective Journal | |
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Organizational Learning: Original Sources and Perspectives | |
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Why Start With Theory? | |
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How Will Understanding Theory Help an Organization Learn? | |
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Origins of Perspectives on Organizational Learning | |
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Example of Single-Loop Learning | |
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Example of Double-Loop Learning | |
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Example of a Discovering Organization | |
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Comparison of Organizational Adaptation and Organizational Learning | |
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Example of Superstitious Learning | |
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An Application of Organizational Learning Concepts | |
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Example of Organizational Learning by Math Teachers | |
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Reflective Journal | |
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Core Assumptions of Organizational Learning Perspectives | |
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Core Assumptions | |
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Example of Multilevel Learning | |
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Example of Building Shared Understandings | |
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Example of Embedding Knowledge | |
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A Framework for Understanding and Practicing Organizational Learning | |
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An Example of the Unbelievable | |
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Act-Then-Think | |
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Example of How Language Frames Issues | |
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Reflective Journal | |
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Why Is Organizational Learning Important For Schools and School Systems? | |
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Ensuring a Cycle of Continuous Learning | |
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From Individual to Organizational Learning | |
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From Insights to Institutionalized Learning | |
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The Apple Story: Illustrating Four Learning Processes | |
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Example of Learning Processes in a Middle School | |
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Feed Forward and Feedback | |
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Example of Learning Processes: Change in Routines | |
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A Cyclical Process of Learning | |
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Example of Error Detection as a Source of Learning | |
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Reflective Journal | |
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Organizational Learning as Renewal | |
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Renewal for Sustainability | |
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Deutero Learning | |
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Example of an Organizational Defensive Routine | |
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Defensive Routines in School Contexts | |
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Defensive Routines in Context | |
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From Theory to Practice | |
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Reflective Journal | |
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How Do Schools and School Systems Foster Organizational Learning? | |
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Prioritizing Learning for All Members: The Primary Condition | |
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Why is Prioritizing Learning Important? | |
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Learning Case Study | |
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Learning: A Way of Thinking | |
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Changing Thinking, Changing Vocabulary | |
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Learning: The Primary Condition | |
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Example of Openness to Error Detection | |
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Essential Questions | |
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Getting Started Activities/Ideas | |
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Further Reading | |
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Reflective Journal | |
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Fostering Inquiry and Its Collateral Learning | |
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Why is Inquiry Important for Organizational Learning? | |
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Inquiry: A Specific Kind of Learning | |
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Inquiry Case Study | |
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Inquiry: A Way of Thinking | |
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Inquiry and Attitudes | |
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Inquiry and Attitudes: A Reciprocal Process | |
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Direct Inquiry | |
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Example of Collective Inquiry and Openness to New Ideas | |
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Example of Inquiry as Continuous Improvement | |
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Indirect Inquiry | |
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Essential Questions | |
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Getting Started Activities and Ideas | |
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Further Reading | |
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Reflective Journal | |
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Facilitating the Dissemination of Learning | |
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Why is Dissemination Important for Organizational Learning? | |
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Dissemination Case Study | |
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Dissemination: A Way of Thinking | |
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Dissemination: Sharing Learning | |
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Examples of Dissemination as Dialogue | |
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Example of a Mismatch Affecting Dissemination | |
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Essential Questions | |
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Getting Started Activities and Ideas | |
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Further Reading | |
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Reflective Journal | |
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Practicing Democratic Principles | |
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Why are Democratic Principles Important for Organizational Learning? | |
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Democratic Principles Case Study | |
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Democratic Principles: A Way of Thinking | |
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Democratic Principles: A Way of Living | |
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Open Systems and Democratic Principles | |
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A Contradiction: Democratic Life and the Bureaucratic Model | |
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Example of a Minority as a Catalyst for Good | |
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Roles and Responsibilities in Democratic Organizations | |
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Example of Dependency and Low Responsibility | |
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Summary: Leader as Model | |
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Example of Linkages Between Learning and Professional Control | |
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Democratic Principles and Organizational Learning | |
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Long-Term Threats to Democratic Principles in Organizations | |
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Summary of Threats to Democratic Principles | |
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Essential Questions | |
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Getting Started Activities and Ideas | |
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Further Reading | |
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Reflective Journal | |
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Attending to Human Relationships | |
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Why are Human Relationships Important? | |
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Human Relationships Case Study | |
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Human Relationships: A Way of Thinking | |
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Human Relationships: A Social Infrastructure | |
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Schools With Strong Relational Trust | |
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Potential Outcomes of Independence and Interdependence | |
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Example of Conflict as Learning | |
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Essential Questions | |
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Getting Started Activities and Ideas | |
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Further Reading | |
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Reflective Journal | |
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Providing for Members? Self-Fulfillment | |
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Why is Providing for Members? Self-Fulfillment Important? | |
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Members' Self-Fulfillment Case Study | |
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Providing for Members? Self-Fulfillment: A Way of Thinking | |
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Historical Communities of Learners | |
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Nurturing Members? Quest for Meaningful Values and Goals | |
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Values and Practices of High-Performing Teachers/Leaders | |
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Ways to Solicit Knowledge From All Members | |
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Example of Goverment Influence on Innovation | |
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Nurturing Members? Commitment and Connections | |
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Providing Opportunities to Communicate and Connect | |
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Nurturing Members? Aspirations for Growth | |
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Hiring to Enhance Renewal | |
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Essential Questions | |
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Getting Started Activities and Ideas | |
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Further Reading | |
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Reflective Journal | |
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Looking Back, Looking Ahead | |
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Organizational Learning: A Balancing Act | |
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Creating a Culture That Rewards Learning | |
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The Role of Feedback and Feed Forward for Learning | |
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Example of Influences Affecting Accuracy of Interpretations | |
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Ways to Encourage Argument and Feedback | |
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Organizational Memory: A Double-Edged Sword | |
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Organizational Learning: Improving Learning, Teaching, and Leading | |
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Organization Development: Building Schools' | |
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Capacity to Develop and Extend Organizational Learning | |
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How Research Can Help Schools and Systems Move Forward | |
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Examining Assumptions | |
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Questions for Researchers and Practitioners | |
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Wanting to Learn | |
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Attending to All Members? Growth | |
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Pinehurst Revisited: Practitioners Modeling Research for and With Students | |
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Glossary | |
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References | |
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Index | |
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About the Authors | |