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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 | |