Action Perspective on Organizational Learning at School

Author(s):

Maija Kokare

Conference:

ECER 2009

Network:

21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

SES B1, Pre Conf Parallel Session

Time:

2009-09-25

11:00-12:30

Room:

HG, HS 23

Chair:

Karl Svoboda

Contribution

In large-scale perspective research project deals with a contradiction between school as an externally organized and self-organizing system from organizational learning point of view; it is a case study at a one particular school in Latvia. The aim of the project is to analyze the implementation of organizational learning principles and learning cycle at school according Dixon’s model of generating, integrating, interpreting information and action (Dixon, 1999), and Argyris and Schön theory defining organizational learning as a process of detection and correction of error, and distinguishing between ‘single-loop learning‘ – detecting an error without questioning an underlying situation, and ‘double-loop learning‘ – involving questioning and changing conditions in order to achieve desired results. (Argyris and Schön, 1978) People learn to solve their problems by creating environment where they can recognize their errors and correct them. Inability of seeing individual own errors is the main reason why an organization is needed for learning. (Argyris, 2005) Single-loop learning, focused on quick solution is most habituated at schools in Latvia, but according to the theory it does not facilitate or even restricts real learning process that could bring innovative educational ideas to school. Indications of single-loop learning – focusing on overall control, trying to avoid mistakes by hiding them, conflict smoothing and action by using defensive reasoning characterize organizational processes at school and acting within this kind of framework teachers hardly accept challenges of double-loop learning, because that means “asking them to question the foundation of their sense of competence and self-confidence related to producing effective action.” (Argyris, 2004, 10) The research questions are focused on finding out how the organizational learning principles could be realized at school: what are stimulating and restricting factors; how learning from errors influences teachers’ readiness for self-organizing action; what circumstances and actions can change learning in organization from simple problem solving through smoothing conflicts into a qualitative new experience that may develop learning capacity and organizational competence at school in general. The theoretical framework of the research is based on (1) the conceptual perspective of organizational learning; (2) the interpretation of the concept of organizational learning at school; (3) linking together ideas of experiential learning, action research and organizational learning.

Method

The object of the research is action research at school. The methods for acquiring data for the case study using constructivist viewpoint were selected according to the basic idea of the study to review organization learning cycle consequently in four steps; therefore the object of the research project is another research project and some of the data interact, being the process for the one, are the result for the another project. The action research contains: data generation through observation of classes, reflective analysis during meeting, conceptualizing by discussion, action through active experimentation, and finally – observation as a starting point for the next cycle and the evaluation of the results. For the analysis of each of the steps multiple data are collected: interviews and diaries for diagnosing, open type survey for the reflection, group discussion for the planning and again interviews for analysis of action. The data analysis is qualitative.

Expected Outcomes

The purpose of the project primarily focusing on the improvement of the concrete practice in one particular school by implementing and developing organizational learning principles finally creates the object of the main research. Action research is based on working out practically usable tool – framework implying complete cycle of action research strategy that could be widely used in educational practice for increasing organizational learning capacity at school. The research project analyzes the process of this action research – organizational learning cycle at school – and reveals the impact of organizational learning to increasing competence of school for self-organizing action as the result of the learning process. Although the research is carried out in one particular school, the issue is vital in wider context of educational space as far as schools mainly are developed not through internal transformation but through external reforms, what in its essence contradicts democracy.

References

1. Akopova, Ž., Mentora palīdzība skolotāju komandai. – Rīga: RaKa, 2006. 2. Argyris, C., Understanding Organizational Behavior. – London: Tavistock Publication, 1960. 3. Argyris, C., Reasons and Rationalizations: The limits to organizational Knowledge. – New York: Oxford University Press, 2004. 4. Argyris, C., On Organizational learning. – USA: Blackwell, 2005. 5. Argyris, C. and Schön, D., Organizational Learning: a Theory of Action Perspective. – Reading, MA: Addison-Wesley, 1978. 6. Bereiter C., Education and Mind in the Knowledge Age. – Mahwah, NJ: Lawrence Erlbaum Associates Publishers, 2002. 7. Briška, I. u.c., Plaisa kompetences izpratnē teorijā un praksē. //Akopova, Ž., u.c. No zināšanām uz kompetentu darbību. – Rīga: Latvijas Universitāte, 2006. 8. Coghlan, D., Brannick, T., Doing Action research in Your Own Organization, 2nd edittion. – London: Sage Publications, 2005 (2008). 9. Collinson, V., Cook, T.F., Organizational Learning: Improving learning, teaching, and leading in school sistems. – Thousand Oaks, CA: Sage Publications, 2007. 10. Dewey, J., Experience and Education. – New York: Collier Books, 1938 (1974). 11. Dibbon, D., Diagnosing the Extent of Organizational Learning Capacity in Schools.//Understanding Schools as Inteligent Systems, ed. by Leithwood, K.. – Stamford, Connecticut: JAI Press, 2000. 12. Dixon, N.M., The Organizational Learning Cycle: how we can learn collectively. – England: Grower, 2-nd ed., 1999. 13. Garvin, D.A., Building a learning organization.// Harward Business Review, July-August, 1993, p.78-91. 14. Giddens, A., The Constitution of Society: Outline of the Theory of Structuration. – Los Angeles: University of California Press, 1984. 15. Kolb, D.A., Experiental Learning. – Englewood Cliffs, NJ: Prentice Hall PTR, 1984. 16. Kūle M., Eirodzīve: formas, principi, izjūtas. – Rīga: LU Filozofijas un socioloģijas institūts, 2006. 17. Leithwood, K., Jantzi, D., Steinbach R., Leadership and other Conditions which Foster Organizational Learning in Schools.// Leithwood, K., Louis, S., Organizational Learning in Schools. – Swets & Zeitlinger, 1998, p. 67-89. 18. Rubene, Z., Kritiskā domāšana studiju procesā. – Rīga: LU Akadēmiskais apgāds, 2008. 19. Rubene Z., Geikina L., Svece A., Implications of Totalitarian Values in the Post-Soviet Educational Space: The Theoretical and Methodological Research Basis. //Changing Education in a Changing Society. ATEE Spring University. – Klaipeda: Klaipeda University, Lithuania, 2008. 20. Senge, P., Schools that Learn. – London: Nicholas Brealey Publ., 2003. 21. Somekh, B., Action research. – Maidenhead: Open University Press, 2006.

Author Information

Maija Kokare

University of Latvia

Pedagogy and Psychology

Riga

128

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