Organizational Learning for School Effectiveness

Coral Mitchell, Irene Friesen, Joel Nostbakken & Crystal Torgunrud

A graduate student from the University of Saskatchewan and teachers at the W.P. Bate school in Saskatoon document the usefulness of organizational learning processes.

The topic of the study was to what extent the application of organizational learning processes would increase staff effectiveness in various aspects of school operations.

Researchers used audio recordings and transcripts of orientation activities, program committee meetings, reflection meetings, and observations of interaction and communication patterns during activities and meeting. Data were analyzed deductively by comparing data units with indicators of organizational learning and with definitions of staff effectiveness and inductively by comparing data units with one another to extract notable themes and patterns. Eleven monthly reflection meetings were held; there were also curriculum-oriented committee meetings and a behaviour management committee. Interactions were tracked in terms of how teachers managed collective information functions.

The researchers discuss their perspective of the role of reflection for organizational learning:

The implementation of organizational learning in the school involves the process of reflection. Group reflection meetings provide a forum for much of the collective learning, problem solving and decision making to take place. Reflection meetings are different from staff or committee meetings because they are primarily intended to encourage reflection and professional conversation rather than decision-making or information sharing. In order for reflection meetings to run effectively, they must focus on school-wide issues, problems, policies or concerns.

The findings of the study are described in the documentation of the process:

Topics discussed at various reflection meetings included the school partnership project with a local business; new classroom initiatives, strategies and curricula, school-wide behaviour management, positive reinforcement, and social skills programs; playground and hallway supervision; photocopying problems; timing of reflection meetings; involvement of less-involved staff members; evaluation of school conditions and current organizational learning processes; guiding principles of the school; leadership style of the school administrators; resolution of staff conflicts; and various student-related issues.

The reflection meetings served several functions in the school:

• to raise issues and concerns;
• to clarify basic procedures;
• to air frustrations;
• to develop common understandings and goals;
• to enhance school operations;
• to develop better understandings of colleagues;
• to develop deeper levels of staff cohesion; and
• to learn new concepts and perspectives.

Committee meetings served as a bridge between reflection meetings and classroom operations.

Researchers described their observations of teacher interactions:

In general, teachers' interactions were characterized largely by sharing information, expressing opinions, and making suggestions. Only infrequently did they ask for or clarify information. Decisions could seldom be traced to one individual. For the most part, decision emerged from the conversations as teachers considered various alternatives. Of further note was the discovery that a small number of teachers were seldom heard in group deliberations. We did not find any one individual controlling the collective processes, but we found some individuals to be more vocal than others.

They found the role of the facilitator to be critical:

We discovered the role played by the facilitator for reflection meetings was a critical aspect in generating organizational learning. In brief, the tasks performed by this person were to focus the agenda, to encourage discussion, to clarify and summarize information; to manage transitions between topics, to affirm teacher participation, to invite quieter members into the discussion and to be sensitive to the needs of the groups.

Conclusions

Researchers concluded the effects of the study were the following:

• school-wide consistency;
• group cohesiveness among staff;
• collaborative leadership; and
• a springboard for personal and professional growth of teachers.

They also noted some hurdles along the way:

• timing and scheduling problems;
• sensitive issues causing discomfort by not being adequately addressed;
• incomplete staff ownership of issues wider than the school;
• agenda not always followed;
• facilitator not always present;
• meetings misused by individuals overfocusing on personal or unique issues; and
• some staff members were less involved.

The researchers concluded:

When we think of the work of teachers, we usually focus on their classroom role. The primary responsibility of teachers is the children in their classroom, and we tend to assume, therefore, that teaching is an individual effort. But classroom teachers are also members of the school staff... The concept of organizational learning compels us to pay attention to the staff role of the teacher...

Our experiences in this study suggest that organizational learning is a complex process with both cognitive and affective aspects, and that it takes a long time to embed the principles and practices in a school. Organizational learning is not something new" but rather "something different." In other words, it is a different way of performing the basic functions of school life.

They provide some recommended steps in the process:

To begin the use of organizational learning in a school context, someone must initiate the process. The individual must be a respected and valued staff member who has a good understanding of organizational learning or who is willing to learn about it. To help a new staff understand and appreciate the potential of organizational learning, the initiator can use the processes of invitation and affirmation. By setting up an open, trusting environment, staff members will feel free to question and learn about organizational learning. Benefits realized in another staff could be used to show concrete examples of and experiences with organizational learning... The method of beginning organizational learning could follow the following guidelines:

• Seek administrative support
• Inform and explain organizational learning to the entire staff
• Seek a facilitator
• Find key school-wide issues on which to focus
• Commit to several months' involvement
• Engage in reflection

The study created a resource entitled Handbook on Organizational Learning which provides more detail on these recommendations.