Organizational learning mechanisms for learning schools

Abstract

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.

Structures and relationships in organizational learning for change

“…Thus, individual learning becomes organizational learning (Nonaka, 1994; Schechter, 2005). Proponents of this structural perspective of organizational learning posit that in addition to OLMs, a culture of learning is necessary for learning to lead to changes in practice (Schechter et al. , 2021).…”

“…For example, a link between informal OLMs and organizational learning outcomes has yet to be established empirically. Evidence suggests that in addition to OLMs, a culture of learning is important for organizational learning and change (Schechter et al. , 2021).…”

“…As such, organizational learning is central to school change efforts. Both organizational learning and school change are sustained in the presence of formal learning supports and positive relationships among educators (Giles and Hargreaves, 2006; Schechter and Qadach, 2012; Schechter et al. , 2021).…”

Organisational learning and competence for boundary crossing

“…As an important acknowledgement of complexity, Schechter et al (2021) described OLMs as consisting of both technical and cultural perspectives where mechanisms go beyond the tools and processes that are the more visible and apparent features. The study starts by criticising the overemphasis placed on the content of what needs to be learned instead of developing a culture where collective and continuous collection, creation, dissemination and integration of knowledge happens in a dynamic manner.…”

“…Articles explored complexity and boundary crossing form various perspectives. Schechter, Qadach, and Da'as (2021) explored organisational learning mechanisms (OLMs) as a key feature of making schools into learning organisations. Engström, Käkelä, and Wikner (2021) further added findings on the importance of cultural factors while helping customer order based context (COBC) companies become ambidextrous.…”