Remembering as organizational memory

Abstract

Reform efforts increasingly promote collaboration among faculty and staff in schools with the intent to increase student achievement. Central to this literature is a focus on the members of the school's community to learn as individuals and as a community. Called organizational learning, this discussion has most commonly developed notions of knowledge acquisition and use, this study extends existing theory in organizational learning to include the construct of memory as an important organizational tool for staff and faculty to advance innovation and student achievement. Key to the school organization's ability to use memory in ways that foster the potential for change are the organizational member's capacity for using data within the school structure, to develop both information systems and knowledge structures, the group's ability to develop a coherent and shared memory of events and practices and school leader's capacity to apply aspects of wisdom theory to each problem resolving opportunity.If an organization is to learn anything, then the distribution of its memory, the accuracy of that memory, and the conditions under which that memory is treated as a constraint become crucial characteristics of organizing (Weick, 1979, p. 206).

Understanding Dimensions of Organizational Evaluation Capacity

“…The first is through the participatory approach -an approach involving the collaborative actions of trained evaluation personnel working with program and organization personnel not trained in evaluation -which has been shown to lead to increased use of the evaluation findings and process (Cousins & Leithwood, 1993;Patton, 1999). Second, ECB fosters organizational learning by bringing together stakeholders and fostering "communities of practice" involved in experimentation and learning (Kruse, 2003;Sanders, 2002;Wenger, 2004).…”

“…Organizational learning (OL) can be defined as a process of growth and improvement through which past experiences are reflected upon and used as the basis for change (DiBella & Nevis, 1998;Huber, 1991;Kruse, 2003;Torres & Preskill, 2001;Vakola, 2000;Yeung, Ulrich, Nason, & Von Glinow, 1999). In other words, "organizational learning is the vehicle for utilizing past experiences, adapting to environmental changes and enabling future options" (Berends, Boersma, & Weggerman, 2003, p. 1036.…”

Örgütsel Öğrenme Mekani̇zmalarinin Okullarda Kullanilmasi

“…Bu öğretmenlerin diğerleriyle etkileşimde bulunması için okullarda diyalog ve tartışmayı sağlayan işbirlikçi yapı ve süreçlere -öğrenme mekanizmalarına-ihtiyaç vardır (Silins ve Mulford, 2002). Bu nedenle okullar, öğretmenler için sürekli olarak ortak düşünme ve bilgiyi paylaşmayı sağlayacak yapı -öğrenme mekanizmaları-ve süreçleri kurmak zorundadırlar (Kruse, 2003;Silins ve Mulford, 2002).…”

Creation of a knowledge city in educational institutions: a model for promoting teachers' collective capacity building

“…It also draws systemic approaches and methodologies from the organisational world, focusing on sense-making (Maurice Merleau-Ponty, 1971;Weick, 1979;Castoriadis, 1996Castoriadis, , 1997Bernoux, 2004), meta-cognition development (Hacker, Dunlosky and Graesser, 1998;Carillo, 2004;Donnay and Charlier, 2006) praxeology (LHotelier, 1995) and organisational memory (Cohen, 1989;Kruse, 2003). The implicit argument that goes throughout our argumentation is that the collective capacity building is not an easy process that could be achieved through programmatic or incremental changes.…”