Transformational Change

Abstract

Synthesizes the ideas of the “transformational change” and “learning organization” literature. The concept of the action learning organization is presented as a bridge between learning and transformation as it involves collaborative questioning by organizational members of their own actions. Discusses the characteristics of an action learning organization in terms of its bias for reflection‐in‐action, formation of learning alliances, development of external networks, multiple reward systems, creation of meaningful information, individual empowerment, leadership and vision. The knowledge‐generating organization is the one which is most likely to be able to survive both equilibrium and chaos.

Exploring WRI Ross Center’s Experience in Mexico City: A Deep City-Level Engagement Approach

“…As an organization, WRI faces the multifaceted challenge of trying to shift views and behaviors in a changing political, cultural, and economic landscape. We use a simple notion of change here while acknowledging a vibrant literature of transformative change both within and outside of WRI (see Appendix A) (Limerick et al 2013;Maassen and Galvin 2019), considering transformative change as broad, cross-sectoral, sustained progress towards improving the economy, environment, health, and well-being for all those living and participating in a city (Beard et al 2016). This paper will explore WRI Mexico's experience in enabling change, and we hope it will start a broader discussion of WRI's role in transforming society to better protect the environment and the future generations that depend on it.…”

Time and Opportunity for In-house Professional Development of Teachers

“…Typically, it is assumed that the headteacher / coordinator acts largely as administrators and are only responsible for the smooth-running organization with emphasis on keeping activities in the school manageable in the midst of pressures for change (Garcia et al, 2023 andCrowson &Poter Gehrie, 1980). Therefore, many of the PD models were explored which have the potential to take school administrators and their staff on a path of effective and sustainable organization (King 2011, Limerick & Cunnington, 1993 and which could lead towards providing an enhanced learning environment for both students and teachers (Whitworth andChiu 2015, Rizvi 2008). But, still sometimes, it is thought that in few of the in-service PD models, as also discussed earlier like mentoring or peer coaching, teachers feel fear from the mentor as they are thought to have the power, therefore, there is a need to explore such a strategy that could fill the gap between the teachers and administrators of the school.…”

Our Journey with the City: Deciphering WRI India Ross Center’s Influence in Bengaluru

“…As an organization, WRI faces the multifaceted challenge of trying to shift views and practices in a continuously changing political, cultural, and economic landscape. We use a simple notion of change here while acknowledging a vibrant literature on "transformative change" both within and outside WRI (Limerick et al 1994;Maassen and Galvin 2019), considering transformative change as broad, cross-sectoral, sustained progress toward improving the economy, environment, and health and well-being for all those living and participating in a city (Beard et al 2016).…”