Learning Organization and Change Among Teachers Essay

Narrative

What factors seem to be inhibiting individual and collective learning?

The primary inhibiting factors are weak team cohesion and an inappropriate communication pattern. It is possible to say that they are both rooted in the leadership style practiced by the previous principal. The authoritarian leadership may be efficient in maintaining discipline and order, yet it is detrimental to all innovation and learning efforts. The main reason for this is the downward communication pattern associated with it.

At the same time, as stated by Örtenblad (2001), in organizations with favorable environments for learning, managers act as coaches rather than as directors. Contrary to the horizontal model of communication, the downward communication usually does not give subordinates/teachers opportunities to be creative, share personal opinions with managers and employees of all levels, seek their feedback, and make a contribution to positive organizational changes.

In such an excessively formalized and conservative culture, new teachers are at a loss. As a result of poor communication and knowledge management in the school, they are uncertain about their professional roles, and it may adversely impact their performance. It seems that a well-structured communication and improved interpersonal relationships among staff members will help to decrease the excess uncertainty levels and will allow developing the understanding of organizational goals, the school’s mission, vision, and values among all teachers. Thus, the enhanced culture of professional communication may foster innovation and consequently result in better productive and instructional outcomes.

Which of Senge’s 5 disciplines would you focus on to move the school towards becoming a learning organization?

Based on the identified inhibiting factors, it seems right to focus on two of Senge’s disciplines: Building Shared Vision, Mental Models, and Team Learning. According to Senge (1990), Mental Models are “deeply ingrained assumptions, generalizations, or even pictures and images that influence how we understand the world and how we take action” (p. 8). First of all, the concept refers to personal mental constructs, values, and perceptions.

However, it is also directly related to the discipline of Building Shared Vision which implies the development of the organizational culture − a complex of shared, collective values, behaviors, and norms. Team Learning is closely linked to the two mentioned above. It aims to foster collaboration and communication among employees and stimulate them to act together.

Although the three disciplines are deeply interrelated and the differences between them are very subtle, it can be recommended to start the process of change with Team Learning (i.e., establishing the dialogue) and Building Shared Vision (i.e., communicating organizational values, objectives, and mission among teachers). At the initial stage of organizational transformation, it would be better to combine these two focus areas because by reminding the teachers who work in the school for a long time about the school’s vision or maybe introducing them to a new vision, it will be easier to increase their commitment to the improvement endeavors and engage them in the dialogue with new teachers.

The communication and change needs can be addressed at regular staff meetings where employees will be encouraged to express their concerns and propose ideas, evaluate current practices, and discuss topical problems together. These activities will be practiced throughout all six months of the project, whereas the leader will also regularly communicate the school’s vision to teachers. After the first month, it will be possible to move gradually to other focus areas starting from Mental Models and encouraging teachers to engage in self-reflection activities.

Which strategies and approaches would you use and why?

It is possible to implement Lewin’s change management strategy that consists of such steps as

1. unfreezing (developing the sense of urgency),
2. changing,
3. refreezing (consolidating improvements).

At the first stage, it is important to make teachers aware of the need for change through communication and information sharing. At the same time, the level of employees’ motivation and commitment will largely depend on the leader’s ability to align their change-related benefits with the organizational ones. According to Schein (2010), communication of a positive vision can help to create psychological safety and increase employees’ willingness to change.

Then, when teachers’ perceptions and attitudes are “unfrozen,” it will be possible to undertake the actual measures for behavioral and structural changes. The second stage in the modification process includes active learning, development of new organizational standards, etc. (Schein, 2010). Finally, the principal will need to refreeze the cognitive restructuring results to maintain new patterns of behavior. One of the best ways to do so is to create an efficient motivation and reward system that would recognize employees’ efforts and stimulate them to repeat the desirable behavior.

The given strategy is selected because it can help to resolve problems of resistance to change. The teachers who have been working in the school for a long time prefer to maintain the status quo. Such an attitude hinders organizational development, learning, and innovation. It is possible to say that Lewin’s three-stage model can foster the modernization process and can help to deal with the given situation systematically and effectively.

You should refer to at least two of Senge’s disciplines

As it was mentioned in the previous paragraphs, the problems identified in the school refer to such disciplines as Team Learning and Building Shared Vision. The analysis of the Scenario reveals that although the teachers may attempt to deliver high-quality education, there is no collective thinking and cohesion in the team and the fact that new teachers do not understand their professional roles only proves this assumption.

By referring to the mentioned Senge’s disciplines when dealing with this issue, it will be possible to resolve the interpersonal conflicts among teachers and develop a shared understanding of the school’s values in them. It is essential to move away from the outdated and excessively conservative models of behavior promoted in the organization by the previous management and strengthen team cohesion and commitment. Nevertheless, while focusing on collective priorities, it is still important to respect individual opinions yet teach employees how to suspend them in case they contradict the organizational mission.

Additionally, Systems Thinking should be integrated into the change management processes. The given discipline is regarded as the cornerstone of the learning organization, and it requires the development of a holistic and integrated picture of the school’s functions and operations. It means that each person, action, and situation should serve to achieve one ultimate goal and should not be neglected by the management. The attainment of this state of integration can be considered the ultimate goal of the learning plan.

Table

What factors seem to be inhibiting individual and collective learning?

Which of Senge’s 5 disciplines would you focus on to move the school towards becoming a learning organization?

Which strategies and approaches would you use and why?

You should refer to at least two of Senge’s disciplines.

References

Macneil, A., Prater, D., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12(1), 73–84.

Örtenblad, A. (2001). On differences between organizational learning and learning organization. The Learning Organization, 8(3), 125-133. Web.

Schein, E. H. (2010). Jossey-Bass business and management: Organizational culture and leadership (4th ed.). Hoboken, NJ: Jossey-Bass.

Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York, NY: Doubleday.