As noted in the previous post, action
research is a process in which educators systematically investigate
instructional practices and techniques in order to improve their teaching. As part of the process, the impact of a
specific instructional practice on student learning is measured. The results become the basis for educational
planning, innovation, and effective decision-making. Therefore, by utilizing action research, the
educational leader increases development of the disciplines required to promote
a learning
organization.
Themes
and theories identified in the literature in relation to the concept of a learning
organization were developed from 1990-1999.
In addition to Senge’s
(1990) systems model, Steiner's
(1998) organizational learning model garnered a lot of attention. The five primary disciplines of a learning
organization were identified by Senge (1990) as: systems thinking, personal
mastery, mental models, shared vision and team learning. By utilizing these disciplines, facilitating
the learning of teachers and students, and transforming itself as part of a
continuous improvement process, a school will thereby begin to exhibit the
essential features of a learning organization.
An effective change leader’s new role and additional responsibilities would be to
support staff transitions throughout the change process. This is optimized by helping build resiliency
during change. It is also essential for
the change leader to willingly destabilize the system to promote innovation,
provide workplace balance, and thereby create a learning organization. Since this requires a change in the educational
leader’s primary purpose, the creation of organizational structure that
encourages a culture of learning (Senge,
Kleinder, Roberts, Ross, and Smith, 1994) requires the right people
becoming part of the organization.
Therefore, the role of an educational change leader needs to be much
more proactive, inclusive, trusting, trustworthy, and supportive. Being proactive will mitigate reacting
to or worrying about conditions over which they have little or no control.
As a result, the proactive educational change leader
is better able to focus time and
energy on what can be controlled. Covey (1989)
identified the importance of allowing problems, challenges, and opportunities
to fall into two areas--Circle
of Concern and Circle of Influence.
Proficiency in this area allows the educational change leader to attend to the appropriate details
within his or her sphere (Senge et al., 1994).
Ironically, the result
can then be a school that is a learning organization prepared to promote
learning for all!
York:
Free Press
Senge, P.M. (1990). The fifth discipline. London
ENG: Century Business
Senge, P. M., Kleiner, A., Roberts,
C., Ross, R., & Smith, B. J. (1994). The fifth discipline
fieldbook:
Strategies and tools for building a learning organization. New York:
Doubleday.
