Factors Inhibiting Learning
Identification of the factors that are inhibiting organizational learning in the school is the most critical step towards the change. In fact, change enhances the learning environment, especially if all the stakeholders embrace it. In the case of the Cycle 1 School for Girls, leadership and communication are the main factors that are inhibiting individual and collective learning in the school. The authoritarian leadership which has been in the school for the last one decade is not conducive to support learning. The model of leadership inhibits learning by dissuading innovativeness and creativity in the development and sharing of knowledge (Argote, 2012). Lack of effective communication channels, based on the authoritative environment is another factor that is negatively affecting organizational learning. The flawed channels will not allow for information and knowledge to effectively flow through the organization, in any direction.
Senge’s Disciplines: Mental Models
Organizational learning is primarily about reframing of the mind to change the assumptions and beliefs that hinder change and to adopt those which support the learning process (Senge et al., 2012). The most important and priority action is to train the teachers to realize the importance of making the school a learning environment. Planning for the change will involve the efforts to have in place training sessions for the old and new teachers to brief them about the need for change. The training process will prepare the teachers for the change through concerted efforts to reframe the minds of the teachers by challenging the deep-seated mental models; for example, the belief that only the authoritarian leadership can work for the school (Senge, 2014). The process will be followed by the implementation of the change in leadership, which will be followed by evaluation and decision making based on the outcome of the evaluation.
Communication and Participative Engagement
Communication and participative engagement are the strategies that will be used to implement the change of the school into a learning environment through modification of the leadership style (Sergiovane, 2001). Communicating with teachers, the old and new, and the leadership of the school is the initial process to addressing any impediment to the change, including resistance. Communication is the most effective strategy as it will indicate the logic for the change and seek support from the school community. Participative engagement is the strategy that will engage all the teachers throughout the change process. The strategy is effective as it will allow for support and will ensure that the teachers feel a sense of ownership of the change process (Argote, 2012). Through engaging the teachers, it is possible to identify the issues affecting the change to enact workable measures to deal with them.
|Work Process and Timeline|
|1. Planning (May 15 – June 15, 2017)
|The phase will involve bringing together teachers and the leaders to communicate the importance of the change of leadership for a better learning environment. Using the Sergiovane (2001) framework, training will be done through communication and participative engagement to change the mental models of the teachers that are hindering learning.
|2. Implementation (June 15 to July 15, 2017).
|Implementation is the stage at which the change process comes into being. Training and team working will be evident at this point where the teachers will continue to learn about the importance of change in leadership for a better learning setting.|
3. Evaluation (July 15)
|Data will be collected to determine the effectiveness of the change process. Different tools will be used to evaluate success in leadership style and the change in the mindset of the teachers following the Senge’s five disciplines of a learning organization.|
|The results of the evaluation will define the next course of action, including maintaining the program if found to be effective, changing, or improving it if not effective.
Argote, L. (2012). Organizational learning: Creating, retaining and transferring knowledge. Springer Science & Business Media.
Senge, P. M. (2014). The fifth discipline fieldbook: Strategies and tools for building a learning organization. Crown Business.
Senge, P., Cambron-McCabe, N., Lucas, T., & Smith, B. (2012). Schools that learn (Updated and Revised): A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education (1st ed., pp. 1-608). New York: Crown Publishing Group.
Sergiovanni, T.J. (2001). Leadership: What’s in it for Schools? Routledge