This paper differs from previous examinations of organizational learning in that it is broader in scope and more evaluative of the literatures. Four constructs related to organizational learning knowledge acquisition, information distribution, information interpretation, and organizational memory are articulated, and the literatures related to each are described and critiqued.

The literature on knowledge acquisition is voluminous and multi-faceted, and so the knowledge acquisition construct is portrayed here as consisting of five subconstructs or subprocesses: 1 drawing on knowledge available at the organization's birth, 2 learning from experience, 3 learning by observing other organizations, 4 grafting on to itself components that possess knowledge needed but not possessed by the organization, and 5 noticing or searching for information about the organization's environment and performance. Examination of the related literatures indicates that much has been learned about learning from experience, but also that there is a lack of cumulative work and a lack of integration of work from different research groups. Similarly, much has been learned about organizational search, but there is a lack of conceptual work, and there is a lack of both cumulative work and syntheses with which to create a more mature literature. Congenital learning, vicarious learning, and grafting are information acquisition subprocesses about which relatively little has been learned.

The literature concerning information distribution is rich and mature, but an aspect of information distribution that is central to an organization's benefitting from its learning, namely how units that possess information and units that need this information can find each other quickly and with a high likelihood, is unexplored. Information interpretation, as an organizational process, rather than an individual process, requires empirical work for further advancement. Organizational memory is much in need of systematic investigation, particularly by those whose special concerns are improving organizational learning and decision making.

https://www.jstor.org/stable/pdfplus/2634941.pdf

Organizational Learning: The Contributing Processes and the Literatures

Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

기독교 사역과 Leadership

Community-based research in public health focuses on social, structural, and physical environmental inequities through active involvement of community members, organizational representatives, and researchers in all aspects of the research process. Partners contribute their expertise to enhance understanding of a given phenomenon and to integrate the knowledge gained with action to benefit the community involved. This review provides a synthesis of key principles of community-based research, examines its place within the context of different scientific paradigms, discusses rationales for its use, and explores major challenges and facilitating factors and their implications for conducting effective community-based research aimed at improving the public’s health.

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Review of community-based research: assessing partnership approaches to improve public health.

In 1974 an article appeared in Science magazine with the dry-sounding title “Judgment Under Uncertainty: Heuristics and Biases” by a pair of psychologists who were not well known outside their discipline of decision theory. In it Amos Tversky and Daniel Kahneman introduced the world to Prospect Theory, which mapped out how humans actually behave when faced with decisions about gains and losses, in contrast to how economists assumed that people behave. Prospect Theory turned Economics on its head by demonstrating through a series of ingenious experiments that people are much more concerned with losses than they are with gains, and that framing a choice from one perspective or the other will result in decisions that are exactly the opposite of each other, even if the outcomes are monetarily the same. Prospect Theory led cognitive psychology in a new direction that began to uncover other human biases in thinking that are probably not learned but are part of our brain’s wiring.

Thinking fast and slow.

The Social Psychology of Organizations.

Purpose: The purpose of this study was to examine the relative impact of different types of leadership on students' academic and nonacademic outcomes.Research Design:The methodology involved an analysis of findings from 27 published studies of the relationship between leadership and student outcomes. The first meta-analysis, including 22 of the 27 studies, involved a comparison of the effects of transformational and instructional leadership on student outcomes. The second meta-analysis involved a comparison of the effects of five inductively derived sets of leadership practices on student outcomes. Twelve of the studies contributed to this second analysis.Findings: The first meta-analysis indicated that the average effect of instructional leadership on student outcomes was three to four times that of transformational leadership. Inspection of the survey items used to measure school leadership revealed five sets of leadership practices or dimensions: establishing goals and expectations; resourcing strategi...

/pdf/the-impact-of-leadership-on-student-outcomes-an-analysis-of-pkvbxscy8z.pdf

The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types

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School Leadership and Student Outcomes: Identifying What Works and Why

Diverse claims have been made for and about action research in a variety of contexts. In this article, we first trace the origins of this approach to Kurt Lewin and provide a synopsis of his views. We then compare Lewin's views on action research with those of contemporary exponents. In the third section, we review and systematize the claims of 11 action researchers to determine the extent to which their claims constitute a shared conception. While most authors characterize action research as a methodology, a few also attempt to link action research to a particular interpretation or theory of social science. We build on this distinction in the final section and distinguish a weak from a strong version of action research, concluding that, at this time, neither version enjoys the status of a paradigm.

The Origins and Status of Action Research

While there is considerable evidence about the impact of instructional leadership on student outcomes, there is far less known about the leadership capabilities that are required to confidently engage in the practices involved This article uses the limited available evidence, combined with relevant theoretical analyses, to propose a tentative model of the leadership capabilities required to engage in effective instructional leadership Research is suggestive of the importance of three interrelated capabilities: (a) using deep leadership content knowledge to (b) solve complex school-based problems, while (c) building relational trust with staff, parents, and students It is argued that there is considerable interdependence between these three capabilities, and fine-grained specification of each is less important than developing leadership frameworks, standards, and curricula that develop their skilful integration

https://cdn.auckland.ac.nz/assets/education/about/research/LRG/Robinson%20(2010)%20From%20instructional%20leadership%20to%20leadership%20capabilities%20-%20Empirical%20findings%20and%20methodological%20challenges.pdf

Viviane M. J. Robinson

Papers

The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types

School Leadership and Student Outcomes: Identifying What Works and Why

The Origins and Status of Action Research

From Instructional Leadership to Leadership Capabilities: Empirical Findings and Methodological Challenges

Practitioner Research for Educators: A Guide to Improving Classrooms and Schools