" (2003)
The Charter school has a unique opportunity to implement the principles of Peter Senge, and most particularly the principles associated with the 'learning organization' and from a perspective noted in the statement of Senge that it is very unlikely that the "deep systemic problems that afflict our institutions and society..." will find correction until "the ability to honor and integrate theory, personal development and practical results..." has been rediscovered since it is seemingly a lost ability. (Senge, 1997)
Senge states that change may very well involve "returning to an older model of community: traditional societies that gave respect to elders for their wisdom: teachers for their ability to help people grow, and warriors, weavers, and growers for their life skills." (1997) it is important to note the statement with which Senge concludes this work in writing as he states: "Our responses may lead us, ironically, to a future based on more ancient -- and more natural -- ways of organizing: communities of diverse and effective leaders who empower their organizations to learn with head, heart, and hand." (1997) This requires that each individual community school take the responsibility that older generations previously took in their systems and that community members shift the burden back to themselves for the state of affairs in their local schools.
Peter M. Senge, in the work entitled: "Communities of Leaders and Learners" published in the 75th Anniversary Issue of the Harvard Business Review (1997) states: "Increasingly, successful organizations are building competitive advantage through less controlling and more learning -- that is, through continually creating and sharing new knowledge. The implications this change will have for the theory and practice of management are impossible for us to overestimate." Senge states that the myths surrounding leadership roles must be put aside and specifically those which view leaders as "isolated heroes commanding their organizations from on high." (1997)
Today's leaders must work in gaining compliance from those whom they lead and must understanding that "top-down directives, even when they are implemented, reinforce an environment of fear, distrust and internal competitiveness that reduces collaboration and cooperation." (Senge, 1997) Building 'a community of leaders' within the organization that is a 'learning organization' requires that the following types of leaders are first recognized and then secondly developed:
1) Local line leaders, managers with significant bottom-line responsibility, such as business unit mangers, who introduce and implement new ideas;
2) Executive leaders, top-level managers who mentor local line leaders and become their "thinking partners," who steward cultural change through shifts in their own behavior and that of top-level teams, and who use their authority to invest in new knowledge infrastructures such as learning laboratories; and 3) Internal networkers, people, often with no formal authority, such as internal consultants or...
Rise of Technology-Mediated Learning Systems to Increase Revenue in Higher Learning THE RISE OF TECHNOLOGY-MEDIATED LEARNING SYSTEMS T. Barriers to Increase Revenue in Higher Learning The Capital Labor Issue with Increase Revenue in Higher Learning Divisive Issues Global competition and the workforce Massive Open Online Course (MOOC) Adaptive Learning The Rise of Technology-Mediated Learning Systems to Increase Revenue in Higher Learning With the rise of Internet technology came the flourishing of web-based learning technology. The research shows that the
Toyota has specifically created the TPS to break down the organizational barriers between suppliers and create a more effective approach at managing knowledge workflows between suppliers and also with Toyota itself. To accomplish this, Toyota actually works with suppliers to re-engineer their internal learning processes, making available a system integration team that is responsible for creating the necessary process integration links within and between suppliers (Dyer, Nobeoka 2000). This
First, a large part of organizational learning is verbal. It consists of people sharing ideas and thoughts in different ways -- written, verbal, diagramming, etc. Similarly, the plans are written, so it is necessary to be able to write well, understand what is written, and then apply what is understood. Many times, plans are written together by several individuals in the group. Second, individuals who are on organizational learning teams
Strategizing is required, but the learning fostered is not necessarily pre-determined and linear in fashion. After all, life and the way that the economic marketplace shifts and changes are often unpredictable in the extreme. Similar in the ways that the parts of a body must adjust to unexpected changes in the exterior environment, such as changes in temperature, the different components of the organization must adjust to the external
Learning Functionalism is now a widely criticized social theory and the large percentage of this criticism is directed against its inability to explain social change. Emile Durkheim and other functionalists were of the view that society works as a whole and each part of this whole contributes towards keeping the entire system as it is. They felt that each part of society such as the media, family, government and schools
Employee Performance and Training Describe the best training approach for teaching computer skills. The best training program for teaching computer skills needs to include a multifaceted approach to combining conceptual, theoretical and hands-on learning opportunities for students to gain the greatest understanding. The often-used classroom only approach for complex workflows including instruction of how best to use screen-by-screen instructions needs to be supported with time spent online, actually using the applications.
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