¶ … viable methods used to create sustained organizational learning. These case studies should be empirical studies no later than 2005. Continuous innovation to ensure sustained organizational learning.

Ensuring adequate staffing levels to provide sustainable organizational learning.

Acquisition of managerial competencies that promote sustainable organizational learning.

Write a paper of 1,000-1,250 words that compares the three methods (strengths and weaknesses) and determines which is most likely to have the greatest success if implemented in a middle school environment. Why would this method be effective in a middle school setting and why other methods may not be effective?

Organizations of all types and sizes can benefit from best practices identified in other industries. In terms of developing sustained organizational learning in middle schools, the analysis is complicated by both a paucity of relevant studies with respect to middle schools in particular and the larger environment in which they operate as well. For instance, Chaston et al. (2001) emphasize that, "In view of the widely expressed support for the benefits offered by organizational learning, it is perhaps somewhat surprising, therefore, to find that limited empirical evidence exists in the academic literature validating the actual impact on organizations" (p. 139). Some best practices can be discerned from the existing research in these areas, though, and these can then be extrapolated to a middle school setting to identify the optimal approach and these issues are discussed further below.

Continuous Innovation to Ensure Sustained Organizational Learning. The recent emphasis on developing and sustaining ongoing change through innovation is a fundamental component of sustained organizational learning and represents a significant strength for organizations (Wood, 2002). The specific type of organizational learning that is needed by an organization at a given point in time, though, will differ, making the need for responsiveness and agility an important part of the equation (Wood, 2002). Moreover, Wood adds that, "Different forms of learning behaviour may be associated with each stage of the [organizational development]...

18). In sum, this approach to developing sustained organization learning is not easy, but rather involves creating internal and external networks that take into account what resources are needed by the staff as well as what training is required to ensure complacency is not allowed to erode gains in expertise (Wood, 2002). In this regard, Wood concludes that, "There must also be a capacity to monitor and respond to key changes in the external market and technical environment. Innovation-orientated forms of job design, education and training are required, with appropriate career development and incentive systems" (2002, p. 18).
Ensuring Adequate Staffing Levels to Provide Sustainable Organizational Learning. While this may appear to be an intuitive requirement, the tacit knowledge that can be lost through unplanned and undesired employee turnover can adversely affect organizations of all types and sizes. Therefore, ensuring that adequate staffing levels are in place to ensure continuity of operations and sustained organizational knowledge are essential, and these issues are especially important for nonprofit and public sector organizations that may not enjoy the budget and resources their for-profit counterparts have at their disposal (Frederickson & London, 2000). In this regard, Frederickson and London emphasize that, "The size of the organization in terms of staffing levels vs. volunteer levels is important for sustained organizational learning and consistency of operations, as is the ability of the organization to attract and maintain qualified staff and volunteers. Although staff to volunteer ratios are not definitive, organizations with a core of experienced staff members demonstrate an institutional memory, which leverages service capacity" (2000, p. 230).

Acquisition of managerial competencies that promote sustainable organizational learning. This approach appears to be particularly applicable for educational settings. Indeed, middle schools in particular could benefit from this approach, and many already do, through continuing education requirements and in-service instruction. These professional competency-based requirements therefore serve to promote sustainable organizational learning.…