Sustained Organizational Learning

¶ … 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] cycle" (2002, p. 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. For instance, Chaston, Badger and Sadler-Smith (2001) report that, "In situations where products and processes can be rapidly copied, the only real source of competitive advantage is to stimulate learning by employees. This may assist these individuals to identify new ways of working more closely with customers, which in turn permits the organization to differentiate itself from competition" (p. 139).

Middle schools certainly have internal and external customers as well who could benefit from these sustainable learning practices. Part 2 Literature Abstract a) Introduction: Purpose: The purpose of this study was to provide a snapshot of current levels of community support and leadership team compositions of more than 100 community-based development organizations. Intent: The intent of this study was to help fill the existing gap in the body of knowledge concerning these issues as they apply to the region of interest which is described in the scope of the study below.

Scope: The scope of this study was the El Paso, Texas-Juarez, Mexico metropolitan area. Statement of the problem. These authors emphasize that, "Research is needed to examine the context of policy implementation and service delivery for community-based development organizations in terms of their capacity to manage and sustain operations" (Frederickson & London, 2000, p. 230). Hypothesis/research questions. These researchers hypothesize that "leadership is one crucial component of organizational capacity.

Furthermore, community-based development requires grounding in the needs of the targeted community both as a mechanism to identify and prioritize neighborhood needs and as a catalyst for citizen participation" (Frederickson & London, 2000, p. 230). Leadership and vision includes the presence of a cohesive board of directors as well as evidence of community participation and support for that leadership. Organizational direction via a vision/mission statement that has been articulated by the directing board contributes to coordinated action (Frederickson & London, 2000). Key concepts.

Leadership, minorities, women, organizational learning, partnership, collaboration, sustainable development, and community capacity. b) Methodology (100 words): Research design. This study used a survey of community-based development organizations (CBDOs) in the El Paso, Texas region based on its geographic proximity to Juarez, Mexico. This design was selected based on the high percentage of Hispanic population in this region and the need for timely and relevant studies that examine CBDO.