Learning-oriented Organizational Improvement Processes Review of selected research with an emphasis on network perspectives

Individual Minds as Learning Networks (e.g., Bransford et al, 2001) Goals Goals Long and short-term memory Long and short-term memory “Schemata (concepts, ideas) “Schemata (concepts, ideas) Connections Connections Meaning making Meaning making Transfer (near and far) Transfer (near and far)

Dyadic Interactions that Result in Learning From Persuasion to Learning Model 1 and Model 2 (e.g., Argyris & Schon, 1976, 1982 Robinson et al, 2014)

Model 1: Persuasion (widely used but seldom espoused) Governing variable: win and avoid losing Governing variable: win and avoid losing Behavior: advocacy, non disclosure of purpose, ignore disagreements Behavior: advocacy, non disclosure of purpose, ignore disagreements Consequences: minimizes negative emotions but not much progress, single loop learning Consequences: minimizes negative emotions but not much progress, single loop learning

Model 2: Learning (widely espoused but seldom used) Governing variable: seek valid information, respect for self and others, promote internal commitment Governing variable: seek valid information, respect for self and others, promote internal commitment Behavior: clear about own agenda, inquire deeply into other’s views, check accuracy of understanding Behavior: clear about own agenda, inquire deeply into other’s views, check accuracy of understanding Consequences: greater understanding of decision, mutual agreement, double loop learning Consequences: greater understanding of decision, mutual agreement, double loop learning

Features of District Networks that Support Organizational Learning Some Basic Concepts and Ideas

Some Basic Network Concepts (e.g., Hoppe & Reinelt, 2010) Hubs, nodes and links Hubs, nodes and links Bridging, bonding & clusters Bridging, bonding & clusters Core and periphery Core and periphery Density and links per node Density and links per node Directed and undirected links Directed and undirected links

Example of a Network (Finnegan et al, 2012) Note. Adapted from Shakespeare’s Hamlet, and

Creating More “Effective” District Networks Increase overall connectivity Increase overall connectivity Nurture horizontal connections Nurture horizontal connections Establish a strong district core Establish a strong district core Encourage bridging across clusters Encourage bridging across clusters

Effective Network Building ….continued Value both strong and weak ties Value both strong and weak ties “exploit” the influence of opinion leaders (hubs) “exploit” the influence of opinion leaders (hubs) Build trust among network members Build trust among network members

from Hoppe & Reinelt (2010, p. 607)….. “the time one spends networking informally correlates to career success, whereas the time one spends convening more formally (e.g., meetings)can actually be counter-productive”

Think about one of your own district’s networks….. What are you presently doing that might influence the overall “health” of this network? What are you presently doing that might influence the overall “health” of this network? What else might you do to further improve the health of this network? What else might you do to further improve the health of this network?