Core+Assumptions

This page contains information on **//Core Assumptions//** of Organizational Learning. They include:

 * ===Multilevel learning===
 * ===Inquiry===
 * ===Shared understandings===
 * ===Behavioral and cognitive change===
 * ===Embedding new knowledge===

**Multilevel Learning**
An essential assumption for organizational learning to take place is multilevel learning. According to Crossan et al. (1999) individual learning must be shared with a group or originate at the group level before it can be integrated at the organizational level. This assumption means that learning must take place on every level of the organization, from the individual, to the group, to the organization itself. This assumption echos Wenger's (1999) theories of locality (p 131). There are various levels of membership that exist, ranging from individual, to pairs or groups, to communities and constellations (p.123).

An example of //**multilevel learning**// is listed below:

=
//Twenty years ago, St. Thomas Hospital was a well known and respected organization. However, during the fall of '81, three patients went into surgery expecting amputations on one limb, only to wake up from surgery to find that the healthy limb was removed instead. As a result, the hospital changed it's policies to reflect the need to verify the procedure to take place on multiple levels. The resultant procedures, as they relate to direct patient care providers, can now be viewed in the chart below://======

Inquiry
Inquiry is essential to 'deliberate organizational learning (Argyris & Schon, 1978). There are three levels of inquiry; assessment, error detection and reflection. Inquiry can occur when there is dissonance within an organization and the results of inquiry can result in changing organizational routines. Shared understandings in organizational learning allow both the group and the individual to review, reflect and refresh the ideas and innovations within the organization. According to Crossan et al. (1999) shared understanding by group members is required for coherence. This coherence can incorporate new ideas, adjust old practices and develop a collective unity. We can show a coherent relationship with shared understanding and Wenger (1999) who states there are three dimensions of a community of practice; joint enterprise, mutual engagement and a shared repertoire. A shared understanding as an essential piece of organizational learning that fits into Wenger's concept of a community of practice. As Collinson and Cook (2007) state, "To build shared understandings, organizational members must share ideas, insights, perceptions, experiences, and questions". That weaves nicely with an organization's shared concepts and stories( shared repertoire), relationships and doing things together (mutual engagement) and interpretations (joint enterprise).
 * Shared Understandings**
 * Behavioral and cognitive change**
 * When a change occurs in both behavior and the cognitive process it is termed //double-loop// learning. In contrast to single-loop learning, double-loop not only changes what a person will do with their actions, but how they view and perceive those actions. Si **** mply //doing//, is not a cognitive change, but doing and believing are loops A and B respectively in double-loop learning. What organizational learning promotes is not moving in lock step as is suggested in industrial era mechanics, but rather a thoughtful discourse for all levels and continued improvement and renewal. **

** Embedding New Knowledge **
Organizational learning does not occur until routines have been established. It is common in schools for teachers and administrators to present new ideas, theories or methods to a learning community. What seems to be unlikely to occur is that these new ideas become practice. It would appear that many teachers are creatures of habit who cling tightly to their routines. Thus, even in the face of innovation the old practices emerge as they are comfortable and embedded in the community of practice. However, as school leaders we can create change and progress if we can establish routines that will make new ways of thinking an active part of the practice. When this happens ways of doing things will outlast our own existence in an organization and organizational learning will have occurred.



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