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Pedagogic challenges in the learning organization

Pedagogic challenges in the learning organization Purpose – The purpose of this paper is to further clarify a conceptual understanding of pedagogic challenges in the learning organization and to propose a model for pedagogic interventions to facilitate organizational learning and managing tacit knowledge. Design/methodology/approach – The “organization pedagogic” approach includes analysis of, and interventions in, learning processes in local school organizations' quality development. The empirical study focuses particularly on identified contradictions and challenges regarding organizational learning. Through a multi‐case study design, 39 in‐depth interviews with head teachers and teachers were carried out. A qualitative thematic analysis was conducted. Findings – Observed obstacles regarding collective learning processes in the local school organizations mirrored underlying contradictions. These contradictions manifest as dilemmas concerning inconsistent and implicit quality analyses and assessments, as conflicting views regarding collaboration and interpretations of teacher’s role and as paradoxical views on managing processes regarding quality work. Originality/value – A conclusion is that dilemmas and paradoxes, more than conflicting views, are difficult to conceptualize and make explicit to create shared knowledge. This means that contradictions remain as underlying tensions in the organization and decrease the potential of both team learning and organizational learning. Therefore, a pedagogic intervention loop model is suggested, aiming at facilitating ongoing collective learning processes and managing tacit knowledge. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Learning Organization Emerald Publishing

Pedagogic challenges in the learning organization

Jon Ohlsson
The Learning Organization , Volume 21 (3): 13 – Apr 8, 2014
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References (38)

Publisher
Emerald Publishing
Copyright
Copyright © 2014 Emerald Group Publishing Limited. All rights reserved.
ISSN
0969-6474
DOI
10.1108/TLO-09-2013-0045
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to further clarify a conceptual understanding of pedagogic challenges in the learning organization and to propose a model for pedagogic interventions to facilitate organizational learning and managing tacit knowledge. Design/methodology/approach – The “organization pedagogic” approach includes analysis of, and interventions in, learning processes in local school organizations' quality development. The empirical study focuses particularly on identified contradictions and challenges regarding organizational learning. Through a multi‐case study design, 39 in‐depth interviews with head teachers and teachers were carried out. A qualitative thematic analysis was conducted. Findings – Observed obstacles regarding collective learning processes in the local school organizations mirrored underlying contradictions. These contradictions manifest as dilemmas concerning inconsistent and implicit quality analyses and assessments, as conflicting views regarding collaboration and interpretations of teacher’s role and as paradoxical views on managing processes regarding quality work. Originality/value – A conclusion is that dilemmas and paradoxes, more than conflicting views, are difficult to conceptualize and make explicit to create shared knowledge. This means that contradictions remain as underlying tensions in the organization and decrease the potential of both team learning and organizational learning. Therefore, a pedagogic intervention loop model is suggested, aiming at facilitating ongoing collective learning processes and managing tacit knowledge.

Journal

The Learning Organization – Emerald Publishing

Published: Apr 8, 2014

Keywords: Workplace learning; Organizational change; Learning organizations; Team learning; Contradictions; Pedagogic challenges

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