IB2

Organizational Learning is driven by the process of learning, it focuses on adaptation and learning from experience, or simply we can say, “the adaptative system”. From this definition we can say that organization learn from the past experience(s), and they apply that into the organization the structure, people, and technology itself, that makes basic guidance of organizational behaviors, it is applied by written rules, organization culture and belief, member’s experiences of the organization, and the daily tasks. Organizational learning doesn’t make people expert in one particular subject without practice, there is no individual learning or team learning here, it’s not a organizational process model. For example, how people learn about playing sports, to become an expert, they should train often; or another example, for an employee to be an expert, they should learn to do their job well by practicing their routine, based on Standard Operating Procedure(s) (SOP(s)). Learning without doing will result in no knowledge of work on something. And these statements are clarified by Professor McFarland, “... It (Organizational learning) encodes successful practices into rules, beliefs-culture, participant’s memories and their tasks.”

Practice is another important issue to ensure that the organizational learning occurs, it should be collaborative, it is shared and understood through formalisms, and entail adaptation via use, observing the process of IB and IB World Schools member acceptance, we can conclude three things : IB schools do collaborative practices by sending a “network leader” to bridge the school into its external partners (including the IB and other IB World Schools who are in the network), the formalism is shown by complet...

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...ironmental (i.e. nation, race, ethnicity, etc.) to be subjective, this will allow the school to have self-paced growth, but also there'll be no real SOP's of education, which is the limitation. The subjects on the school should follow the new processes, and they have to be adaptive, but if the environment change pace is too fast, it can exhaust the members to change quickly and this means that they should be selective on selecting which kind of change to be applied in the school. This NOP's system can lead into no real communities, but this already covered by the workshops that are created, which allows communication gaps to be broader. And the conclusion on organizational learning from here is, that every member of the organization is a part of change in the organization and no one of the members are unimportant, the change requires adaptive process and practices.