 vision is over the next 20 years.
||Existing assumptions are being questioned and challenged; do they align with the changing environment? This creates an opportunity for organizational learning as we work to understand and communicate honestly. This is important if transformational change is to occur. (Kezar)|
|Subcommittees were formed for data collection, institutional memory and research on other models.
||These are examples of other concepts of organizational learning: Overload, Organizational Memory and Theories-in-Use. The search for new knowledge begins by assessing past performance and using the data to correct actions. Researching other undergraduate curriculum models also characterizes a stepin becoming a learning organization. (Kezar)|
|The Curriculum Review Steering Committee was given little initial direction. There is latitude inside the accreditation requirement of 30 hours of general education coursework.
||A key principle of creating a holographic design in an organization is that of “minimal specs.” Lack of detail and direction might intimidate members with an “old bureaucratic mind-set” but it provides the space needed for innovation. (Morgan)|
|The curriculum committee presented the new concept of the College Curriculum to faculty for discussion.
||This new vision of curriculum expectations is very different and bound to generate some natural tension. This creative tension can create the energy needed, however, to move our current reality in the direction of the vision. The discussion provided a platform for faculty to reflect on our purpose and core values. (Senge)|
Sharing the vision is also key to a holographic design. (Morgan and Senge)
|A pilot program and/or small scale version of the College Curriculum will precede any broad changes. They are considering implementation in disciplines where the change is most natural and success is most likely first.
||Start small and in an area with the greatest potential for success rather than trying to change the entire institution at once. This employs one of the guidelines to successfully implementing “the fad of the learning institution.” (Kezar)|
|The steering committee has several different ways to achieve an improved the curriculum.
||Move to a 4 credit system (only take 3-4 classes a semester); Delete the foreign language system; Restructure GRE requirements to fit the needs of modern students. (Katz & Kahn)|
|The Curriculum Committee researched peer institutions.
||The Committee engaged in systems thinking through identifying common trends among other institutions and attempted to develop a curriculum to maintain competitive advantage. (Senge)|
Other ResourcesThe Challenge of Organizational Learning - article from the Stanford Social Innovation Review on the barriers to organizational learning and strategies for overcoming them
On Organizations as Brains by Espen Andersen - summary of Morgan's chapter with connections to cognitive science as an expansion of the metaphor
Transforming Organizations into Social Brains - Peter Krause, a German professor and researcher of neurophysiology and experimental psychology discusses the use of his research to transform a business. (video below is Part 1 of 7 of him talking about his work)
Society for Organizational Learning - good resource to find out more
Quote of the Day:
Group: Shouldn't these terms be opposite? (Organizational Learning +Learning Organizations)
Anne: It makes sense to me. I'm left handed!