A note on organisational learning: continuation and sustainability

Pastuszak, Zbigniew; Law, Kris M. Y.; Shyu, Stacy Huey Pyng; Anussornnitisarn, Pornthep; Kaewchur, Onwika; Thanachatchai, Nipapat

doi:10.1504/ijil.2011.043096

Cited by 6 publications

(4 citation statements)

References 48 publications

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“…For BMA teachers, they do not perceive their roles in a classroom merely as a technician or a mechanic who speak on the subject matters based on the given texts. They like to invent effective learning environment and positive sharing atmosphere which they and the students can develop and mature (Pastuszak et al , 2011).…”

Section: Discussionmentioning

confidence: 99%

Integrating Design Thinking into peer-learning community

Phusavat

Hidayanto

Kess

et al. 2019

Journal of Workplace Learning

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Purpose This study aims to develop a pedagogy which would help a school become a workplace for learning and professional development. Essentially, this objective addresses the following critical question. How can a school become an attractive workplace where learning and professional development of teachers positively contribute to better teaching and learning for the students? Design/methodology/approach The research is considered as a case study. The pilot project or experiment has taken place at Mattayom Suwitserianusorn School which is part of Bangkok Metropolitan Administration. Design Thinking and Finnish practices have been explicitly integrated into peer-learning community (PLC). Design Thinking, through the use of empathy, helps highlight the interrelationships among motivation, emotion and cognition of students. Follow-up meetings provide insights into teacher’s professional development and impacts on student’s learning. The verification is based on award and recognition gathered over the past years for students and the school. Findings PLC helps improve a school as a place for learning and professional development. The significance of integrating Design Thinking is extensively discussed. The project shows how co-teaching can be applied, given a proper selection of a problem. Higher motivation and better behavior among students are noticeable. The pilot project reinforces the importance of PLC in the current pedagogical development as it helps transform a school into workplace learning for both teachers and students. Blending Design Thinking helps strengthen the sustainability of PLC, as a lesson plan should be revised according to the students’ background and needs. Research limitations/implications The study responds to the call by several international studies for better pedagogical development and in-service training for teachers’ continuous learning and professional development. More vigorous comparisons with other schools will be needed to help verify the study’s findings. This is due to the need to have a longitudinal study of PLC’s impacts. Practical implications For teachers, an understanding of their common interests and the recognition on the need to learn from one another is important. For students, an understanding of their psychology and emotional intelligence through the use of Design Thinking is highlighted. Motivation, emotion and cognition of students are interrelated and can help transform a school into learning space. Originality/value The study contributes to the transformation of a school as a workplace for learning and professional development which is based on the aforementioned pedagogical development. Also, Design Thinking helps strengthen PLC as an alternative pedagogical practices.

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Section: Discussionmentioning

confidence: 99%

Integrating Design Thinking into peer-learning community

Phusavat

Hidayanto

Kess

et al. 2019

Journal of Workplace Learning

View full text Add to dashboard Cite

show abstract

“…The PLC has benefited workplace (or school) learning and development for both teachers and students. As Pastuszak et al (2011) demonstrate, for teachers, the PLC allows this development to take place in a small group which can utilize their experience and knowledge more effectively. For BMA schools, selecting a focus area or theme, such as the environment, helps bring together various subject teachers, specifically, Chemistry, Biology, ICT and Social studies.…”

Section: Plc Within the Context Of Workplace Learningmentioning

confidence: 99%

Professional/Peer-learning community

Phusavat

Delahunty

Kess

et al. 2017

Journal of Workplace Learning

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Purpose -The study aims to examine the issues relating to workplace learning at the upper secondary school level. This study is based on the two questions. How should the professional/peer-learning community or PLC be developed and deployed to help strengthen in-service teacher training? The second question is what are the success factors which contribute to the continuity of the PLC within the Bangkok Metropolitan Administration (BMA) context? Design/methodology/approach -This study, considered as a case study, is based on BMA's in-service teaching training program which took place from August 2014 until September 2016. Observations and interviews represent the key tasks undertaken for this study. Observation focuses on the PLC adaptation for a teacher network and key activities relating to actual teaching and learning. Interviews with teachers and students help evaluate the suitability of the PLC's use as a component of in-service teacher training for workplace learning. The application proposal to international funding helps outline how the data from the observation and interviews should be grouped and analyzed.Findings -The PLC's implementation involves a network of teachers (those teachers who traveled to Finland for pedagogical training), the selection of a common theme (i.e. a polluted waterway reflecting environmental phenomena) allowing various different subject teachers to work together and actual teaching and learning across schools with students through project work. The results of the interviews demonstrate that a PLC is a potential alternative for BMA's in-service teacher training. The PLC allows teachers to share their experience and knowledge while simultaneously strengthening students' life skills through the PLC's applications.Research limitations/implications -The case study demonstrates the process through which the PLC is successfully deployed. The BMA applied the PLC alongside and in collaboration with the actual student teaching and learning, instead of separating them because the PLC was regarded as training. PLC is dependent on: the willingness of the teachers to work together, their ability to come up with a common topic that they can link their knowledge, enable several subject teachers to work together, an effective planning process to gradually involve the students in problem-based learning and public recognition to demonstrate their success.Practical implications -The PLC appears to benefit workplace (or school) learning and development for both teachers and students. Additionally, the use of the PLC in this case study points to an alternative for future in-service teacher training at BMA schools. When compared with the existing practice of sitting in a room and listening to an external expert without much interaction, participating teachers feel that the PLC helps them become more motivated, through experience and knowledge sharing.

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“…Organizational learning is regarded as one of the main sources of improvement in any results concerning a business (López et al, 2005). It is being increasingly regarded as a crucial element for maintaining and creating a sustainable competitive advantage (Easterby-Smith, 1997;Sisaye and Birnberg, 2010;Pastuszak et al, 2011;Pastuszak et al, 2012). Companies that develop the ability to learn faster than their competitors may become more efficient (Rodríguez Antón et al, 2010).…”

Section: Effect Of Organizational Learning On Organizational Performancementioning

confidence: 99%