Condition+2

__The Six Conditions to Support Organizational Learning in Schools__ __According to Collinson and Cook__ CONDITION 1 CONDITION 2 CONDITION 3 CONDITION 4 CONDITION 5 CONDITION 6 **CONDITION 2 - FOSTERING INQUIRY** SIX CONDITIONS THE THEORISTS CORE ASSUMPTIONS BACK TO HOME 
 * = //In Plain English?// ||= //Practical examples?// ||= //What would the Theorists Think?// ||
 * The process in which an organization looks deeper at disparities between what was expected to happen and what actually occurred. Members of groups use inquiry to learn from or about their actions or beliefs. Indirect inquiry occurs in relaxed situations. Indirect inquiry helps tacit knowledge and skills move to the surface and become explicit. Inquiry is essential to an organization's renewal. || * Every year, the students in my school take various standardized tests. When the results are received, we are given time to analyze the results. We do this individually, in grade level teams, and as a school. We do an error analysis in order to attempt to identify possible weaknesses and strengths in student understanding. We use direct and indirect inquiry to attempt to list all of the possible reasons for the results that we receive. Observations directly regarding a teacher’s teaching skill are sometimes made, but value judgments are withheld. Rather, we use the error analysis to make changes that we believe will have a positive impact on student learning. We create a school improvement plan to formally plan for implementation of the changes for the following year. Sometimes the changes we make are effective. Other times, they are not and we make other changes in an attempt to make a positive impact on student achievement.
 * The way that teachers in training observe veteran teachers is one way of using indirect inquiry. Many times, teachers in training are asked to observe veteran teachers in order to gain understanding in the art of teaching. Often, by making observations and asking the veteran teachers direct questions about their teaching, teachers in training begin to learn some of the skills necessary to become a successful teacher. || * **Argyris and Schön** might describe the process of inquiry as looking deeper into the disparities between what is expected to happen and what has actually occurred as error detection and correction. They also believe that inquiry can be both individual and collective.
 * **Levitt and March** explain that routines help make tacit knowledge explicit.
 * **Collinson and Cook** cite **Dewey** a great deal regarding the topic of inquiry. **Dewey** felt that among the benefits to inquiry, it could, “develop or strengthen collateral learning. “ He also felt that inquiry was very important, “under conditions of uncertainty and change.”
 * **Weik** pointed out the, “similarities between sensemaking and inquiry.” He felt that inquiry helped members of organizations move from unconscious to conscious thinking and recognize when something discrepant is occurring. **Weik** also pointed out that when organizations are faced with uncertainty, ignorance and confusion may occur. Direct inquiry (discovery) helps members gather more information in order to alleviate the conditions related to ignorance and confusion.
 * **Daft and Weik** also created a model for a system of inquiry.
 * **Collinson and Cook** also created a model for collective inquiry as double-loop learning. They pointed out that at the end of one cycle a new question is often asked which begins the cycle all over again. ||