Fiol+and+Lyles

__ THE THEORISTS __ Argyris and Schön Daft and Weick Fiol and Lyles Levitt and March **FIOL AND LYLES**

They also make a distinction between **Organizational Learning** and **Organizational Adaptation**:
 * = //Summary of Theory// || //Examples// ||
 * Define **Organizational Learning** as, “the development of insights, knowledge, and associations between past actions, and future actions” (p.811). This definition provides the link between learning and changes in both cognition and behavior.


 * Organizational Adaptation**: “the ability to make incremental adjustments as a result of environmental, goal, policy, or other changes” (p. 811). Organizational adaptation occurs when members of an organization make behavioral changes but do not make changes in attitudes, ideas, or perceptions. This could also be categorized as single-loop learning.


 * Organizational Learning:** “…involves not only behavioral changes but also cognitive changes (new insights, understanding, cognitive maps)—essentially, new associations between the effectiveness of past actions and decisions about future actions” (p. 24). This learning is an example of double-loop learning. || * Organizational Learning:
 * As a district math committee, we were charged with analyzing the district test results regarding the successfulness of all students meeting the district standards as evidenced by their achievement on standardized tests at the elementary level. While analyzing the data, we found that certain groups of students were not achieving as highly as others. These results were repeating themselves year after year. For example, our students who come from households with a low socioeconomic level were not achieving as highly as those who do not come from higher socioeconomic levels. Our staff believed that the math curriculum that we were using was appropriate for all kids, but our students’ results didn’t bear that out. So, we initiated the process of changing our district math curriculum to better meet the needs of all kids. This led to a great deal of research into best teaching practices. After two years, the district adopted a new math curriculum. Our learning changed not only our ideas about good math instruction but also our practice of teaching math.

THE CORE ASSUMPTIONS SIX CONDITIONS BACK TO HOME
 * Organizational Adaptation:
 * My principal values parent communication. We were charged with increasing our parent communication without really explaining the value of increasing parent communication. Most teachers initiated a classroom newsletter type format. This lead to the parents being better informed regarding classroom events, but teachers still complained about the lack of parent involvement. ||