Condition+5

__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 5 - ATTENDING TO HUMAN RELATIONS**
 * = //In Plain English?// ||= //Practical examples?// ||= //What would the Theorists Think?// ||
 * Organizations are communities, and organizational learning depends on the individual members of the community. When they have the right social skills, it creates an environment where collaboration and organizational learning can happen. || * Example of a social system in which human beings interact to construct their learning and learn from each other:

media type="youtube" key="yokQ0_8__ts" height="314" width="382" || * **Argyris and Schön** SIX CONDITIONS THE THEORISTS CORE ASSUMPTIONS BACK TO HOME 
 * Double-loop learning requires a cognitive change. Such a change happens when a community recognizes an error and resolves the inconsistencies that lead to it. It requires the ability to be honest and open (to allow for dialogue, questioning, and argument) so that members can collaborate on correcting the error without becoming defensive.
 * **Daft and Weick**
 * The process of interpretation is central to Daft and Weick’s theory, and is “the link between data collection and action” (Collinson and Cook, 2007, p. 21). This is a “collective process” (Collinson and Cook, 2007, p. 21), and depends on “the sharing of data, perceptions, and puzzling developments” (Collinson and Cook, 2007, p. 21). Such sharing is a social interaction between members of the organization. Unless members have a social system in which they are able to communicate, manage conflict and respect one another, such sharing cannot take place.
 * **Fiol and Lyles**
 * Fiol and Lyles emphasize the importance of cognitive change in bringing about organizational learning (as opposed to simple organizational adaptation). As with Arhyris and Schön, cognitive change requires an open and honest dialogue that is dependent on the social skills of individual members.
 * **Levitt and March**
 * Levitt and March believe that organizational learning is based on routines “that affect how organizations make decisions and operate” (Collinson and Cook, 2007, p. 24). These routines are “independent of individual organizational members” (Collinson and Cook, 2007, p. 24). Levitt and March are thus skeptical of organizational inquiry and its emphasis on the members of an organization. They likely would be less concerned with the human relationships in an organization.
 * **Wenger**
 * Communities of practice are characterized by mutual engagement, joint enterprise, and a shared repertoire. All three depend on the interpersonal skills of members. Without the ability to communicate and collaborate, none of these is possible. ||