Condition+3

__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 3 - FACILITATING DISSEMINATION (SHARING) OF LEARNING** an organization. Ways in which information or ideas are shared among a group of people varies on situations, but can include dialogue, observations, workshops, staff meetings, conferences, mentoring, and web-based situations. There are also many ways in which to structure people within an organization for optimal learning to occur, but structures depend on situations within an organization. Some structures are teams, common planning time, inter-school visits, peer partners, and planned, as well as, unplanned time to talk about ideas. || * Funny example of office collaboration: media type="youtube" key="H-oHaVRBpDc" height="279" width="339" media type="youtube" key="WJY5OO6ymjU" height="279" width="339" SIX CONDITIONS THE THEORISTS CORE ASSUMPTIONS BACK TO HOME
 * = //In Plain English?// ||= //Practical examples?// ||= //What would the Theorists Think?// ||
 * In order to learn within an organization, individuals need to be able to freely share their ideas, innovations, and information. This dissemination of knowledge leads to new, shared understandings among members within
 * Another example of importance of collaboration:
 * An example from the school environment is when we have our grade level team meetings. During our meetings, we look at testing data for our grade level. We then look at how we can differentiate instruction for the needs of all students based on the data. Then the grade level team participants share instructional ideas among each other, and they formalize an instructional plan to meet the needs of all students. || * **Wenger** believes describes three modes of belonging within a community of practice: engagement, imagination, and alignment (Wenger, 1998, 173). It is within these three modes that he emphasizes the needs of an individual, within a community of practice, to work toward identity formation and learning. Participants align themselves within an organization by negotiating meaning of ideas through the sharing and dissemination of knowledge. He includes discourse within alignment as a necessary ingredient.
 * **Argyris & Schön** emphasize the importance of collective inquiry that leads to organizational theories-in-use that are constructed and modified by members of an organization (Collinson & Cook, 2007, 18). They emphasize a process of error detection and correction would require members of organizations to collaborate together to find what works best.
 * **Daft & Weick** discuss the process of translating events and developing shared understandings and conceptual maps among members of upper management (Collinson & Cook, 2007, 18). They discuss how participants share how data is interpreted to build shared understandings. Participants would have to collaborate and come to agreement on future plans.
 * **Fiol & Lyles** also speak of cognitive changes involving shared understandings of members within an organization. Their belief of organizational learning involving both behavioral and cognitive changes lends itself to support the dissemination of knowledge within organizations, including examining the effectiveness of past actions and decisions about future actions (Collinson & Cook, 2007, 24).
 * **Levitt & March** would be the group of theorists on the other end of promoting the sharing of knowledge within an organization. Their beliefs rely more on histories of how things were done in the past and routines that are established. Due to these beliefs, they downplay organizational inquiry and the interpretation process related to the dissemination of knowledge (Collinson & Cook, 2007, 25). ||