The two key elements of an organization that are driving forces of its performance process include knowledge management and organizational learning. Knowledge management is described by Hislop (2013) as an organization 's strategies in the administration of information utilized by its personnel through diverse means ranging from technology and culturally structured methods, to social interactions. Organizational learning is described by Hislop (2013) as methods utilized by the organization to create a learning structure where a person or group of people develops tacit knowledge related to its operating systems. In this analysis I will relate knowledge management and organizational learning to the position of core subject team leader within
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Hislop (2013) mentioned, "Overall therefore, factors such as the structure, size, and cultural diversity of an organization are likely to have a significant impact on the ways in which it attempts to manage knowledge" (p. 54). Consequently, changes in knowledge management are having significant impact in the sharing of tacit knowledge among teachers and team leaders, due to the small size of our school district with only one high school. Instead of interacting with other teachers from other high schools during trainings, most staff development is now implemented through interactive websites which evaluate learning through quizzes and immediate provide certificates of completion with a passing score. The personalized component of staff developments has been replaced by sharing codified or explicit knowledge components through the use of information communication technologies as described by Hislop (2013). This practice contradicts Hansen et al. 's (Hislop, 2013) perspective of tacit knowledge in which it acknowledges that not all information can be coded and must be shared through personal interaction. I have witnessed how lead teachers in our campus, when provided the opportunity to meet face-to-face with their teams, during a staff development, more that sharing explicit data is accomplished as most of them continue to share experiences related to the …show more content…
The concept that questions the advocate vision, described as "...sceptic 's perspective," stipulates that its contribution to organizational learning is weak because of, "...the nature of the employment relationship, the need to account for power, and how individual factors, such as emotion shape people 's willingness to learn" (Hislop, 2013, p. 93). The key challenge of the three mentioned in our campus is the issue related to the employee 's disposition to learn (Hislop, 2013). The geometry team under my leadership has experienced resistance in the area of technology implementation due to lack of willingness to try new methods of instructional delivery that require making changes in traditional teaching methods. Prior experiences in which attempts were made in using technology without success tend to trigger unproductive attitudes and emotions in teachers that delay organizational learning. Smith (2012) stated, "Typically OL is regarded as the 'detection and correction of error ', whereby an error is defined as the discrepancy between what members in an organizational context aspire to achieve and what they actually achieve" (p. 5). Consequently, an organization learns when knowledge acquisition, of the practices, standards, and processes is successfully accomplished by
Hislop (2013) mentioned, "Overall therefore, factors such as the structure, size, and cultural diversity of an organization are likely to have a significant impact on the ways in which it attempts to manage knowledge" (p. 54). Consequently, changes in knowledge management are having significant impact in the sharing of tacit knowledge among teachers and team leaders, due to the small size of our school district with only one high school. Instead of interacting with other teachers from other high schools during trainings, most staff development is now implemented through interactive websites which evaluate learning through quizzes and immediate provide certificates of completion with a passing score. The personalized component of staff developments has been replaced by sharing codified or explicit knowledge components through the use of information communication technologies as described by Hislop (2013). This practice contradicts Hansen et al. 's (Hislop, 2013) perspective of tacit knowledge in which it acknowledges that not all information can be coded and must be shared through personal interaction. I have witnessed how lead teachers in our campus, when provided the opportunity to meet face-to-face with their teams, during a staff development, more that sharing explicit data is accomplished as most of them continue to share experiences related to the …show more content…
The concept that questions the advocate vision, described as "...sceptic 's perspective," stipulates that its contribution to organizational learning is weak because of, "...the nature of the employment relationship, the need to account for power, and how individual factors, such as emotion shape people 's willingness to learn" (Hislop, 2013, p. 93). The key challenge of the three mentioned in our campus is the issue related to the employee 's disposition to learn (Hislop, 2013). The geometry team under my leadership has experienced resistance in the area of technology implementation due to lack of willingness to try new methods of instructional delivery that require making changes in traditional teaching methods. Prior experiences in which attempts were made in using technology without success tend to trigger unproductive attitudes and emotions in teachers that delay organizational learning. Smith (2012) stated, "Typically OL is regarded as the 'detection and correction of error ', whereby an error is defined as the discrepancy between what members in an organizational context aspire to achieve and what they actually achieve" (p. 5). Consequently, an organization learns when knowledge acquisition, of the practices, standards, and processes is successfully accomplished by