By Lloyd Logan
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Sample text
Stata suggests that ‘the rate at which individuals and organisations learn may become the only sustainable competitive advantage, especially in knowledge-intensive industries’ (Stata, 1989:64). How do organisations learn? Simon (1991:125) argues that organisations learn in two distinct ways: (1) individual members of an organisation gain new knowledge and skills through access to internal think tanks, external learning programmes and benchmarking best practice; or (2) organisations bring in new people with knowledge and skills considered valuable in transforming existing practices.
Greenslade was barely approaching the three-year mark, one year of which had been characterised by industrial dispute. Herein lies a third important factor, one that again centres on its participation in the Project. An initial strength and appeal of the Project in regard to school restructuring was the joint collaboration of employer (the state government) and teachers’ union as equal partners in the scheme. This initial benefit, however, turned out to be its eventual undoing. When the industrial relations climate subsequently soured, the reform initiative fell victim to wider political and industrial hostilities.
Such an approach recognises that strategic and operational plans are never sufficiently comprehensive to cover all of the activities in which schools engage. These can normally be recognised in the budget or financial plan. 1 emphasises is the place of strategic planning in building a learning organisation by concentrating on realistic improvement issues year by year. We have said that strategic and operational planning are processes. , 1994). By ‘consultative processes’ we mean management-initiated planning to which contributions are sought from interested stakeholders before plans are finalised, implemented and ultimately reviewed within the school.
