School and organizational learning

The concept of organizational learning refers to organizations that are in a constant learning process, that is, organizations that learn. In order to realize this concept and benefit from their synergies there are two questions we will try to respond. The first question is: can organizations learn to learn? Senge (1990) considers that, on the assumption that organizational learning includes the principles and practices that allow the absorption of knowledge in organizations, which stimulate the lifelong learning of its employees, aiming at the incorporation of new knowledge in the processes of work, it is necessary that organizations are aware of the evolutionary process. These principles lead organizations adopt strategies, procedures and practices of questioning their actions. This position leads to implementation of appropriate information management policies, performance evaluation, learning at work and attitudes that stimulate creativity and innovation. The concept of organizational learning arose from the need that organizations have to gain competitive advantages and to overcome the unfavorable moments and/or changes. This is possible through the adaptation, transformation and creation of processes and activities. However, the improved processes only arise through the acquisition, storage, processing and sharing of knowledge, and consequently new patterns of thinking. The expected result of this process is an organization that lives forever. And here the second issue: the schools, while specific organizational models, can be regarded as learning organizations? According to Senge learning organizations are institutions where people continually expand their capacity to create the results they truly desire, where new and high standards of reasoning, where collective aspiration is free and where people learn continuously learning collectively. "Organizations learn only through individuals who learn". (Senge, 1990, p. 11). That is, the individual learning is not sufficient to ensure the whole organizational learning, but without a set of individual learning organizational learning will not exist. The school is a space of encounter and of knowledge production meets all the conditions to be considered as an organization that learns. So that this objective is achieved it is necessary the existence of people who wish to and are able to "learn to learn". Senge (1990, p. 41 et seq.) seeks to organize the process of individual learning suggesting five "disciplines". He believes that "discipline" is a set of practices of learning, through which the person changes, acquiring new skills, knowledge, experience and levels of consciousness. The five disciplines of organizational learning are: personal mastery, mental models, building shared vision, team learning and systemic thinking, which are detailed below. The personal mastery puts the emphasis on individuals and implies continually clarifying and deepening our personal vision, focus our energies, develop patience and perceive reality objectively. As such, it is the cornerstone essential to the organization that learns-the will to believe. The ability and the commitment of an organization in learning must correspond to those of its members. This course is rooted in Jew-Christian humanist contriution. Mental models are composed of images, stories and precepts that the individual uses as a reference about what things are and how they work. Constitute true cognitive mind maps that influence the way each of us sees the world and its relations. The mental models of individuals are nourished by beliefs and values that systemizes since birth and that develop over the life of each one. Depending on the maturity people spend to reflect and continuously improve the image that they have of the world, thus leading to new models for their acts and decisions. The success of some teams is based on the existence of common beliefs and aspirations. People just come to strive together and willingly when they realize that each has an important role to achieve the common objective. From there they understand that the development of intelligence and collective skills are greater than the sum of individual abilities and intelligences. Senge believes that, as well as the views are personal pictures or images that people have in mind and in heart, also shared visions are images that belong to people who are part of an organization. Team learning is the perfect Alliance of collective thinking and skills with communication in the sense that the teams could develop intelligence and ability greater than the sum of individual talents. These people develop a sense of community that rewards the Organization and gives coherence to the various activities. The systemic thinking is the discipline that integrates the other, merging in a coherent body of theory and practice. According to Senge, if there is a systemic orientation, there is motivation to analyze the "interrelationship" between disciplines. It is vital that the five disciplines to develop as a set. This is challenging, because it is much more difficult to integrate new tools than simply apply them separately. Expanding each of the other disciplines, the systemic thought reminds us continually that the sum of the parts may exceed the whole. But the rewards are huge. Is this fifth discipline combined with a strategic perspective that will enable the school to mold your system more effectively and act more in line with the social and economic surroundings. Bibliographical Note: SENGE, Peter, 11. ed., A Quinta disciplina – arte, teoria e prática da organização de aprendizagem. São Paulo: Best Seller, 1990.