Pedagogic challenges in the learning organization

Abstract

Purpose

The purpose of this paper is to further clarify a conceptual understanding of pedagogic challenges in the learning organization and to propose a model for pedagogic interventions to facilitate organizational learning and managing tacit knowledge.

Design/methodology/approach

The “organization pedagogic” approach includes analysis of, and interventions in, learning processes in local school organizations' quality development. The empirical study focuses particularly on identified contradictions and challenges regarding organizational learning. Through a multi-case study design, 39 in-depth interviews with head teachers and teachers were carried out. A qualitative thematic analysis was conducted.

Findings

Observed obstacles regarding collective learning processes in the local school organizations mirrored underlying contradictions. These contradictions manifest as dilemmas concerning inconsistent and implicit quality analyses and assessments, as conflicting views regarding collaboration and interpretations of teacher’s role and as paradoxical views on managing processes regarding quality work.

Originality/value

A conclusion is that dilemmas and paradoxes, more than conflicting views, are difficult to conceptualize and make explicit to create shared knowledge. This means that contradictions remain as underlying tensions in the organization and decrease the potential of both team learning and organizational learning. Therefore, a pedagogic intervention loop model is suggested, aiming at facilitating ongoing collective learning processes and managing tacit knowledge.

Citation

Ohlsson, J. (2014), "Pedagogic challenges in the learning organization", The Learning Organization, Vol. 21 No. 3, pp. 162-174. https://doi.org/10.1108/TLO-09-2013-0045