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Learning organization is a new approach in education system where new patterns of learning, personal interaction and group potential is encouraged. This entails change of teaching methods from individual to group oriented. It is designed to help individuals in supervision and decision making levels, embrace and develop new strategies that govern education curriculum. .
This critique tries to demonstrate how learning organization orientation directly depends on educational supervision as well teachers. If formulation and implementation depends on how teachers well understand the system, and what assistance are accorded to them by supervisors who are responsible for ensuring that new patterns of knowledge acquisition are adopted by schools.
The article also point out where the system would fail if supervisors and teacher collaboration fails or no guidelines are down to govern this new approach of imparting knowledge using new patterns of innovation and experimentation as well as group learning.
Learning organization is a new approach in education system where new patterns of learning, personal interaction and group potential is encouraged. This entails change of teaching methods from individual to group oriented. It is designed to help individuals in supervision and decision making levels, embrace and develop new strategies that govern education curriculum. This new concept of development supervision is designed to help teachers interact more with their students while imparting knowledge.
The orientation of learning organization in schools means that the transformation is majorly on supervision to educators and additional leadership roles to supervisors are called for. However, this strategy is mostly aimed at empowering teachers and explains how to achieve this objective, but does not describe if this approach is applicable to other levels of schooling apart from higher learning.
To achieve this desired form of learning, the author advocates for changes in administration techniques. The restricting bureaucratic practices must cross over from stringent to shared decision making processes that support innovation and gives a room for experimentation. Rigid guidelines of the current curriculum need to be relaxed and start facilitating teacher and student relation when exploring applications of knowledge.
The author emphasizes that educational supervisors would be responsible for designing and implementing this system. There is a transformation from the common system of learning. Most schools tend to emphasize on the how and neglect to reflect on the what, when it comes to acquisition of knowledge. To overcome this monotony, the author suggests that teachers need assistance to better understand experimentation and innovation phenomenon. This approach focuses on self directed learning and the potential of the teacher to impart knowledge on his students.
Development of new patterns of learning in schools will depend on how well the supervisors will implement curricular developed by teachers, who will be required by this new system of learning to sharpen their observation and assessment skills. The author suggests that supervisors should seek collaboration from teachers while developing such programs. It's practical that teachers would support a system they helped to create rather than one imposed on them.
With that idea in mind, the author suggests that student - teacher relation should be that where either party can learn from each other. This practice will depend on group activities, methods of communication. Freedom of expression is very much encouraged. The boundaries of formality and impersonality's that is found in many schools will have to be broken. This will allow creation of an environment that enables teachers to encourage students as well as motivate and appraise them for an exceptional performance. However, this will depend on any assistance granted by the supervisors, for teacher to demonstrate how learning together can be a new and laden experience for students.
The author also advocates for stake holders of these institutions to grant freedom to supervisors. Knowledge of initiatives and understanding of school effectiveness by the supervisors will g along way to realising this goal. The author still suggests that a supervisor should make a decision on an approach that a teacher will demonstrate readiness and willingness as well as increases teacher's development and responsibility.
The author makes a compelling argument why learning organization orientation will have an implication of education supervision. He then outlines the benefits of this new system of learning towards acquisition of knowledge. However the author does not acknowledge whether the current system of learning is still significant.
In my reckoning, learning organization places too much emphasis on supervisors meant to oversee these programs and not the system itself.
This form of learning acknowledges teachers as the core foundation for it to succeed if they are accorded sufficient assistance by the supervisors. Their failed cooperation or collaboration with the supervisors would mean failure of this practice. The author also fails to mention how these programs would be implemented without disrupting or affecting the current curriculum of education. However the author presents a new idea of knowledge acquisition that if implemented, it would revolutionise the education system and forms of learning.
- Treslan L. Dennis Educational Supervision in a "Transformed" School organization [electronic version]