Team LearningTwo of the most important developments in schools and other organizations today are information technology and teams. Synergy between teams and technology is created when the contribution to knowledge and organizational performance is greater than the sum of its parts (Mankin, Cohen and Bikson, 1996). Schools that are getting ready for change are reassessing what business they are in, and this is described as a proactive position toward beginning the process of change rather than being "acted upon" (Blanchard and Waghorn, 1997, Covey, 1989). Unless there is a commitment from team members to carry through with the proposed solution to a problem, the team's performance will diminish. An experienced team leader/coach develops an intuitive feel for when team members are serious about performance improvement. One clue that commitment to change is lacking is when team members agree without hesitation about the need for change (DuBrin, 1995).
Handy (1996a) asserted that there is a need to work in both the present and the future for effectively dealing with change. A course of development that is naturally present in most processes is called the learning curve by some researchers such as Handy (1994) and Blanchard and Waghorn (1997). Morrison (1996) described a curve as the "second curve" and stated that every successful first curve was a "second curve" at one time. Often people learn through trial and error, then develop confidence before reaching a beginning to mastery. The problem is that people must also continue to renew themselves to avoid complacency and performance drops (Blanchard, 1997).
The basic idea in consideration of learning curves is to learn to recognize and understand learning curves so that teams work smarter instead of harder. Typically teams must start a new curve while in the process of the first learning curve, meaning that the team has to anticipate the first curve's demise. In a two-curve world, teams strive to improve the present while designing the future. Working under the assumption of simultaneous learning curves requires a change in mindset for most. Change is a continuous journey and must be considered a way of life instead of a one-time occurrence. Change can be counted upon within schools and according to Handy, "change is something you must do with people, not to people" (1996b). An approach for success requires that the change process be shaped and acted upon to resemble the kind of organization that the team is attempting to create. If making everyone a partner is the goal then everyone must be empowered with the opportunities to participate. In other words, to be successful, the change process must model the goals and desires of the team (Blanchard, 1997).
Electronic
Learning Organizations
Characteristics of Change
Checklist for Initiating Change
Checklist for Implementing Change with Technology
Cautions with Implementing Change
$ Without involvement there is no commitment (Covey, 1989). Avoid thinking that change takes a lot of time. Change occurs in a "nano second" while maintaining change takes time (Peters, 1992).
Adapted from Blanchard & Waghorn, 1997; Covey, 1989; Handy, 1996a; DuBrin, 1995; and Peters, 1992.
Last updated: March 10, 1998