ORGANIZATIONAL INTELLIGENCE IN THE LIGHT OF LEARNING ORGANIZATIONS AND EFFECTIVE SCHOOLS

1. ORGANIZATIONAL INTELLIGENCE IN THE LIGHT OF LEARNING ORGANIZATIONS AND EFFECTIVE SCHOOLS Assoc.Prof.Dr. Osman TİTREK EducationalAdministration / Life LongLearning-LLP

2. ORGANIZATIONAL INTELLIGENCE • One of themostimportantone of humanbraincapitals is intelligence, andeffectiveorganizationsaretheonesactuatingbraincapital in thebestway.

3. Organizational intelligence is the capacity of an organization to create knowledge and use it to strategically adapt to its environment or marketplace. • It is similar to I.Q., but framed at an organizational level (Halal, 1997).

4. The term "organizational intelligence" refers to the ability or capability of an organization to analyze data and translate it into usable information. • It includes the organization's ability gathering data, researching events and behaviors, andan organization's capability for sharing information amongst stakeholders.

5. 5 CognitiveSubsystems • Organizational intelligence is a function of five cognitive subsystems(Halal, 2006): • organizational structure, • culture, • stakeholder relationship, • knowledge management and • strategic processes

6. Albrecht (2009) explains organizational intelligence as the collective sum ofindividual intelligencesand he claims seven dimensions.

7. 1. Strategic Vision: • Itrefers to the capacity to create evolve, and express the purpose of theenterprise and not to any particular vision, strategy, or mission concept in and of itself. • The OIQ dimension of strategic vision presupposes that the leaders can articulate and evolve a success concept, andthat they can reinvent it when and as necessary.

8. Every enterprise needs a theory — a concept, an organizing principle, a definition of the destiny it seeks to fulfill. Its leaders must ask and answer questions like: • Who are we? • Why do we exist? • What is the primary value proposition that lies at the core of our existence? • Why should the world accept, appreciate, and reward us for what we do? Note that strategic vision refers to the capacity to create, evolve, and express the purpose of the enterprise and not to any particular vision, strategy, or mission concept in and of itself.

9. 2. Shared Fate: Itmeansto know whatthe mission is, tohave a sense of common purpose, and tounderstand individual parts in the algebra ofits success. • This sense that "We're all in the same boat"creates a powerful sense of community.

10. When all or most of the people involved in the enterprise, including associated stakeholders like key suppliers and business partners, and in some cases even the families of its members, know what the mission is, have a sense of common purpose, and understand their individual parts in the algebra of its success, they can act synergistically to achieve the vision. • This sense that "We're all in the same boat" creates a powerful sense of community and esprit de corps.

11. 3. AppetiteforChange *In smart organization, change represents challenge, opportunity for new and excitingexperiences, and a chance to tackle something new. *People in these environments see the need to reinventthe business model as a welcome and stimulating challenge, and a chance to learn new ways ofsucceeding.

12. Some organizational cultures, usually led by their executive teams, have become so firmly set in their ways of operating, thinking, and reacting to the environment that change represents a form of psychological discomfort or even distress. In others, change represents challenge, opportunity for new and exciting experiences, and a chance to tackle something new. • People in these environments see the need to reinvent the business model as a welcome and stimulating challenge, and a chance to learn new ways of succeeding. The appetite for change needs to be big enough to accommodate the kinds of changes called for in the strategic vision.

13. 4. Heart: Separate form the element of shared fate, theelement of heart involves the willingness to give morethan the standard. Organizational psychologists refer to discretionary effort as the amount of energy themembers of the organization contribute over andabove the level they have "contracted" to provide.

14. -Apart from the element of shared fate, the element of heart involves the willingness to give more than the standard. • In an enterprise with little or no heart, staff members basically just do their jobs. In an organization with lots of heart, the leaders have somehow managed to earn a measure of discretionary effort, i.e. the willingness of the employees to contribute something more than expected, because they identify their success with the success of the enterprise and they want it to succeed.

15. 5. Alignment and Congruence: Any group of more than a dozen people will start bumping into one anotherwithout a set of rules to operate by. They must organize themselves for the mission, divide up jobs andresponsibilities, and work out a set of rules for interacting with one another and for dealing with theenvironment. -In the intelligent organization the system, broadly defined, all come together to enable thepeople to achieve the mission.

16. They must organize themselves for the mission, divide up jobs and responsibilities, and work out a set of rules for interacting with one another and for dealing with the environment. Any organizational structure you can imagine will impose limits and constraints as well as provide for cooperation. • Sometimes the organization itself — the configuration of roles, goals, rules, and tools — changes from a solution to a problem in and of itself. When the design of the organization and its structures, systems, methods, processes, policies, rules and regulations, and reward systems push people in directions away from the achievement of the mission, a chiropractic adjustment is in order.

17. 6. Knowledge Deployment:It deals with the capacity of the culture to makeuse of its valuable intellectual and informational resources. OIQ must include the free flow of knowledgethroughout the culture and the careful balance between the conservation of sensitive information and theavailability of information at key points of need. • It must also include support and encouragement for newideas, new inventions and an open-minded questioning of the status quo.

18. Almost every organization these days depends heavily on the acquired knowledge, know-how, judgment, wisdom, and shared sense of competency possessed by its people, as well as the wealth of operational information that flows through its structure every minute. • The capacity to create, transform, organize, share, and apply knowledge is becoming an ever more critical aspect of competing in complex business environments. OI must include the free flow of knowledge throughout the culture, and the careful balance between the conservation of sensitive information and the availability of information at key points of need.

19. 7. Performance pressure: In the intelligent organization, everyone owns the performance proposition, the sense ofwhat has to be achieved and the belief in the validity of its aims. • Leaders can promote and support asense of performance pressure, but it has the most impact when it is accepted by all members of theorganization as a self-imposed set of mutual expectations and an operational imperative for shared success

20. It's not enough for executives and managers to be preoccupied with the performance of the enterprise, i.e. its achievement of identified strategic objectives and tactical outcomes. In the intelligent organization, everyone owns the performance proposition, i.e. the sense of what has to be achieved and the belief in the validity of its aims. • Leaders can promote and support a sense of performance pressure, but it has the more impact when it is accepted by all members of the organization as a self-imposed set of mutual expectations and an operational imperative for shared success.

21. Two -2- Components of OIQ • There are usually two main components of organizational intelligence. The first one is knowledge management, which includes a number of strategies intended to gather and share information gained through research, data collection, and experience. • Examples of knowledge management techniques include the creation of best practice documents. Such documents are created by interviewing the most successful workers in a functional area, analyzing their processes and habits, and documenting those behaviors for use by all other workers in the same functional area.

22. The other main component of organizational intelligence is organizational learning. Itrefers to the ways in which an organization learns and also to the way in which organizations adapt based on what they learn.

23. It is based on the belief that organizations that can objectively analyze data and find ways to incorporate changes in environment, government, resource availability, and consumer opinions and buying behaviors into their business plans are more successful than those who merely assemble data. • Intelligent responses might include changing pricing strategies, expanding product offerings, or marketing in ways that reach consumers more effectively.

24. LEARNING ORGANIZATIONS • The term 'Learning Organization' refers to an organization that constantly monitors its environment for changes, and learns from and adapts to these changes. • Senge defines a 'learning organization' as a dynamical system that is in a state of continuous adaptation and improvement.

25. A learning organization is one that seeks to create its own future; that assumes learning is an ongoing and creative process for its members; and one that develops, adapts, and transforms itself in response to the needs and • aspirations of people, both inside and outside itself (Navran Associates Newsletter 1993).

28. 5 Disciplines of LearningOrganizations • Peter Senge identified five (5) basic disciplines or components of a learning organization:  1) systems thinking 2) personal mastery 3) mental models 4) shared vision 5) team learning

29. Systems Thinking • interdependency and change • focus on whole not individual parts • long-term goals vs. short-term benefits • better appreciation of systems leads to more appropriate action

30. Personal Mastery • organizations learn only through individuals who learn • never “arrive”; in continual learning mode • strive to clarify and deepen personal vision • deeply aware of growth areas and tension between vision and reality

31. Mental Models • deeply ingrained assumptions and generalizations • honest and critical scrutiny of entrenched mental models • transcend mental models in order for change to take place

32. Shared Vision • A genuine vision leads to people wanting to excel and learn • Leaders must translate personal visions into shared visions • Unearthing shared ‘pictures of the future’ that foster genuine commitment rather than compliance • Leaders learn the counter-productiveness of trying to dictate a vision, no matter how heartfelt.

33. Team Learning • Team learning starts with ‘dialogue’= the capacity of members of a team to suspend assumptions and enter genuine ‘thinking together’ • Allows the group to discover insights not attainable individually • Shows group how to recognize the patterns of interaction that undermine learning

34. Characteristics of LearningSchools

35. Howto Create a Culture Supportinga Learning Organization at School? • Leaders of schoolswant their organizations to be flexible and responsive, able to change in accord with changing circumstances. The ideal organization is characterized as “self-renewing” or as a “learning organization”. • The very first thing needed to create a learning organization is effectiveschoolandeffective leadership, which is not based on a traditional hierarchy, but rather, is a mix of different people from all levels of the system, who lead in different ways (Senge 1996).

36. EFFECTIVE SCHOOLS • Development of organizationalintelligencerequiresseniorleaderswhoarecommittedtotheprocess of facilitatingandgrowing it. • An organizationwilachieveitsfullestpotentialonlywhentehentireworkforce is heading in thesamedirection in regardtothinkingandfeeling, as thesedirectlyinfluenceemployeedailybehaviorsthatsynergistically define theorganization’sultimatesuccessorfailure.

37. An Effective School is a school that can, demonstrate the joint presence of quality and equity. Itcan demonstrate high overall levels of achievement and no gaps in the distribution of that achievement across major subsets of the student population.

38. Elements of EffectiveSchools • Teaching and Learning • Leadership • Job-Embedded Professional Development • Resources • Safe and Effective Learning Environment • Family and Community Engagement:

39. Essential Conditions for School Effectiveness • Effective district systems for school support and intervention • Effective school leadership • Aligned curriculum • Effective instruction • Student assessment • Principal's staffing authority • Professional development and structures for collaboration • Tiered instruction and adequate learning time • Students' social, emotional, and health needs • Family-school engagement • Strategic use of resources and adequate budget authority

40. 7 Key CharacteristicsEffectiveSchools • Accordingto the Institute of Public Policy Research (Brighouse and Tomlinson, 1991: 5), thereareseven key characteristics of effective schools: • 1.Leadership at all levels: strong, purposeful, adoption of more than one style. • 2.Management and organisation: clear, simple, flatter structures. • 3.Collective self-review: involving all staff and leading to developing new practices.

41. 4.Staff development: systematic and involving collective and individual needs. • 5.Environment/building/upliftingethos:visually and aurally positive, promoting positive behaviour, high expectations. • 6.Teaching and learning: creative debate amongst teachers and curricula and pedagogy. • 7.Parental involvement: parents as partners in education.

42. EffectiveLeadership • Leaders shouldhavetheknowledge of effective professional learning models. The following models can be used to help teachers analyze and toreflect on the impact of their practice and generate ideas for improvement. • Action researchis a strategy for learning more about the teaching and learning process. Teachers decide what questions are important to examine in order for them to gain insight into what is happening in their classroom.

43. Collaboratively examining students’ workenables teachers to understand how students think, permitting them to develop appropriate learning and teaching strategies and materials. • Study groups engage in regular collaborative interactions around topics identified by the group. This provides opportunities to reflect on classroom practice and analyse student learning data.

44. Case discussions provide teams of teachers with the opportunity to reflect on teaching and learning by examining narrative stories or videotapes depicting school, classroom, teaching or learning situations or dilemmas. • Peer observation promotes an open environment where public discussion of teaching is encouraged and supported. • Lesson study helps teachers to prepare lesson plans and develop a deeper understanding of how students learn specific subject matter.

45. KeyDimensions of EffectiveLeadership 1- The structural dimension: formal versus distributedleadership 2- The process dimension: democratic versus top-down decision making 3- The practice dimension: what do effective leaders prioritise? 4- The personal dimension: qualities of effective leadership

46. Because organizational intelligence (OIQ) emphasizes to combine different parts in a whole effectively, it can be stated that both learning organizations and effective schools are indispensable elements of organizational intelligence. • So it is important to develop organizational intelligence at schools in the lights of organizational learning and making schools effective.

47. QUESTION • How can you organize yourschoolcultureandprocessesandstructures as intelligently! Foreffectiveness? • ………………………………………………………………..…….

48. Evaluationeffectivenesslevel of yourschool • 1- never • 2- rarely • 3 -sometimes • 4- Usualy • 5- Always Total score : 100

49. Is yourschoolprincipalsevertimesmilingtoyou? • Is yourschoolprincipalsevertimesmilingtoyou? • Is yourschoolservingpersonalsmilingtoyou?

50. 2. Do youknowyourUniversityvisionandmissionsclearly? 3.Is yourschoolmanagerialaffairsbeingorganizedwell? 4. Is yourschoolhaveenoughconferencesseminarsetc ? 5. Is yourschoolorganizinglots of socialactivities in freetimes? 6. Ifyouhave a problem in yourschool- you can solve it easily? Is yourscholl personel andmanagersrespectyouropen-mindedandunusualquestions ? 7. Inyourschoolallaffairsorganizaingeasilyandprocessesaresimple? Orsolvingproblemsdistrubtingyou ? Schoolstructuresorganizedbased on studentsneedincludingdisabled ?