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Learning from intelligent failure: an organizational resource for school improvement
Journal of Educational Administration ( IF 2.152 ) Pub Date : 2020-12-18 , DOI: 10.1108/jea-07-2020-0155
Pascale Benoliel , Izhak Berkovich

Purpose

Schools are complex and imperfect organizations; thus, it is not possible for school leaders to completely avoid failures. The capacity to learn from failure is essential to the effectiveness of teachers as individuals and for teams and schools. However, it is hardly practiced in most schools. The present theoretical article seeks to offer an integrative conceptual framework in which intelligent failure is conceptualized as an organizational learning process. The purpose is twofold: first, to address the question of why school faculty fails to learn from failure; second, to show how learning from intelligent failure in the school context can be framed as a resource for school improvement.

Design/methodology/approach

The present theoretical article seeks to offer an integrative conceptual framework in which intelligent failure is conceptualized as an organizational learning process.

Findings

The present study draws upon the social capital theory as an overarching framework to develop a conceptual model that incorporates the learning settings and a leadership tolerant of “intelligent failure” that might enable us to identify the root causes of failure and the kinds of lessons that can be drawn from failure analysis. In the proposed conceptual model, school organizational features combine with a leadership tolerant of intelligent failures to enhance opportunities to analyze, manage and learn from intelligent failures in school settings.

Originality/value

An important lacuna in educational scholarship is that although detecting and correcting school failures is normal, investigating the root causes of these failures or pinpointing the behaviors necessary to avoid their reoccurrence is often neglected in both theory and practice. By integrating research from both non-educational and educational literature, this study may provide a new perspective for school management, since it emphasizes the reframing of intelligent failure as an organizational asset for school improvement. The present study broadens the literature on educational management and organizational learning and provides a new approach for school failures and failure management.



中文翻译:

从聪明的失败中学习:学校改进的组织资源

目的

学校是复杂且不完善的组织;因此,学校领导不可能完全避免失败。从失败中学习的能力对于教师作为个人以及团队和学校的有效性至关重要。然而,它在大多数学校几乎没有实践。本理论文章试图提供一个综合的概念框架,其中智能失败被概念化为一个组织学习过程。目的有两个:第一,解决学校教师为什么不能从失败中学习的问题;其次,展示如何从学校环境中的智能失败中学习可以作为学校改进的资源。

设计/方法/方法

本理论文章试图提供一个综合的概念框架,其中智能失败被概念化为一个组织学习过程。

发现

本研究利用社会资本理论作为一个总体框架来开发一个概念模型,该模型结合了学习环境和容忍“智能失败”的领导力,这可能使我们能够确定失败的根本原因以及可以从中吸取教训的类型。从失效分析中得出。在提议的概念模型中,学校组织特征与容忍智能失败的领导层相结合,以增加在学校环境中分析、管理和学习智能失败的机会。

原创性/价值

教育学术的一个重要缺陷是,虽然发现和纠正学校失败是正常的,但在理论和实践中往往忽视调查这些失败的根本原因或确定避免其再次发生的必要行为。通过整合非教育和教育文献的研究,本研究可能为学校管理提供一个新的视角,因为它强调将智能失败重新定义为学校改进的组织资产。本研究拓宽了有关教育管理和组织学习的文献,并为学校失败和失败管理提供了一种新方法。

更新日期:2020-12-18
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