mgslg assessment for learning and impact

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ACE - School LeadershipAssessment for Learning,

Assessment for Impact

Dr Muavia Gallie (PhD)10 September 2009

MGSLG - Benoni Office

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1.1 Focus on Teaching

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1.2 Misguided Indicators

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1.3 Focus on Learning

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2.1 Peter SengeThe Fifth Discipline, 1990

“In the long run, the onlysustainable source of

competitive advantage isyour organization’s ability to

learn faster than itscompetition.”

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2.3 Extrinsic vs IntrinsicMotivation

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2.4 A Learning Organisation★ “Organization where people continually expand their

capacity to create the result they truly desire, where newand expansive patterns of thinking are nurtured, wherecollective aspiration is set free, and where people arecontinually learning how to learn together” - Senge 1990;

★ “A learning organization is an organization skilled atcreating, acquiring and transferring knowledge, and atmodifying its behavior to reflect new knowledge andinsights.” Garvin 1993;

★ A learning organization is an organisation that has anenhanced capacity to learn, adapt and change.” Gephartet al 1996.

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2.5 The Laws of the Fifth Discipline

1. Today’s problems come from yesterday’s “solutions”;

2. The harder you push, the harder they system pushes back;

3. Behavior grows better before its grows worse;

4. The easy way out usually leads back in;

5. The cure can be worse than the disease;

6. Faster is slower;

7. Cause and effect are not closely related in time and space;

8. Small changes can produce big results - but the areas of highest leverageare often the least obvious;

9. You can have your cake and eat it too - but not at once;

10. Dividing an elephant in half does not produce two small elephants;

11. There is not blame. 9

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2.6 Components of Learning Organisation

1. Systems thinking;2. Personal mastery;3. Mental models;4. Building shared vision;5. Team learning

The Fifth Discipline = Systems Thinking

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2.7 Systems Thinking• The conceptual cornerstone that

underlies all of the five learningdisciplines;

• A discipline for seeing wholes;• Seeing structures that underlie complex

situations;• Seeing interrelationships rather than

linear cause and effect chains;• Seeing processes of change rather

than snapshots.

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2.9 Personal Mastery• The spirit of the Learning

Organization;• Organizations learn only through

individuals who learn;• Individual learning does not

guarantee organizational learning,but without it, no organizationallearning can occur;

• Personal Vision;

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2.9.1 Creative Tension

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2.9.2 Structural Conflict

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2.10 Mental Models• Why Best Ideas fail;• Conflict with deeply held internal

images of how the world works;• Mental models determine how we

take action;• Mental models are so powerful -

because they affect what we see.

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2.11 Shared Vision• A Common Caring;• A shared vision is a vision that

many people are truly committed toand it reflects their own personalvision;

• Helps establish overarching goals;• Provides a rudder to keep the

learning process on course whenstresses develop.

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2.11.1 Getzels and Guba Model(when Role meets Systems Theory)

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2.11.2

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2.11.3 Five Basic Assumptions ofEffective Schools

1. The central purpose of a school is to teach;2. The school is responsible for providing the overall

environment;3. Schools must be treated holistically in terms of

instruction (unity);4. The most crucial characteristics of a school are the

attitudes and behaviours of the teachers and staff;5. The school accepts responsibility for the success

and failure of the academic performance of learners- all learners are capable of learning.

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2.12 Team Learning

• The fundamental learning unit isthe team;

• Alignment - it is a necessarycondition before empowering theindividual will empower the wholeteam.

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2.12.1 Aligning the Team

A CB

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2.12.2

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2.13 Five Building Blocks(Garvin 1993)

1. Systemic problem solving;2. Experimentation with new knowledge;3. Learning from experience;4. Learning from the experience and best

practice of others;5. Transferring knowledge quickly and

efficiently throughout the organization.

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2.14 Eleven characteristics of LOPedlar et al 1995

1. A learning approach to strategy;2. Participatory policy making;3. Information for learning at employee’s fingertips;4. Formative accounting and control;5. Internal exchange of ideas and information;6. Rewards for flexibility;7. Enabling structures with supportive systems;8. Boundary workers as environmental scanners watching for

change outside the organization;9. Inter-organizational learning;10. A learning climate; and11. Self-development opportunities for all.

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2.15 LO Assessment ToolsAuthors Tool Content Methodology

Watkins andMarsick

Dimensions of LOQuestionnaire

Leadership, structures,systems, communication,technology

Self-assessment (i.e.Organizational membersassess the organizationagainst criteria). Likert scaleformat.

Pedler,Burgoyne,Boydell

Characteristics of a LO Leadership, structures,systems, communication,technology, learning methods

Self-assessment. Likertscale format.

DioxinOrganizational

Learning CompetenciesSurvey

Communication andInformation systems

Self-assessment. Likertscale format.

Nevis, DiBellaand Gould

Organization LearningInventory

Team learning, vision/strategy/ structurecommunication

Assessment by researchers.Likert scale format.

Richards andGoh

learning OrganizationSurvey

Learning processes, mission/vision, processes, systems,leadership

Self-assessment. Likertscale format.

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2.16 LO Scorecard: Logic Model

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2.17 The Learning Organisation★ Encourages Continuous Learning★ Promotes Access to Learning★ Maximizes Information Sharing★ Increases Flexible Access to

Training★ Works Efficiently Using

Interactive Relationships★ Sees the Big Picture★ Shares a Common Vision

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3.Teaching

as Learning

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3.1 Learning Activity Components

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3.2 Types of Learning Outcomes

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3.3 Teaching and Learning Models

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3.4 Assessment Task Type

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3.5 Assessment TaskTechnique

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3.5 Task Roles & Interaction

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3.6 Task Tools

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3.7 Assessment Techniques

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ThankYou!

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