Örgütsel Öğrenmede Grup Dinamizmi: Öğrenen Takımlar/Group Dynamısm İn Learnıng Organızatıons: Learnıng Teams

Yıl 2011, Cilt: 8 Sayı: 15, 389 - 406, 17.03.2014

Fatih Töremen Dilek Pekince

Öz

Özet

Örgütsel öğrenme ve değişimin birbirlerini karşılıklı olarak besledikleri örgütlerde, gelişim ve uyumu sağlamak, bireysel bilgiden daha fazlasını gerektirmektedir. Her bir üyenin kendisini öğrenme kaynağı olarak gördüğü örgütlerde, etkileşim ve deneyimlerin desteklenmesi grupları oluşturur.  Bireylere tek başlarına iken yapabileceklerinden daha fazlasını yapma imkanı sunan bu gruplar, taşıdıkları pozitif ve eylem dönük karakterleri ile takım özelliğini alırlar. Örgütsel ve bireysel öğrenmenin birleşim noktası olan takım öğrenmesi, örgüt üyelerinin gerçekten istedikleri şeylere ulaşmaları için takımın kapasitesini düzenleme ve arttırma üzerine inşa edilir. Öğrenen takımlar, kapasitelerini sürekli olarak geliştiren, öğrenen, kendisini tasarlayabilen, yansıtıcı, paylaşımcı, yenilikçi ve koordineli davranışları ile öne çıkan dinamik yapılardır. Sağlıklı bir öğrenme iklimi başta olmak üzere, takım üyelerinin öğrenmeye karşı hazır oluşları, aralarındaki iletişimin niteliği ve deneyimler, bu yapıları başarıya ulaştıran temel katalizörlerdir. Bu çalışmanın amacı, öğrenen örgütlerin temel birimi olarak kabul edilen öğrenen takımların dinamik yapılarını ve öğrenme süreçlerini incelemektir. Bu amaçla takımların öğrenme başarılarına etki eden kolaylaştırıcı ve engelleyici unsurlar, grupları öğrenen takımlara dönüştüren nitelikler ve takım öğrenme süreçleri incelenmiş, eğitim örgütlerinde öğrenen takımların etkili kullanımı için önerilerde bulunulmuştur.

Anahtar Kelimeler: Öğrenen takım, öğrenen örgüt.

 

Abstract

Organizations, in which organizational learning and change feed one another mutually, more than individual knowledge is required to provide development and adaptation. In the organizations in which each member sees itself as a learning source, groups are formed as interaction and experiences are supported. These groups that give the opportunity to members to do more than they could do by their own, gain team identity with their action based positive character. Team learning stands on synthesis point of individual and organizational learning and builded upon adjustment and enhancement of team capacity to reach the points members really desire. Learning teams, which continuously improve their capacities, learn and able to renew themselves, are reflecting, sharing, innovative and coordinated dynamic structures. Basic catalysts making these structures successful are especially a healthy learning climate, team members' readiness to learn and the quality of communication and experiences among members. This study aims to examine the dynamic structures and learning processes of learning teams that are accepted as basic learning units of learning organizations. To this end, facilitator and obstructive components effect to team learning success; the qualities transform groups to teams and team learning processes are analyzed and some recommendations about effective usage of learning teams in educational organizations are made.

Key Words: Learning team, learning organization.

Anahtar Kelimeler

Öğrenen takım, öğrenen örgüt

Kaynakça

• Kaynakça
• Beyerlin et al., M., Ed. (1994). Theories of Self-managing Work Teams, Greenwich: JAI Press.
• Cardno, C. (2002). “Team learning:opportunities and challanges for school leaders”. School Leadership & Management, 22(2), 211-223.
• Chappuis, S., Chappuis, J., Stiggins, R. (2009). “Supporting Teacher, Learning teams”. Educational Leadership, 56- 60.
• Decuyper, S., Dochy, F. & Bosssche, P. (2010). “Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organisations”. Educational Research Review, 1-23.
• Gard, G., Lindstr, K. & Dallner, M. (2003). “Towards a learning organization: the introduction of a client-centered team-based organization in administrative surveying work”. Applied Ergonomics, 34, 97-105. ELSEVIER
• Harris, Philip R (2004). “European Leadership in cultural synergy”. European Business Review. 16( 4), 358 – 380.
• http://www.ekocerceve.com/egitimGelisim/detay.asp?i=39&k=2.- 16.05.2008
• Jerez-Gomez, P., Ce'spedes-Lorente, J.& Valle-Cabrea,R. (2005). “Organizational learning capability: a proposal of measurement”. Journal of Business Research ,58, 715-725. SCIENCEDIRECT
• Karakuş, M. ve Töremen, F. (2008). “How Our Schools Can Be More Synergic: Determining the Obstacles of Teamwork”, Team Performance Management, 14 (5/6), pp. 233 – 247.
• Kökel, F. D. (1999). Öğrenen Organizasyon İlkelerinin Kurum Kültürü ile İlişkisi. Human Resources, 3(2).
• Laverty, C. & Burton, M.(2004). “Building a learning culture for the common good”. The Reference Librarian, 40: 83, pp. 71- 81. Learning Teams: Creating What is next, prepared by the National Commission on Teaching and America's Future, April 2009.
• Leithwood, K., Steinbach, R., Ryan, S. (1997). “Leadership and team learning in secondary schools”. School Leadership & Mnagement, 17(3), 303-326.
• Lick, D. (2006). A new perspective on organizational learning: Creating learning teams. Evaluation and Program Planning, 88–96. SCIENCE DIRECT
• Lindoerfer, D. (2008). Adapting and innovating is crucial for teams. Leadership in Action, 28 (3).
• Montes, J., Moreno, A. & Morales, V. (2005). “Influence of support leadership and teamwork cohesion on organizational learning, innovation and performance: an empirical examination”. Technovation 25, 1159–1172.
• Offenbeck, M. (2001). “Processes and outcomes of team learning”. European Journal of Work and Organizational Psychology, 10 (3), 303-317.
• Özden, Y. (2000). Eğitimde Yeni Değerler, Ankara: Pegem A Yayınevi.
• Reynolds, J. (2006). T”eams, teams, everywhere? Job and establishment-level predictors of team use in the United States”. Social Science Research, 35, 252-278.
• Senge, P.M.(1990). The Fifth Discipline: The art and practice of the learning organization, New York: Currency Doubleday Books.
• Senge, P.M. Kleiner, A., Roberts, C., Ross R., Smith, B., Bryan J. (1994). The Fifth Discipline. New York: Currency Doubleday Books.
• Sparrow, H., Heel, D. (2006). “Fostering team learning development”. Reflective Practice, 7 (2), 151-162.
• Töremen, F. ve Karakuş, M. (2007). “Okullarda Sinerjinin Engelleri: Takım Çalışması Üzerine Nitel Bir Araştırma (The Obstacles of Synergy in Schools: A Qualitative Study on Teamwork)” Kuram ve Uygulamada Eğitim Bilimleri (Educational Sciences: Theory & Practice), 7 (1), 639–645.
• Veenman S, Van Benthum N, Bootsma D, Van Dieren J & Van Der Kemp N. (2002). “Cooperative learning and teacher education”. Teaching and Teacher Education, 18, 87-103.
• Woerkom, M., Engen, M. (2009). “Learning from conflicts? The relations between task and relationship conflicts, team learning and team performance”. Europan Journal of Work and Organizational Psychology, 18(4), 381-404.
• White, C. (2007). Team learning and the role of expert knowledge”. Practice Development in Health Care, 6 (3), 177-185.
• Yang, Y. & Chen, C. (2005). “Systematic design for ,mproving team learning climate and capability: A case study”. Total Quality Management & Business Excellence, 16 (6), 727-740.