HU Credits: 2

Degree/Cycle: 2nd degree (Master)

Responsible Department: Education

Semester: 2nd Semester

Teaching Languages: Hebrew

Campus: Mt. Scopus

Course/Module Coordinator: Rima'a Da'as

Coordinator Email: rimaa.daas@mail.huji.ac.il

Coordinator Office Hours: By appointment

Teaching Staff:
Dr. Rima'a Da'as

Course/Module description:
The trend today is to turn schools into learning organizations, to improve the teaching and learning processes, teachers' professional development and students'
academic achievements. Thus, by combining theory and practice, the course will
focus on schools as learning organizations, and on theories and conceptualizations
of the learning organization, their implementation and evaluation in the educational
system.

Course/Module aims:
1. Gaining a theoretical understanding of the concepts of "learning organization"
and "organizational learning", barriers to achieving effective learning, learning
mechanisms and school learning, including application of these concepts and their
evaluation in the educational system.
2. Exposure to research in the field of organizational learning and on how to create
a learning organization.
3. Focus on the leader's role in promoting and creating a learning organization.
4. Exposure to theories of organizational learning at different levels, such as
leaders' learning.
5. Investigation of the school as a learning organization.

Learning outcomes - On successful completion of this module, students should be able to:
1 .Students will recognize and understand the concept of a learning organization.
2. Students will understand the phenomenon of organizational learning and
research in the field, and will be provided with practical tools for leading
organizational learning in general and in the context of schools in particular.

Attendance requirements(%):

Teaching arrangement and method of instruction: Including digital tools

Course/Module Content:
1. Introduction, types of knowledge, and how to manage knowledge in
organizations
2. Models of learning: single-loop learning, double-loop learning
3. Who is the "learner" in the organization and what is a learning organization? The
school as a learning organization
4. Organizational learning mechanisms
5. Characteristics that promote organizational learning in the school system,
barriers 6. Professional learning community
7. School principals' learning mechanisms
8. The leader's role in promoting and creating organizational learning
9. Learning, change and times of crisis
10. Learning from successes
11. Ambidexterity: the balance between exploration and exploitation abilities
12. Absorptive capacity, school culture and learning

Required Reading:
Nonaka, I. (1994). A dynamic theory of organizational knowledge creation.
Organization science, 5(1), 14-37.‏
Argyris, C. (1977). Double loop learning in organization. Harvard Business Review,
115-125.
סומך, א,. & בר, ע. (ד"ר). (2019). גישה אינטגרטיבית להבנת למידה ארגונית: הקשרים בין למידה
ארגונית מוכוונת פנים ומוכוונת חוץ לבין תוצרים ארגוניים. הרבעון לחקר ארגונים וניהול המשאב
-primo/il.org.nli.merhav//:https :ב נמצא .האנוש
explore/search?vidULI&langiw_IL&querylsr10,contains,001231654
Crossan, M. M., Lane, H. W., & White, R. E. (1999). An organizational learning
framework: From intuition to institution. Academy of management review, 24(3),
522-537
Garvin D. A., Edmendson, A.C. & Gino F. (2008). Is Yours a Learning Organization?
Harvard Business Review 109-116.
Ortenblad A. (2001). On Differences Between Organizational Learning and Learning
Organization. The Learning Organization, 8 (3) 125-133.
Schechter, C., & Qadach, M. (2012). Toward an organizational model of change in
elementary schools: The contribution of organizational learning mechanisms.
Educational Administration Quarterly, 48(1), 116-153.‏
Qadach, M., Schechter, C., & Da’as, R. (2020). From Principals to Teachers to
Students: Exploring an Integrative Model for Predicting Students’ Achievements.
Educational Administration Quarterly, 56(5), 736-778.
Schechter, C., & Qadach, M., & Da'as, R. (2021). Organizational learning
mechanisms for learning schools. The Learning Organization,‏ 1-15.
קליין, י. (2000). גורמים המאיצים למידה ארגונית בבתי-ספר. עיונים במינהל ובארגון החינוך, ,24
57-72.
Karsten, S., Voncken, E., & Voorthuis, M. (2000). Dutch primary schools and the
concept of the learning organization. The Learning Organization, 7 (3), 145-155.
בניה, י,. יעקובזון,י. וצדיק, י. (2013). קהילה מקצועית לומדת. אבני ראש"ה. נמצא ב: http//:www.
avneyrosha.org.il/resourcecenter/Pages/Professional_learning_community.aspx
Schechter, C., & Qadach, M. (2016). Principals’ learning mechanisms: exploring an
emerging construct. Leadership and Policy in Schools, 15(2), 141-167.‏
דעאס, ר,. קדח, מ. ועלי, נ. (2020). הקשר בין חזון משותף, למידה ארגונית והיעדרויות מורים, קשת
2, 76-93.
Berson, Y., Da'as, R. A., & Waldman, D. A. (2015). How do leaders and their teams bring about organizational learning and outcomes?. Personnel Psychology, 68(1),
79-108.
Kurland, H., Peretz, H., & HertzLazarowitz, R. (2010). Leadership style and
organizational learning: The mediate effect of school vision. Journal of Educational
administration, 48(1), 7-30.
דעאס, ר,. קדח, מ. ושכטר, ח. (ספטמבר, 2021). ניהול בית ספר בתקופת הקורונה מחקר משווה
בין החברה הערבית ליהודית: תפיסות של מנהלים, מסוגלות עצמית, אתגרים והזדמנויות. דוח מדעי
מסכם. משרד החינוך, המדען הראשי.
שני, א. וסומך, א. (2019). חוסן ארגוני בבתי ספר: גורמים מקדמים והשלכות יישומיות למנהל וליועץ
החינוכי. הייעוץ החינוכי, .1-36
Da’as, R., 2021. School principals’ skills and teacher absenteeism during Israeli
educational reform: Exploring the mediating role of participation in decision-making,
trust and job satisfaction. Journal of Educational Change, 22(1), 53-84.
You, J., Kim, J., & Lim, D. H. (2017). Organizational Learning and Change: Strategic
Interventions to Deal with Resistance. In Handbook of Research on Human
Resources Strategies for the New Millennial Workforce (pp. 310-328). IGI Global.‏
סייקס, י. וגולדמן, מ. (2000). למידה מהצלחות: הפקת ידע מכוון לפעולה מהרהור על עבודת מרכז
"קשר". ירושלים: גוינט - מכון ברוקדייל. (לא חובה)
Schechter, C., & Ganon, S. (2012). Learning from success: exploring the
sustainability of a collaborative learning initiative. Journal of Educational
:ה"ראש אבני באתר נמצא תרגום 732-752. ,(6)50 ,Administration
http://www.avneyrosha.org.il/resourcecenter/Pages/Learnfromsuccess.aspx

Carmeli, A., & Halevi, M. Y. (2009). How top management team behavioral
integration and behavioral complexity enable organizational ambidexterity: The
moderating role of contextual ambidexterity. The leadership quarterly, 20(2),
.207-218‏
Da’as, R. (2021). The Missing Link: Principals’ Ambidexterity and Teacher
Creativity. Leadership and Policy in Schools, 1-22.‏
Nemanich, L.A. and Vera, D., 2009. Transformational leadership and ambidexterity
in the context of an acquisition. The Leadership Quarterly, 20(1), pp.19-33.
Raisch, S., & Birkinshaw, J. (2008). Organizational ambidexterity: Antecedents,
outcomes, and moderators. Journal of management, 34(3), 375-409.
Da’as, R. & Qadach, M. (2018). Examining organizational absorptive capacity
construct: a validation study in the school context. Leadership and Policy in Schools,
1-19.
Da'as, R., Schechter, C., & Qadach, M. (2019). From principal cognitive complexity
to teacher intent to leave. Journal of Educational Administration, 58(2), 227-245.
Egan, T. M., Yang, B., & Bartlett, K. R. (2004). The effects of organizational learning
culture and job satisfaction on motivation to transfer learning and turnover
intention. Human resource development quarterly, 15(3), 279-301.‏

Additional Reading Material:
N/A

Grading Scheme :
Essay / Project / Final Assignment / Home Exam / Referat 80 %
Presentation / Poster Presentation / Lecture/ Seminar / Pro-seminar / Research proposal 20 %

Additional information:
N/A