Kala S. Retna

Communities of practice: dynamics and success factors

Purpose – The purpose of this paper is to explore the dynamics and key success factors in the development of communities of practice (CoP).Design/methodology/approach – A qualitative case study, using in‐depth interviews, was conducted in a multinational company (MNC) in Singapore.Findings – The findings indicate that CoPs can facilitate the creation, sharing and utilisation of knowledge in an organisation, positively affecting its strategy, operations and bottom line. The key factors that nurture CoPs to promote innovative learning and knowledge‐sharing environments are leadership, culture and individual motivation.Practical implications – The findings indicate the value of informal CoPs in promoting innovative cultures with high levels of collaboration among organisational members.Originality/value – This is an empirical study that reveals the dynamics of CoP development in an MNC and the key success factors of CoP development from the point of view of the employees in the company.

The challenges of adopting the learning organisation philosophy in a Singapore school

Purpose – To report on a case study that examines how the Learning Organisation (LO) concept can be applied in a Singapore school and the challenges that the school faces in the process.Design/methodology/approach – A qualitative research inquiry was adopted using ethnographic methods. Data includes in‐depth face‐to‐face interviews, observation of meetings, informal conversations with students and parents. The study adopted an interpretive paradigm based on post‐positivist theories.Findings – While the LO concept can be applied in the school context to its benefit, there can be potential cultural conflicts, ambiguities and paradoxes, as highlighted in the paper. The wider societal culture has a profound influence on how the structures, authority and relationship between subordinates and superiors in a school.Research limitations/implications – Empirical data is limited to only one school in Singapore. A longitudinal study involving more schools in Singapore will generate a better sense of the benefits and...

The Relevance of "Personal Mastery" to Leadership: The Case of School Principals in Singapore.

School leadership literature suggests that school effectiveness and ongoing improvement rely on school leaders and principals. Despite significant contributions made by principals towards teaching and learning in schools, there have been few studies that explore principals’ perceptions of the factors underpinning their successes and achievements. Drawing on one of Senges disciplines, personal mastery, this research examines principals’ perceptions of some processes that enable their successes. A qualitative research project was undertaken in Singapore using in-depth interviews. Analysis was informed by movement between theoretical dimensions and emerging themes from participants’ discussions of their leadership experiences. The findings suggest that personal mastery has a positive influence upon principals and their ability to demonstrate effective school management.

Thinking about "Design Thinking": A Study of Teacher Experiences.

Schools are continuously looking for new ways of enhancing student learning to equip students with skills that would enable them to cope with twenty-first century demands. One promising approach focuses on design thinking. This study examines teachers perceptions, experiences and challenges faced in adopting design thinking. There is a lack of empirical research on the adoption and implementation of the design thinking process in educational context from the teachers’ point of view. This paper fills this gap and also provides insight on a recent initiative adopted in Singapore schools. Qualitative case study research was carried out in a school using teacher narratives. Data includes in-depth face-to-face interviews and participant observation. The findings show that teachers perceive that design thinking holds the potential for enhancing skills such as creativity, problem solving, communication and team work as well as empower students to develop empathy for others within and beyond the community. The research also highlighted several challenges such as inadequate resources, time constraints, fear of poor grades and the difficulty of shifting to a new way of teaching and learning that differs vastly from the traditional approach. The findings reveal that a piecemeal approach towards curriculum redesign for adopting design thinking may not provide the desired outcomes.

The “learning organisation” and Singapore culture

Purpose – The purpose of this paper is to explore practitioner and post‐colonial perspectives on the implementation of learning organisation theory and practice in a non‐Western setting.Design/methodology/approach – A qualitative interpretive study, using in‐depth interviews and participant observation, was conducted in two public organisations in Singapore. The study looked at relationships between the concepts of the learning organisation and of Singapore national culture, as the members of the organisations saw them. This study is presented and then discussed in commentaries from two different perspectives, i.e. the “insider” perspective of a Singaporean practitioner, and the “outsider” perspective of a New Zealand academic using a post‐colonial critique.Findings – The findings indicate that Western LO practitioners need to pay specific attention to the cultural values expressed by non‐Western organisational members, and to their own cultural limitations and biases which may be embedded in the implemen...

The application of learning organization to enhance learning in Singapore schools

The rise of interest in the learning organization (LO) concept attests to the value of learning by individuals and organizations for continuous improvement and adaptability to the ever-changing environment. Although the LO concept originated from business contexts, it was subsequently extended to educational organizations, particularly to schools. This paper presents research on the way LO is practised by a school in Singapore that subscribes to the LO philosophy. Using Ortenblad’s four integrated LO aspects (organizational learning, learning at work, learning climate and learning structure) as a framework of analysis, the research shows that the school practises the four aspects in a way that is unique to its school context, but that wider cultural factors have to be taken into account when interpreting LO in an Asian school context.

The Fifth Discipline in a Highly Disciplined Singapore: Innovative Learning Organizations and National Culture

Summary This paper argues that the Learning Organisation (LO) concept is not culturally neutral and that any assessment of its usefulness must be situated within an understanding of the national cultural framework in which organisations are embedded. Although the Learning Organisation (LO) concept is popular amongst both practitioners and academics in a wide range of countries, the theory is largely grounded in the thought of US business schools and the experience of large US corporations. National culture is invisible in the LO literature. This is primarily written from an American standpoint and the degree to which it is relevant to international practice is debatable. This paper surveys the LO concept within the context of globalisation, focusing on Singapore organisations. It draws on a critical examination of Holitede’s national culture dimensions to create a framework for the study of the adoption and adaptation of the LO concept by Singapore organisations.

Different approaches to the professional development of principals: a comparative study of New Zealand and Singapore

ABSTRACT One of the key factors that contribute to effective management of schools is the professional development of principals. The role of the principal has become more complex with the dynamic and constant reforms in the educational environment. The present study focuses on the professional development of principals in New Zealand and Singapore. The identified categories for comparison include similarities in knowledge on leadership, models and skills that are important for aspiring principals. Differences include the selection process, programme design, modes of learning, futuristic projects and visits to other institutions. The study contributes to our understanding of key dynamics in the professional development of aspiring principals by identifying categories for comparison and discussing their relevance for analysing similarities and differences between these. The study also points to relevant interactions between professional development and the local environment.

Insights from the use of Gardner’s notions of Mindset: group work

A body of literature asserts that group work can be beneficial in enhancing learning and in developing specific skills among students. This research builds on the literature and on Gardner’s (2006a) five notions of mindsets: disciplined, synthesising, creation, ethical and respectful, as a descriptive framework to explore and understand the benefits and skills learnt or developed through group work. Gardner describes mindset as a way of thinking and acting. A qualitative research project was undertaken in a New Zealand university using in-depth interviews with post-experience students. The findings suggest that, though the post-experience students do possess skills that enabled them to integrate diverse perspectives, make new connections with shared knowledge and evaluate critically, they often lack specific mindsets that are critical in organisations that rely on group work to enhance their productivity.