DOCUMENT RESUME ED 401 273 SP 037 031 Cheung, Wing-ming; Cheng, Yin-cheong AUTHOR Teacher Self Learning Theory: Individual and Group TITLE Level Conceptions. PUB DATE 96 27p.; Paper presented at the International Conference NOTE on Basic Education (Hong Kong, April 5-6, 1996). PUB TYPE Information Analyses (070) Speeches/Conference Papers (150) MF01/PCO2 Plus Postage. EDRS PRICE DESCRIPTORS Educational Innovation; Elementary Secondary Education; Foreign Countries; *Group Activities; Higher Education; Inservice Teacher Education; Learning Processes; *Learning Strategies; Preservice Teacher Education; School Based Management; *Self Directed Groups; *Self Evaluation (Individuals); *Staff Development; *Teacher Collaboration; Time Management IDENTIFIERS Self Direction ABSTRACT This paper presents a framework for understanding and facilitating teacher self learning in the school organization at the individual and group levels. It focuses on how individual teachers and their groups acquire, self learning and self renewal while managing their work. The paper also discusses implications of the framework for teacher education. Group self learning consists of the following sequential stages:, environmental analysis; planning and structuring; staffing and directing; implementing; and'evaluating and monitoring. Individual self learning is similar, with affiliating instead of structuring and developing instead of staffing the only differences. It is proposed that these self learning cycles may provide insights and a framework for designing initial teacher education programs as well as programs for teachers, senior teachers, school heads, and school-based staff members. (Contains 78 references.) (MAH) *********** Reproductions supplied by EDRS are the best that can be made * from the original document. Teacher Self Learning Theory : Individual and Group Level Conceptions CHEUNG, Wing-ming & CHENG, Yin-cheong The Hong Kong Institute of Education U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION "PERMISSION TO REPRODUCE THIS CENTER (ERIC) MATERIAL HAS BEEN GRANTED BY This document has been reproduced as received from the person or organization .a.47 originating it. 1/0.-10e- Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position or policy. INFORMATION CENTER (ERIC)." Paper Presented at the International Conference on Basic Education at the Chinese University of Hong Kong on 5-6 April 1996 BEST COPY AFRICA LE 111) Introduction Education systems world-wide are currently facing a huge number of reforms 1995). Contemporary practices of school-based 1994; Cheng & Cheung, (Caldwell, the school into a learning organization by management can be seen as a way to transform David, providing the school the necessary authority, flexibility and resources (Cheng, 1993a; the Ideally, challenges ahead. 1989; Leithwood, Jantzi & Steinbach, 1995) to meet the engaged in a school as a whole, including groups and individual staff members, should be development (Leithwood, et al, 1995; Senge, process of continuous learning and long term Schools with self leaning groups and teachers may develop the kind of sensitivity, 1992). and internal responsiveness and adaptability necessary to meet its ever changing external environment (Cheng & Ng, 1994; Cheung & Cheng, 1996). issues However, related theories and practices to date focus mainly at the school level like organizational structures, decentralization of power (Cheung & Cheng, 1996; Sackney & Dibski, 1994) and strategic planning (Caldwell & Spinks, 1992; Cheng & Ng, 1994; Herman the group and & Herman, 1993; Giles, 1995; Reynolds, 1993). Few efforts are invested on This is problematic and not sufficient to facilitate individual staff issues (Caldwell, 1994). learning, the school, the group and individual staff members to acquire the necessary self believe that responsiveness, flexibility and adaptability in facing the mega-trends ahead if we school school effectiveness is largely brought about by teachers and work groups in the (Cheung & Cheng, 1996). Teachers in school are professionals. They work and learn through social interactions learning, and co-operation with colleagues in groups. Thus, when addressing teacher self -1- 3 focus should be placed not only in the classroom, but also in the organisational context. Based on Cheung & Cheng's (1996) conception, this paper presents a framework for at the understanding and facilitating teacher self learning in the school organisation individual and group levels. It focuses on how individual teachers and their groups acquire Based on the proposed self self learning and self renewal while managing their work. learning framework, the paper will also discuss its implications on teacher education. Group Level Self Learning Cycle According to Caldwell & Spinks (1992), Cheng (1993b, 1994a, 1994b), Hendry & Johnson (1993) and Holt (1990), strategic management may be effective in providing vitality for the group, a miniature organisation, to meet external and internal challenges. It engages the group in continuous self learning and development (Hendry & Johnson, 1993). It is a keeps the group appropriately match to environment, improve process its that its performance, achieve its objectives, develop continuously and in turn drive the school as Thus, strategic management may be an whole to achieve excellence (Cheng, 1993d). appropriate management process for facilitating group self learning and maximize group performance and eventually school effectiveness. Following this line of thinking, we may base on the work of Cheng (1993d, 1994a, 1994b), Cheng & Ng (1994) and Cheung & Cheng (1996) to define group self learning as a cyclic process which consists of five sequential stages: Environmental Analysis, Planning & Structuring, Staffing & Directing, Implementing, Evaluating & Monitoring (Figure 1 refers) - 2 - Figure 1 Group Level Self Learning Cycle (Adapted from Cheung & Cheng, 1996:18) Environmental Analysis Planning & Structuring Evaluating & Monitoring Staffing & Directing Implementing Environmental Analysis. In this stage, the work group performs environmental analysis with an open mind. It reflects on its strength, weakness, opportunity and threats (SWOT) that are crucial to its existence in its external and internal environment. External environment may include its relationship with other groups, the nature of students, parental expectations, school climate Internal environment may include the relationship between group members, group and etc. beliefs of members and etc. norm, commitment and competence, values and In performing environmental analysis, it is important for the group as a whole to share among members views on its work direction as well as members' instructional and Chamley, professional values and beliefs (Chan, Chan, Cheung, Ngan & Yeung, 1992; and Caprio & Young, 1994; Rosoff, Woolfolk, & Hoy , 1991), and those related to education 1993a, 1993c; Talbert & McLaughlin, 1994; school management (Bottery, 1993; Cheng, - 3 - In doing so, group members are clear of the values and beliefs of Tanner & Tanner, 1980). other members. This mutual understanding is crucial and essential for the group members to build up trust and serves as a solid ground for effective learning. In this way, the group may develop commonly shared values and beliefs that are consistent with the school mission, and Cushway & in turns facilitate effective group self management (Cashman & Seers, 1991; Lodge, 1993; Stand ley, 1993). Further, the group at this stage, based on its self evaluation results in the previous cycle and its current SWOT analysis results, will challenge and justify the existence of the governing values and beliefs underlying its strategic plans. If discrepancies were identified, the group as a whole may adjust or modify the related values and beliefs. The newly modified governing values and beliefs will guide the group in formulating its new directions and policies in the next Planning and Structuring stage. In this way, the group learns and this thinking is in line with the "double-loop" learning conception of Argyris (1978, 1982, 1990); (1991); Kolb, and the "experiential learning" conception of Kolb, Rubin, & Os land and Honey & Mumford McIntyre, & Rubin (1992). (1984); Planning and Structuring. results of environmental analysis, including the modified governing Based on the its strategic actions to accomplish its if any, the self learning group plans variables, assignments. Through negotiation and consultation, group members work as whole to school develop the group's own work directions and missions that are consistent with the The commonly shared direction and mission among members is crucial for missions. - 4 - effective functioning of the group (Cashman & Seers, 1991; Cushway & Lodge, 1993; Hughes, 1991; Stand ley, 1993). With the group missions commonly shared, the group plans activities, delineates relationship, designs work procedures and communication flows. Workload of members is self regulated within the group (Manz & Sims, 1990; Salem, Lazarus. & Cullen, 1992). Conflicts may be solved through negotiation and compromise in participative decision making by group members. Apart from this, the group also sets its performance standards collectively. The commonly agreed performance standards are crucial for members' effective performance and the overall evaluation and monitoring of the group's performance. Staffing and Directing. Following the Planning and Structuring stage, the group now focuses on the human Through discussion and consultation with members, the group deploys resources aspect. members to take up different tasks according to their strengths and weaknesses. To ensure the availability of appropriate members, the group sets high priority in professional development of members and group learning. Apart from planning strategic tailor-made professional development programmes for members (Maeroff, 1993; Salem et. al., 1992; Wellins et al, 1991), on-the-job training of new members and frequent exchanges between members are also evident (Huszczo, 1990; Manz & Sims, 1990; Sauers, Hunt, & Bass, 1990). The contents of exchanges may include (1) reward; (2) reprimands; (3) task assignments and work scheduling; (4) goal setting and performance feedback; (5) problem resolution; (6) performance evaluation and emphasis of team membership; and (7) emotion support (Manz & Sims, 1990). These exchanges between members are powerful ways to - 5 - establish support networks and thus facilitates effective group performance (Graen & Scandura, 1987; Noak, 1983) and mutual learning of members from each others (Crossan, et al, 1993). Apart from the above, the group as a whole also works out guidelines to direct members in work. These guidelines together with the professional development efforts, either formal or informal, will prepare and facilitate group members to function effectively in achieving the assigned tasks. Implementing. The focus in this stage is the implementation of formulated strategic plans. The group ensures the proper allocation and utilization of its available resources. Mutual support and guidance among members are also effected to establish a strong supporting network within the group (Noak, 1983). The group also regulates its own implementation schedule and work pace (Fisher, 1993; Manz & Sims, 1990; Salem, et al, 1992). In doing so, the pace and implementation schedule will be regulated as a result of the group's learning from implementation experience. Whenever, problems are encountered, members tackle them within the group. Participative group decision making is the usual mode of problem solving (Fisher, 1993; Sauers, et al, 1990; Wellins, et al, 1991). This is a crucial factor that determines the group's effective performance (Cushway & Lodge, 1993). - 6 - Evaluating and Monitoring. The group performs self evaluation to monitor and ensure its overall quality performance (Manz & Sims, 1990; Osterman, 1991; Sauers, et al, 1990; Wellins et al 1991). Peer evaluation and monitoring in the group is a very effective means to ensure its quality of It is normally done through reflection (Schon, work (Mabe & West, 1982; Teel, 1978). its performance against the self set work standards and 1987) and assessing 1983, expectations. The results of reflection in self evaluation may serve as feedback to members and the group as a whole. Rewards and punishment may be one of the ways of feedback (Manz & Sims, 1990). Normally, intrinsic rewards are used to reinforce effective practices, while weaknesses will also be noted for improvement in the next cycle. There are many ways the group may do reflection and evaluation. Group evaluation in meetines is a usual way. Through open communication and frequent exchanges, the group Another way is keep a journal by as a whole may reflect and evaluate its performance. members. They may record and reflect on their experiences. Then through discussing on the journals, the group may have a more solid ground for evaluation and monitoring its progress. The results gathered in this stage will initiate the next cycle of group self learning. In this way, the group accomplishes its long range effectiveness by using the information obtained to further develop strategic actions in the subsequent cycles. Practising this proposed self learning cycle, the group can be sensitive to the ever changing internal and external challenges and develop group members to face and manage these challenges. In this cycle, groups are self learning and self renewing while managing their work. This inevitably enhances the performance of the groups and in turn benefits the school as a whole. - 7 - Individual Level Self Learning Cycle The core components of a group are individual members. A self learning group without self learning individuals will not function effectively. Therefore, it is important and essential for individuals to have a self learning process that enables them to engage in continuous self learning. It is conceptualized that the above presented gooup self learning process with appropriate modifications may serve this purpose. The practice of an individual self learning cycle similar to that at the group may help to maintain consistency in learning and management strategies within the group and the individuals. This advantage obviously will help maximizing individual members' learning and performance in groups and eventually in the school. Similar to the group level, individual self learning cycle is conceptualized to be an on-going and self propelling process in which individual staff members learning and manage their work in five sequential stages: Environmental Analysis, Planning and Affiliating, Developing and Directing, Implementing, and Evaluating and Monitoring. The process Like the processes at the continually expands the capabilities of teachers' performance. group level, it is iterative and dynamic. The following sections discuss the conception of the cycle by focusing on how self awareness, responsiveness, self learning and self renewal could be achieved while self managing their work. Environmental Analysis. Self reflection is a good way to increase the quality of choices in decision and build up a knowledge base related to the environment (Hart, 1990; Kilbourn, 1991; Manz, 1983). At the initial stage, the individuals perform environmental analysis through reflection. - 8 - 1 0