Community Organizational Learning: Case Studies Illustrating a Three-Dimensional Model of Levels and Orders of Change

Autor/inn/en	Perkins, Douglas D.; Bess, Kimberly D.; Cooper, Daniel G.; Jones, Diana L.; Armstead, Theresa; Speer, Paul W.
Titel	Community Organizational Learning: Case Studies Illustrating a Three-Dimensional Model of Levels and Orders of Change
Quelle	In: Journal of Community Psychology, 35 (2007) 3, S.303-328 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-4392
DOI	10.1002/jcop.20150
Schlagwörter	Nonprofit Organizations; Case Studies; Organizational Change; Systems Approach; Qualitative Research; Participant Observation; Organizational Theories; Learning Theories; Organizational Objectives; Values; Interpersonal Relationship; Power Structure; Change Strategies; Decision Making; Stakeholders; Role; Social Action; Human Services + Suchen Sie Ihr Suchwort? Nonprofit-Organisation; Case study; Fallstudie; Case Study; Organisationswandel; Systemischer Ansatz; Qualitative Forschung; Teilnehmende Beobachtung; Organisationstheorie; Learning theory; Lerntheorie; Business goal; Unternehmensziel; Wertbegriff; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lösungsstrategie; Decision-making; Entscheidungsfindung; Rollen; Soziales Handeln; Humanitäre Hilfe
Abstract	We present a three-dimensional cube framework to help community organizational researchers and administrators think about an organization's learning and empowerment-related structures and processes in terms of first-order (incremental or ameliorative) and second-order (transformative) change at the individual, organizational, and community levels. To illustrate application of the framework, case studies of three different types of exemplary nonprofit organizations (a participatory neighborhood planning organization, a grassroots faith-based social action coalition, and a larger community-based human service agency) were based on qualitative interviews and participant observations. Our analysis, rooted in organizational learning theory, suggests that organizations that empower staff and volunteers through opportunities for learning and participation at the "individual level" are better able to succeed in terms of "organizational-level" learning and transformation. "Community-level" change is particularly difficult but must be made a more explicit goal. Learning that can lead to second-order change at each level must help participants engage in critical analysis of (a) the organization's demonstrated goals and values; (b) the power relationships implicit in decision making at each level; (c) the interdependent role of participant stakeholders and organizations as part of a complex, community-wide (or larger) system; and (d) how to work toward transformative change of all of the above. (Contains 4 footnotes, 1 table, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10