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Parallel Learning Structures

The document discusses an organizational development consultant team called Parallel Learning Structures that uses an intervention strategy called parallel learning groups. The strategy involves forming groups within an organization comprised of individuals from different backgrounds and expertise to operate with minimal supervision and independently address issues. The consultants were hired by a school district facing failure to meet federal achievement standards. They proposed using parallel learning groups to address issues like academic failure, lack of parent involvement, and oversized classrooms to try and revolutionize the schools within a year.

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M L AWASTHI
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55 views10 pages

Parallel Learning Structures

The document discusses an organizational development consultant team called Parallel Learning Structures that uses an intervention strategy called parallel learning groups. The strategy involves forming groups within an organization comprised of individuals from different backgrounds and expertise to operate with minimal supervision and independently address issues. The consultants were hired by a school district facing failure to meet federal achievement standards. They proposed using parallel learning groups to address issues like academic failure, lack of parent involvement, and oversized classrooms to try and revolutionize the schools within a year.

Uploaded by

M L AWASTHI
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Parallel Learning Structures

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Introduction
Parallel Learning Structures Kisha
Merrell Jennifer Pace Parrish Monk
University of Phoenix ORG 502 Human
Relations and Organizational Behavior
Dr. Michael Barker October 12, 2004
Parallel Learning Structures Merrell,
Monk, and Pace, the organizational
development consultant team of UOP,
offers professional services in the area
of organizational development
intervention strategies. As a team, we
assist organizations in their change
initiatives through the introduction of
an innovative process. Many factors
drive the need for change within an
organization, such as maintaining a
competitive edge by meeting the
needs of the changing market or
rebounding from a downward trend in
productivity. Merrell, Monk, and Pace
UOP are able to meet these needs
through a pooled knowledge base
which encompasses effective
strategies that combine the power of
human resource creativity and
expertise with operational processes.
Teetering on the brink of seizure or
privatization, the superintendent of
said school district has procured the
organizational development
consultant group of Merrell, Monk, and
Pace UOP to recommend and
implement a strategy that will
revolutionize the schools within the
timeframe of a year. Currently, all the
schools in the district, with the
exception of one, has for two
consecutive years received failing
marks in meeting the requirements of
the "No Child Left Behind" federal
initiative. Immediate action is needed
to address and remedy the known
issues of student academic failure,
non-parental involvement, oversized
classrooms, extra-curricular work
overload on the teaching staff,
support staff demoralization et cetera
in order to create an environment
focused on student achievement.
Having assessed the school districts
current dilemma, Merrell, Monk, and
Pace, propose the intervention
strategy of parallel learning
structures. "Parallel structures help
people break free of the normal
constraints imposed by the
organization, engage in genuine
inquiry and experimentation, and
initiate needed changes
(http://www.humtech.com/opm/grtl/ols
/ols6.cfm)". Parallel learning groups
are comprised of individuals with
various backgrounds or expertise that
operate via minimal to no supervision
within an existing hierarchical
structure. ...read more.
Middle
Once the data is analyzed and our
finding published the in-service
training, group meetings, and
selection of the leads for the quality
circles will happen at least 3 weeks
prior to school beginning. Pre-test or
pre-initiative measurements will be
developed from the data that is
collected to help measure and monitor
changes. This test will reflect the
standards and scores indicated on the
No Child Left Behind initiative score
cards. Pre-test will establish a basis for
improvement and will establish
credibility for the parallel learning
structures initiative. Project
evaluations will be conducted every
nine weeks after school has begun.
The proposed intervention would be
conducted throughout the entire
school year. According to the facts
stated by the Superintendent the
school district is at risk of being
"privatized" or "taken over by state
officials" if the "No Child Left Behind"
requirements are not met this
upcoming year. According to the four-
phase structure constant change will
take place during the four nine-weeks.
According to the action research
structure of the parallel learning
structure there will be constant
presentations of one's research to the
quality group leaders and receiving
feedback from diverse perspectives
(quality group leaders and
consultants) to support a successful
action research experience (Aune,
2002). Furthermore, this continuous
restructuring could be abbreviated if
needed or elongated if needed.
Project Activities The project would be
compiled of four phases where change
management will be evaluated
consistently throughout the process.
These four phases were derived from
our research and based upon an
existing working system of the parallel
action learning structure hosted by
Farrokh Alemi, Ph.D
(http://mason.gmu.edu). Each phase
would coincide with the nine-week
period equivalent in the school
system. This method would also allow
further time for study and reflection
during the summer holidays. At the
beginning of each phase there will be
diagnostic activities where facts are
gathered about the way things are.
This most likely will be done through
asking all the four groups through
surveys, interviews, and hall meetings
(parents) ...read more.
Conclusion
Positive results are widely reported. In
a 1990 study of 313 organizations,
52% regarded their quality circle
program to be a success, 36% were
undecided, and 12% deemed it
unsuccessful
(www.effetingchage.luton.ac.uk).
Summary In essence, parallel
structures are a vehicle for learning
how to change the system, and then
leading the change process (Bushe
and Shani, 1991). Parallel Learning
Structures was chosen as an
intervention because it promotes
innovation and change in large
bureaucratic organizations while
retaining the advantages of
bureaucratic design (Bushe and A.
Shani,1990). Parallel Learning
Structures may be a form of
Knowledge Management involving
capturing the organization's collective
expertise wherever it resides.
(http://www.humtech.com/opm/grtl/ols
/ols6.cfm). Parallel Learning Structures
promotes innovation and change in
large organizations by utilizing groups
representing various levels and
functions of an organization (Bushe,
1990). Our approach with addressing
the school district's issues was based
upon the premise that the school
could draw upon the expertise and
strengths of its collective organization
to achieve success. Researchers cited
in this paper have observed that
parallel learning structures work well
with large organizations (Bushe &
Shani, 1991). Furthermore,
researchers have concluded that in
order to make changes an
organization must have enough time
and the necessary resources to create
a functional parallel system.
Researchers recommend that there
should be close communication with
participants through the parallel
learning structures process;
communication between all members
of collaborative groups; respect for
participants; support, assistance and
resources provide for process
participants; constructive criticism;
adaptation to participant's personal
circumstances; and structured
activities and facilitation for
discussions and meetings (Aune,
2002). Given these circumstances the
parallel learning structure process will
flow and the parallel system will thrive
and continue to learn. As cited by
Bushe and Shani little controlled
research on parallel learning
structures has been published with a
large amount of the evidence being
anecdotal. The evidence is primarily
case study and anecdotal with
outcomes reports including: improved
productivity and decision making;
employee satisfaction; and
organizational effectiveness (Bushe
and Shani,1990 and 1991). ...read
more.
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