Discipline: Education, Learning
Senge’s learning organisation (LO) concept was introduced in many Singaporean schools to promote a learning culture. The implementation of the LO concept in organisations was in response to Singapore’s call for all schools to be ‘thinking schools’ and the Singapore Ministry of Education’s pronouncement that the foremost prerequisite of a thinking school is that it must be a learning organisation. This paper describes a qualitative study that was conducted in a secondary school that practiced the LO concept. The research was undertaken with a key focus on understanding how the implementation of the LO concept has enhanced open communication, a learning culture and critical and creative thinking. The research also identifies constraints, especially cultural ones. The findings suggest that LO concept produced significant progress towards an environment of a shared learning culture, effective communication and good working relationships among the staff. It has also helped to increase the level of awareness and the importance of critical and creative thinking in the school. However, strategies and activities used to promote critical and creative thinking were used sparingly so as not to undermine the ‘academic excellence’ that is important to the school’s reputation as a ‘good school.’ Also, the curriculum structure and compulsory coverage of syllabus for examination as well as general cultural inhibitions were some of the factors that limited the growth of critical and creative thinking in the school. The paper concludes with implications for both academics and practitioners within organisations.
ISSN 2243-7908 (Online)
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