Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol11.Issue1.1997:

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Inte rnatio nal Jo urnal o f

Pre side nt o f The F.M. Duffy Gro up, Highland, Maryland, USA

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Franc is M. Duffy Kno wle dge Wo rk Supe rvisio n: transfo rming sc ho o l syste ms into high pe rfo rming le arning o rganizatio ns

Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 1 / 1 [1 9 9 7 ] 2 6 –3 1

T h e p a r a d igm is p ow er ed by t h r ee k ey p lay -er s:

1 a n or ga n iza t ion -w id e st eer in g com m it t ee p r ov id in g st r a t e gic lea d er sh ip ;

2 sch ool-b a sed r ed esign m a n a gem en t t ea m s p r ov id in g t a ct ica l lea d er sh ip for t h e r ed esign in it ia t ive; a n d

3 Kn ow led ge wor k su p er v isor s sk illed in t h e p r ocess of or ga n iza t ion a l r ed esign .

Phase I: preparing

T h e seven su p er v isor y a ct iv it y st e p s a r e: 1 Bu ild su p p or t for Kn ow led ge Wor k Su p er

-v ision .

2 Id en t ify a st a r t in g-p oin t . 3 E st a blish a con t r a ct .

4 F or m a st eer in g com m it t ee.

5 E n ga ge t h e st eer in g com m it t ee in a ssess-in g t h e en v ir on m en t .

6 E n ga ge t h e st eer in g com m it t ee in r ed efi n -in g t h e m ission a n d v ision of t h e sch ool sy st em .

7 E st a blish a ch a n ge m a n a gem en t st r u ct u r e a n d p r ocess.

T h e a b ove su p er v isor y a ct iv it ies focu s on p r e p a r in g t o r ed esign a sch ool sy st em . St e p s 1-3 a r e d ifficu lt , ch a llen gin g a n d p olit ica l; yet com p let in g t h ese st e p s is cr u cia l t o t h e su c-cess of t h e over a ll r ed esign effor t (p r a ct ica l gu id a n ce on h ow t o u se p osit ive p olit ica l sk ills in or ga n iza t ion s is fou n d in Block ’s[25] Table I

Dire c tio n o f the pro po se d paradigm shift

From To

Traditional paradigms (Clinical supervision and its

variations; and, supervision- Knowledge Work

Paradigm attributes as-performance evaluation) Supervision

Underlying philosophy Changing individual behaviour Changing the entire organization improves the entire organization improves individual behaviour

Focus On individual behaviour On the system’ s overall func tioning

Organizational unit within Within individual sc hools Within a c luster of inter-c onnec ted

which supervision occurs sc hools

Core methods Classroom observation for c linic al Assess and simultaneously improve

supervision and performanc e all of the following:

evaluations The sc hool system’ s relationship

with its environment

The knowledge work proc esses: linear work and non-linear work The soc ial arc hitec ture, inc luding motivation, job satisfac tion, skills, and quality of work life

Continuously improve all of the above for the life of the organization

Key players Building princ ipal Distric t-wide steering c ommittee

Instruc tional supervisor providing strategic leadership

Peers Redesign management teams

providing tac tic al leadership Knowledge work supervisors providing overall c o-ordination and proc ess management

View of teachers Employees needing to be evaluated; Semi-autonomous knowledge

or c olleagues needing assistanc e workers

Stakeholders in the organizational improvement proc ess

Ways of improving individual Formative/ summative evaluation Formative evaluation

performance levels In-servic e training Self-direc ted in-servic e training

Coac hing Coac hing

Clinic al supervision Clinic al supervision

Competenc y modelling Performanc e tec hnology

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b ook , T h e E m p ow ered M a n a ger. F a ilu r e t o com p let e t h is p h a se or sh or t -cu t t in g t h e p r e p a r a t ion p r ocess u su a lly r esu lt s in a fa iled r ed esign effor t . T h is con clu sion is su p p or t ed by Kot t er [26] wh o id en t ifi es eigh t er r or s m a d e by or ga n iza t ion s en ga ged in r e-en gin eer in g effor t s – er r or s t h a t r esu lt in fa ilu r e. Fou r of t h ese er r or s ca n occu r d u r in g p h a se I of t h e Kn ow led ge Wor k Su p er v ision p r ocess. Yet , d esp it e Kot t er ’s r esea r ch ev id en ce, t h er e a r e sch ool sy st em s t h a t for ce st r on g in d u st r ia l-lik e im p r ovem en t p r ocesses on t h eir p eop le. If Kot t er is cor r ect in h is a ssessm en t of w h y ch a n ge effor t s fa il, t h en t h e ou t com e of for ced sch ool im p r ovem en t is p r ed ict a ble. P h a se I of t h e p r op osed m od el is m or e d em ocr a t ic in it s a p p r oa ch t o bu ild in g su p p or t for ch a n ge – a ch a r a ct er ist ic t h a t seem s t o b e su p p or t ed by Kot t er ’s r esea r ch .

St e p s 1-3 a r e con d u ct ed by a sm a ll gr ou p of in fl u en t ia l a d m in ist r a t or s, su p er v isor s a n d t ea ch er s w h o see t h e n eed t o in st it u t e Kn ow l-ed ge Wor k Su p er v ision . T h ese p eop le bu ild su p p or t for Kn ow led ge Wor k Su p er v ision , id en t ify a clu st er of in t er con n ect ed sch ools (for exa m p le, in t h e USA, elem en t a r y sch ools “feed ” in t o m id d le sch ools, a n d m id d le sch ools feed in t o h igh sch ools – a clu st er wou ld b e on e h igh sch ool a n d a ll t h e m id d le a n d elem en t a r y sch ools feed in g in t o it ) w it h in t h e sch ool sy st em t o b e gin t h e p r ocess, a n d d evelop a con t r a ct w it h t ea ch er s a n d a d m in ist r a t or s fr om t h a t clu st er.

T h e st eer in g com m it t ee est a blish ed in st e p 4 is com p osed of r e p r esen t a t ives fr om a cr oss-sect ion of t h e sch ool sy st em (a d m in ist r a t or s, su p er v isor s, t ea ch er s a n d , m ost im p or t a n t ly, t h e sen ior a d m in ist r a t or ). T h e st eer in g com -m it t ee p r ov id es st r a t e gic lea d er sh ip for Kn ow led ge Wor k Su p er v ision by d ia gn osin g t h e or ga n iza t ion ’s r ela t ion sh ip w it h it s

en v ir on m en t a n d by r ed efi n in g or cla r ify in g t h e sch ool sy st em ’s m ission a n d v ision .

T h e la st st e p of p h a se I is t h e for m a t ion of a r ed esign m a n a gem en t t ea m (RMT). T h e RMT is a st r u ct u r e a lr ea dy in p la ce in som e sch ool sy st em s in t h e USA in t h e gu ise of sch ool im p r ovem en t t ea m s. T h e RMT b ecom es t h e d r iv in g for ce b eh in d t h e r ed esign p r ocess by p r ov id in g t a ct ica l lea d er sh ip. T h ese t ea ch er s a n d a d m in ist r a t or s m a n a ge t h e r ed esign p r ocess in t h eir r esp ect ive clu st er. By lea r n -in g h ow t o d o t h e r ed esign wor k , t h e RMT in cr ea ses t h e lik elih ood t h a t im p r ovem en t s t h a t a r e m a d e w ill “st ick ”.

Phase II: redesigning for high performance

T h e six su p er v isor y a ct iv it y st e p s h er e a r e: 1 Dia gn ose t h e wor k sy st em of t h e clu st er of

sch ool b e gin n in g Kn ow led ge Wor k Su p er -v ision .

2 Dia gn ose t h e socia l a r ch it ect u r e of t h e clu st er.

3 Develop p r op osa ls t o r ed esign t h e clu st er. 4 Develop a n im p lem en t a t ion p la n .

5 Im p lem en t select ed p r op osa ls.

6 E va lu a t e t h e p r ocess a n d ou t com es of t h e r ed esign effor t .

T h e fi r st a n a ly sis in p h a se II exa m in es t h e wor k sy st em of t h e clu st er of sch ools b e gin -n i-n g t h e r ed esig-n p r ocess. Sch ool sy st em s a r e k n ow led ge or ga n iza t ion s a n d t h e wor k t h ey d o is k n ow led ge wor k . In sch ool sy st em s, t h e wor k sy st em h a s t wo k ey wor k p r ocesses. T h e m ost im p or t a n t k n ow led ge wor k p r ocess is cla ssr oom t ea ch in g. Cla ssr oom t ea ch in g is k n ow led ge wor k . It is n ot a st e p -by -st e p wor k p r ocess (lik e m a k in g a n a u t om ob ile); in st ea d , it is n on -lin ea r in n a t u r e. T h e n on -lin ea r n a t u r e of t ea ch in g is r efl ect ed in h ow a t ea ch er t ea ch es. Wh en sh e is on h er feet h er -m in d is r a cin g. Sh e h a s h er ob ject ive(s) in m in d . N ew exa m p les of t h e p oin t s sh e is t r y -in g t o m a k e p op -in t o h er h ea d . St u d en t s a sk q u est ion s t h a t t a k e h er off cou r se t em p or a r -ily. Sh e r et u r n s t o h er or igin a l d ir ect ion w h en a st or y r ein for cin g h er p oin t s com es t o m in d . Sh e look s a t t h e clock a n d r ea lizes sh e m u st b r in g t h e lesson t o a close. Befor e closin g sh e m a k es on e la st p oin t t h a t w a s t r igger ed by a st u d en t ’s q u est ion d u r in g t h e fi r st m in u t e of cla ss – a fu ll 44 m in u t es ea r lier.

T h e secon d wor k p r ocess in sch ools is a st e p by st e p, lin ea r wor k p r ocess t h a t su p p or t s t h e cor e wor k p r ocess (cla ssr oom t ea ch -in g). It is t h e -in st r u ct ion a l p r ogr a m m e, w h ich in t h e USA is st r u ct u r ed a s k in d er -ga r t en t h r ou gh t w elft h gr a d e. St u d en t s m u st p r ogr ess t h r ou gh t h is wor k p r ocess in a lin ea r w ay. Cer t a in r eq u ir em en t s m u st b e sa t isfi ed b efor e t h e st u d en t ca n p r ogr ess t o Figure 1

The paradigm o f Kno wle dge Wo rk Supe rvisio n

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K n_o

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Re de sign manage me nt te am Phase IV

Co ntinuo us impro ve me nt o f

sc ho o ling

Phase I Pre paring

Phase II Re de sign fo r

high pe rfo rmanc e Phase III

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t h e n ext h igh er gr a d e. T h is seq u en ce of gr a d es con t in u es u n t il st u d en t s gr a d u a t e.

To d ia gn ose t h ese t wo wor k p r ocesses, t h e RMT look s for er r or s in b ot h wor k p r ocesses. To exa m in e t h e lin ea r in st r u ct ion a l

p r ogr a m m e, t h e RMT a u d it s t h e in st r u ct ion a l p r ogr a m m e. P olicies, p r oced u r es, in for m a -t ion fl ow, a n d so on a r e exa m in ed -t o id en -t ify er r or s. T r a d it ion a l sociot ech n ica l sy st em s a n a ly sis p r oced u r es a r e u sefu l for t h is a u d it (e.g. ch a r t in g er r or s on a m a t r ix).

T r a d it ion a l sociot ech n ica l sy st em s d esign is n ot u sefu l for im p r ov in g n on -lin ea r k n ow l-ed ge wor k [12] lik e cla ssr oom t ea ch in g. T h er e is a lso n o r esea r ch ev id en ce su ggest in g t h a t t r a d it ion a l sociot ech n ica l sy st em s d esign ca n im p r ove t ea ch in g a n d lea r n in g. T r a d it ion a l in st r u ct ion a l su p er v ision is a lso n ot effect ive for im p r ov in g cla ssr oom t ea ch in g t h r ou gh ou t a sch ool sy st em , a lt h ou gh is seem s t o b e u sefu l w it h select t ea ch er s.

T h e b r oa d a ct ion s n eed ed t o im p r ove k n ow led ge wor k in sch ools a r e a d a p t ed for sch ool sy st em s fr om t h e wor k of P ava [12]. T h ese a ct ion s a r e:

• Im p r ove t h e q u a lit y a n d t im elin ess of k ey in for m a t ion t h a t t ea ch er s n eed t o t ea ch effect ively.

• E n su r e t h a t t ea ch er s in t er a ct w it h t h e t h e k ey p eop le w it h w h om t h ey sh ou ld b e exch a n gin g cr it ica l in for m a t ion . • P r ov id e t ea ch er s a n d k ey p eop le w it h a

va r iet y of st r u ct u r ed , sem i-st r u ct u r ed , a n d in for m a l for u m s for exch a n gin g cr it ica l in for m a t ion .

• E xa m in e a n d im p r ove a n y d ev ices (e.g. com p u t er s), wor k p r oced u r es (e.g. t est in g a n d m ea su r em en t ) a n d or ga n iza t ion a l fu n ct ion s (e.g. a d m in ist r a t ion ) t h a t su p p or t t ea ch in g.

Kn ow led ge Wor k Su p er v ision p r ov id es a sy st em ic a n d sy st em a t ic m od el for a ch iev in g t h ese im p r ovem en t s.

T h e secon d d ia gn osis of P h a se II exa m in es t h e socia l a r ch it ect u r e of t h e sch ool sy st em . T h e b iggest over sigh t in cu r r en t or ga n iza -t ion a l im p r ovem en -t m od els (e.g. sch ool im p r ovem en t effor t s, bu sin ess p r ocess r e-en gin eer in g a n d t ot a l q u a lit y m a n a gem e-en t ) is t h a t t h ese m od els d o n ot a im t o im p r ove t h e socia l sy st em of a n or ga n iza t ion . T h e socia l a r ch it ect u r e is a w eb -lik e st r u ct u r e of r oles, r eq u ir ed wor k sk ills, r ela t ion sh ip s, b eliefs, va lu es a n d p er ce p t ion s. T h e socia l sy st em a n d t h e wor k sy st em in t er a ct a t a sign ifi ca n t level. T h e socia l a r ch it ect u r e m a in t a in s t h e wor k sy st em . If im p r ovem en t s a r e on ly m a d e in t h e wor k sy st em , t h en t h e r ed esign effor t w ill fa il in t h e lon g r u n . T h e socia l a r ch it ec-t u r e a n d ec-t h e wor k sy sec-t em m u sec-t b e im p r oved

sim u lt a n eou sly in or d er t o r a ise over a ll levels of or ga n iza t ion a l p er for m a n ce.

T h e m ost im p or t a n t ou t com e of p h a se II is t h e im p lem en t a t ion of a com p r eh en sive p r op osa l t o r ed esign t h e clu st er of sch ools b e gin -n i-n g t h e r ed esig-n p r ocess. T h e r esu lt s of t h e en v ir on m en t a l a n a ly sis com p let ed in p h a se I by t h e st eer in g com m it t ee a n d t h e d a t a fr om t h e d ia gn oses of t h e wor k sy st em a n d socia l a r ch it ect u r e of t h e clu st er of sch ools a r e a n a ly sed t o id en t ify w ay s t o im p r ove t h e p er for m a n ce level of t h e clu st er sign ifi ca n t ly. T h is exa m in a t ion r esu lt s in a com p r eh en sive r ed esign p r op osa l t h a t h a s su fficien t b r ea d t h a n d d e p t h t o effect t r u e im p r ovem en t s in t h e wor k sy st em , socia l a r ch it ect u r e a n d en v ir on -m en t a l r ela t ion sh ip s of t h e clu st er of sch ools t h a t b e ga n t h e r ed esign p r ocess. T h e p r op osa l m u st a lso b e clea r ly a n d p ow er fu lly a lign ed w it h t h e over a ll sch ool sy st em ’s v ision st a t e-m en t .

Phase III: achieving permanence and diffusion

Su p er v isor y a ct iv it y st e p s h er e a r e: 1 Con d u ct “d ou ble-loop ” lea r n in g

sem in a r s[21-22].

2 Ga in com m it m en t t o t h e ch a n ges t h a t h ave b een m a d e.

3 Alloca t e r ew a r d s for d esir ed b eh av iou r s. 4 Diffu se t h e ch a n ges t o ot h er p a r t s of t h e

or ga n iza t ion .

5 Det ect a n d cor r ect d ev ia t ion s fr om t h e d esir ed ou t com es.

T h er e is a n old F r en ch say in g t h a t a p p lies t o sch ool im p r ovem en t effor t s of t h e p a st a n d p r esen t : Plu s ça ch a n ge, p lu s c’est la m êm e ch ose. It t r a n sla t es: T h e m or e t h in gs ch a n ge, t h e m or e t h ey st ay t h e sa m e. T h is cy n ica l ob ser va t ion is p a r t icu la r ly t r u e of or ga n iza -t ion a l ch a n ges. I-t is r efl ec-t ed in s-t a -t em en -t s lik e “Did n ’t w e d o t h is la st yea r ?” or, “I t h ou gh t w e solved t h a t p r oblem !” or, “If w e h a n g on lon g en ou gh , t h is t oo sh a ll p a ss”. Obv iou sly, if sch ool sy st em p er son n el r ea lly w a n t t o im p r ove t h e p er for m a n ce level of t h eir sch ool sy st em , t h ey d o n ot w a n t t h eir or ga n iza t ion t o su ffer fr om t h e “ch a n ge – r ever t b a ck – ch a n ge a ga in – r ever t b a ck a ga in ” sy n d r om e. T h ey w a n t a ll t h eir h a r d wor k , em ot ion a l com m it m en t a n d en er gy t o p ay off w it h p er m a n en t im p r ovem en t s. P er -m a n en t i-m p r ove-m en t s a r e a ch ieved t h r ou gh st e p s 1-3. T h ese a ct iv it ies h elp t h e clu st er of sch ools t h a t b e ga n t h e im p r ovem en t p r ocess t o a n ch or t h eir im p r ovem en t s t o t h e sch ool sy st em ’s cu lt u r e a n d ot h er d ee p or ga n iza -t ion a l s-t r u c-t u r es.

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com m it t ee in it ia t es a secon d r ou n d of Kn ow l-ed ge Wor k Su p er v ision . Lesson s lea r n l-ed fr om t h e fi r st r ou n d a r e u sed t o r ed esign ot h er clu st er s of sch ools. N ew RMTs a r e ch a r t er ed a n d t r a in ed . T h e or igin a l RMT a lso ser ves a s “in -h ou se” t r a in er s for t h e n ew RMTs.

T h e Kn ow led ge Wor k Su p er v ision p r ocess, a s d escr ib ed a b ove, r ecycles u n t il t h e en t ir e sch ool sy st em is r ed esign ed for h igh p er for -m a n ce. On ce t h e en t ir e sy st e-m is r ed esign ed , t h e st eer in g com m it t ee a n d RMTs b e gin d et ect in g a n d cor r ect in g d ev ia t ion s fr om d esir ed ou t com es. T h e r ed esign im p r ove-m en t s a r e fr eq u en t ly coove-m p a r ed t o t h e or ga n i-za t ion ’s v ision st a t em en t . If t h e

im p r ovem en t s a r e m ov in g aw ay fr om t h e v ision , t h en t h ey a r e b r ou gh t b a ck on lin e. T h is k in d of st r a t e gic a lign m en t is cr it ica l t o t h e lon g-t er m su ccess of Kn ow led ge Wor k Su p er v ision .

Phase IV: continuous improvement of schooling

T h e t wo su p er v isor y a ct iv it y st e p s a r e: 1 Seek op p or t u n it ies for con t in u ou s

im p r ovem en t .

2 Su p er v ise sy st em b ou n d a r ies.

Aft er t h e en t ir e sch ool sy st em is r ed esign ed for h igh p er for m a n ce t h r ou gh Kn ow led ge Wor k Su p er v ision , t h e en t ir e sch ool sy st em m oves in t o p h a se IV of t h e p a r a d igm . In p h a se IV, t h e RMTs, w h ich r em a in a ct ive (a lt h ou gh w it h r ot a t in g m em b er sh ip ), seek w ay s t o m a k e in cr em en t a l im p r ovem en t in t h eir sch ools’ en v ir on m en t a l r ela t ion sh ip s, wor k p r ocesses a n d socia l a r ch it ect u r e. T h e or ga n iza t ion w id e st eer in g com m it t ee over -sees t h e en t ir e p r ocess. T h is k in d of fi n e-t u n in g is im p or e-t a n e-t b eca u se ie-t h elp s e-t h e sch ool sy st em t o elim in a t e glit ch es in t h e im p r ovem en t s t h a t w er e m a d e. T h e t ools a n d m et h od s of q u a lit y im p r ovem en t a r e u sefu l d u r in g t h is p h a se.

T h er e a r e in v isible sy st em b ou n d a r y lin es b et w een gr a d es, b et w een levels of sch oolin g a n d b et w een t h e sch ool sy st em a n d it s en v i-r on m en t . In foi-r m a t ion p a sses t h i-r ou gh t h ese b ou n d a r ies. T h e q u a lit y a n d q u a n t it y of in for m a t ion a n d cr ossb ou n d a r y r ela t ion -sh ip s a m on g p eop le n eed t o b e m a n a ged t o a ssu r e effect ive or ga n iza t ion a l p er for m a n ce. Su p er v isin g t h ese b ou n d a r ies d u r in g p h a se IV, by d evelop in g a n d u sin g h igh q u a lit y com -m u n ica t ion st r a t e gies a n d -m et h od s, is on e of t h e p r im a r y r esp on sib ilit ies of k n ow led ge wor k su p er v isor s. Kn ow led ge wor k su p er v i-sor s a r e a d m in ist r a t or s a n d su p er v ii-sor s cu r r en t ly wor k in g in t h e sch ool sy st em bu t w h o a r e r e-sk illed t o d o or ga n iza t ion a l r ed esign wor k .

Conclusion

Cu r r en t sch ool im p r ovem en t r ecom m en d a -t ion s a dv ise sch ool sy s-t em s a b ou -t w h a -t -t h e ou t com es of sch ool im p r ovem en t sh ou ld b e; e.g. sch ools of ch oice, block sch ed u lin g a n d t ea ch in g et h ics t o k id s. T h ese r ecom m en d a -t ion s d o n o-t -t a k e in -t o con sid er a -t ion -t h a -t sch ool sy st em s, a n d in d eed ea ch sch ool w it h in a sy st em , a r e com p lex t a p est r ies of in t er con n ect ed elem en t s woven t oget h er by t h e t h r ea d s of t h eir socia l sy st em s on t h e b a ck gr ou n d of d em a n d in g ext er n a l en v ir on -m en t s. T r y in g t o lay t h ese r eco-m -m en d a t ion s for ch a n ge on t o t h ese t a p est r ies w it h ou t a ssessin g w h a t t h a t sy st em ’s en v ir on m en t exp ect s of it , w it h ou t exa m in in g t h e n a t u r e of t h a t sy st em ’s wor k p r ocesses a n d w it h ou t a ssessin g t h e m ot iva t in g a n d sa t isfy in g a t t r ibu t es of wor k r ela t ion sh ip s, r esu lt s in fa ilu r e, fr u st r a t ion a n d t h e a ct u a liza t ion of “T h e m or e t h in gs ch a n ge t h e m or e t h ey st ay t h e sa m e”.

Kn ow led ge Wor k Su p er v ision is d esign ed t o h elp a sch ool sy st em d evelop p r op osa ls for r ed esign in g it self t h a t a r e t a ilor ed t o it s en v r on m en t , it s wor k sy st em a n d it s socia l a r ch i-t eci-t u r e – n oi-t i-t o w h a i-t som eon e sii-t i-t in g in a gover n m en t office t h in k s ou gh t t o b e d on e or t o w h a t t h e la t est fa d m a k er is sellin g.

Kn ow led ge Wor k Su p er v ision is a n ew m od el. As a n ew a p p r oa ch t o sch ool im p r ove-m en t , it is lock ed in a p a r a d ox: b eca u se it is n ew, n o on e is u sin g it a n d b eca u se n o on e is u sin g it , n o on e w a n t s t o u se it . Alt h ou gh t h e m od el is n ew, m a n y of it s com p on en t s a r e n ot n ew, a n d m a n y sch ool sy st em s in t h e USA a r e cu r r en t ly u sin g elem en t s of t h e m od el. For exa m p le, t h er e a r e sch ool d ist r ict s t h a t r e gu -la r ly a ssess t h eir en v ir on m en t ’s exp ect a t ion s, t h a t en v ision b r igh t fu t u r es for t h em selves, t h a t u se sch ool im p r ovem en t t ea m s a n d t h a t a p p ly p r in cip les of con t in u ou s q u a lit y im p r ovem en t . All of t h ese a ct iv it ies a r e p a r t of Kn ow led ge Wor k Su p er v ision . To d esign Kn ow led ge Wor k Su p er v ision , t h e a u t h or “sh op p ed ” for n ew, in n ova t ive id ea s on h ow t o im p r ove p r ofession a l wor k (a .k .a . k n ow led ge wor k ) a n d com b in ed t h ese n ew id ea s w it h effect ive or ga n iza t ion a l im p r ovem en t m et h -od s b or r ow ed fr om t h e fi eld s list ed ea r lier in t h is a r t icle.

(6)

sch ool d ay or t h e cla ssr oom b eh av iou r of in d iv id u a l t ea ch er s. T h e p a r a d igm look s lik e it t a k es t im e b eca u se it d oes t a k e t im e. T h er e a r e n o “q u ick fi xes” for sch ool im p r ovem en t . If sch ool sy st em p er son n el go for t h e q u ick fi x, t h ey go for fa ilu r e.

If a p p lied con sist en t ly a n d w it h p a t ien ce, Kn ow led ge Wor k Su p er v ision w ill a lm ost cer t a in ly m ove a sch ool sy st em t ow a r d s h igh er levels of or ga n iza t ion a l p er for m a n ce b eca u se it com b in es p r oven or ga n iza t ion a l im p r ovem en t m et h od s w it h in n ova t ive id ea s for im p r ov in g k n ow led ge wor k (lik e t h e t ea ch in g-lea r n in g p r ocess). T h e r ea l-wor ld exp er ien ces of bu sin ess or ga n iza t ion s u sin g sim ila r r ed esign m od els con fi r m t h is con clu sion . F u r t h er, a sch ool sy st em w ill n ot p er -fect ly a ch ieve it s n ew v ision b eca u se t h a t v ision is a m ov in g t a r get . H ow ever, t h e or ga -n iza t io-n w ill m ove co-n t i-n u ou sly t ow a r d s t h e v ision b eca u se Kn ow led ge Wor k Su p er v ision is cyclica l a n d n ever -en d in g. Kn ow led ge Wor k Su p er v ision is a sch ool sy st em ’s lifelon g jou r n ey of con t in u ou s r en ew a l a n d it w ill r a ise it s level of or ga n iza t ion a l p er for m a n ce. N ot h in g less w ill d o it .

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