Making Change Routine: How Differing Routine Dynamics Facilitated Organizational Learning in Two Districts

• In Event: Using Organizational Theory to Examine the Pursuit of Equity and Improvement in Educational Systems

Abstract

Alignment and coherence of policy is a key feature of successful districts, yet policy alignment is challenging for districts to achieve in practice despite the use of similar routines. We explore this puzzle: Why do some school districts appear to learn as organizations and achieve greater alignment, while others see little change? Drawing on organizational learning and routines theory, we conducted case studies of two districts using similar learning routines, to identify the underlying mechanism for change in alignment. Rather than the mere presence of particular routines, we find that specific qualities of routines—including formalization, engagement, and linkages—facilitated organizational learning. These findings demonstrate how and why routines may facilitate alignment and what qualities of routines can promote learning.

Authors

• Susan Bush-Mecenas, RAND Corporation

• Cynthia E. Coburn, Northwestern University

• Bethany Elston, University of Chicago

• Abigail Stein, Carnegie Mellon University