Becoming a learning organisation in the context of local education authority psychology services

Abstract

AbstractA key question addressed by this paper is to what extent an educational psychology service (EPS) can become a learning organisation if the local education authority (LEA) has not yet become a learning organisation, thereby informing its host? Theoretically, an EPS is in a very influential position to become a learning organisation, directly influencing an LEA in also becoming a learning organisation, principally because of the collective expertise and experience of its members. Of the many ways an EPS can achieve this major objective, two of the most powerful ways are via ‘environmental scanning’ and by undertaking and disseminating research. The way in which the research role of the educational psychologist (EP) has been viewed is critical, as there is a common perception amongst EPs that their research role is often marginalised at best, and certainly underused, a view supported by Webster and Beveridge (1997).Summarising the principal issues, the evidence from the literature is that contemporary organisations (e.g. LEAs) may wish to become learning organisations. The perceived advantages may include general effectiveness, and within the schools context, meeting ‘targets’ and outcome measures. At a deeper, systemic level, the advantages could include improved functioning of the complex processes which lead to educational outcomes. LEAs may also wish to ensure the psychological health of its members, through personal motivation, professional satisfaction and helping them to meet their personal aspirations. Through the involvement of its EPS, an LEA could more effectively carry out its statutory and some non-statutory responsibilities, particularly in the light of the recommendations of the DfEE (2000) working group regarding the future role of educational psychology services (England).