Current Practices in Workplace and Organizational Learning: Revisiting the Classics and Advancing Knowledge

✍ Scribed by Bente Elkjaer (editor), Maja Marie Lotz (editor), Niels Christian Mossfeldt Nickelsen (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 261
• Category: Library

✦ Synopsis

The central assumption that guides this book is that research and practice about learning at the workplace has recently lost its critical edge. This book explores what has happened to workplace learning and organizational learning and studies what has replaced it. In addition, the book discusses to what extend there are reasons to revitalize it.

Today, themes such as ‘innovation’, ‘co-creation’ and ‘knowledge sharing’ seem to have become preferred and referred to as theoretical fields as well as fields of practice. In several chapters of this book it is argued that the critical power of learning could be regained by starting a new discussion of how these new fields of practice can be substantiated by topics such as learning arrangements, learning mechanisms, and learning strategies. Hence, the aim of this book is to both advance and recapture our knowledge of learning in today’s increasingly complex world of work and organizing.

The contributions in this work do so by revisiting classic research on workplace and organizational learning and discussing how insights from this body of literature evokes new meaning. It sets the stage for new agendas and rethinks current practices that are entangled in activities such as innovation, co-creation, knowledge sharing or other currently widespread fields of practice.

✦ Table of Contents

Preface
Introduction of Chapters
Co-creating
Knowledge Sharing
Innovating
Organizing
Educating
Bringing Contributions Together and Looking Forward
The Locus of Learning
The Making and Matter of Learning
The Trends and Normativities of Workplace and Organizational Learning
References
Contents
Contributors
Chapter 1: A Researcher´s Reflexive Note and Call for Collaborative Learning
Introduction
Learning from Research
Learning from Practice
A Story About Learning About Learning
Concluding Remarks: A Call for Collaborative Learning
References
Chapter 2: Infrastructuring for Co-production: A Learning Perspective on Health Promoting Services Among Senior Citizens
Introduction
The Lung Network: Empirical Case and Data
Generation of Data from the Lung Network
Theoretical Framework and Analytical Approach
Analytical Approach
Analysis
Expanding Reach and Scope of Community Practice
Reconfigurations of the Sense of Community
Discussion
Infrastructuring for Co-production
Conclusion: Co-production as a Sociomaterial Learning Endeavour
References
Chapter 3: Coordination as Integration - The Dilemmas When Organizing Inter-professional Teams at a Hospice
Introduction
A Hospice in Denmark
Study Design
Mapping Discourses of Inter-professional Coordination
Coordination and Knowledge Sharing
Coordination of Shared and Contested Knowledge
Coordination as Integration
Analysis of Dilemmas
Dilemma 1: Differences in Tasks and Time
Dilemma 2: A Different Sense of Responsibility
Dilemma 3: Knowledge Hierarchies
Discussion and Conclusion
References
Chapter 4: Do You Have a Moment? Talks-to-Go´´ as Practices for Workplace Learning Introduction Knowledge, Learning, and Work in Organizations Learning Occurring Alongside Work Informal Moments The Pragmatist Philosophy of Learning, Knowledge, and Work in Organizations Uncertainty: The Trigger for the Need for Knowledge and Learning Learning as Process and Result-Knowledge as a Tool for Inquiry Co-creative Inquiry: A Way Out of Solitude Setting and Methods for the Study of Talks-to-Go The Narrative Uncertainty: The Trigger for the Need for Knowledge and Learning Learning as Process and Result-Knowledge as a Tool for Inquiry Co-creative Inquiry: A Way Out of Solitude Concluding Discussion References Chapter 5: `No Mental Surplus´: Workplace Innovation from Problem Solving to Problem Framing Introduction Innovation in Elderly Care The Project Analysis Prioritizing Basic Care Solving Problems What Does Basic Care Look Like? Never-Ending Problem Solving? Problematizing Problem Solving Conclusion References Chapter 6: Learning, Co-construction and Socio-technical Systems: Advancing Classic Individual Learning and Contemporary Ventr... Introduction The Ventriloquist Perspective on the Communicative Constitution of Organisations Peter Jarvis´s Model of Individual Learning Case: Designing a Flow-Monitor in an Emergency Department Body-External and Body-Internal Actants Present at the Outset Drawing Upon Body-Internal Knowledge About and Becoming a Mouthpiece for Formal Organisation Exploring and Learning from Conflicting Views and Ventriloquised Actants Conclusion References Chapter 7: The Promise of Learning Through Gaming at Work Introduction Theoretical Resources - The Complex World in Games Levels of Learning Frame and Meta-communication Functional Equivalence Summing Up on the Analytical and Theoretical Resources Staging the Serious Game `Agile Thriving´ Participants and Facilitation of the Game Content and Focus in the Game Analysis - Playing `Agile Thriving´ Introducing the Game Drawing on Prior Learning May Raise Ethical Concerns When Gaming Dealing with Taboo or Ethical Dilemmas Laughter in Gamification as an Enhancer to Create Collaborative Learning The Potential of Reflective Transformative Learning Through Gamification Summing Up on Learning Discussion and Conclusion - How Can Gamification Motivate Learning in Organizations Today? References Chapter 8: Entrepreneurial Learning. Learning Processes Within a Social Innovation Lab Through the Lens of Illeris Learning Th... Introduction Definitions in the Innovation Lab & Theoretical Background of the Meta-analysis Fostering Entrepreneurial Learning and Innovation Through Innovation Labs Illeris´s Learning Theory Material & Research Process of the Meta-analysis Material - The Laboratory Process Methods - The Process of the Meta-analysis Analysis - Using the Triangle for Learning Processes in the Lab Content - What Did the Participants Learn in Terms of Content and How? Incentive - Which Affective Components Influence the Learning in the Lab? Social Interaction - How Do the Participants Interact in the Lab and with Their Environment? Interaction Within the Lab (Social Situation) Interaction with the Environment (Organizational Situation) Discussion & Conclusion References Chapter 9: Networks of Learning: Exploring What Organization Means in Professional Attempts at Organizing Learning What Is an Organization That It May Learn? Organization as a Heterogeneous Network Effect Inter-organizational Learning: An Illustration from Organizing Health Care Readmissions and Cross-Sectional Organization in Continuity of Care Research Approach Translation Loop 1: Mobilizing the World Through Data Translation Loop 2: Autonomizing the Work of the Project Organization Translation Loop 3: The Importance of Alliances Translation Loop 4: Stabilizing a New Mode of Organization Through Public Representation Translation Loop 5: Linking and Knotting Discussion and Concluding Remarks References Chapter 10: Healthcare Technology and Telemonitoring: Overcoming Barriers to Collaboration Between Healthcare Contexts Introduction Background Barriers to Collaboration Telemonitoring as Collaboration - Introducing the Field of Research Results Social World 1. Telemonitoring in the Form of Weekly Home Measurements Social World 2. COPD Rehabilitation as Gold Standards Social World 3. COPD Rehabilitation in the Form of Self-Help Treatment Social Worlds/Arenas and Learning Three Social Worlds of Care in COPD Telemonitoring - Discourse, Commitment and Infrastructure Discussion Conclusion References Chapter 11: Self-managing Teams in a Public Library: Learning Arrangements at Work Introduction Literature Review A Study on Self-managing Teams at Oodi, the Helsinki Central Library Methods Learning Arrangements at the Oodi Library Appreciative Communication Inclusive Decision-Making Mentoring Discussion Concluding Remarks References Chapter 12: Making Schools into Learning Organizations - Building Capacity for Organizational Learning Through National Compet... Introduction: The Call for Schools to Become Learning Organizations The Scandinavian Model, Organizational Learning, and the Co-Creation of Knowledge Inquiry at Work Learning Oriented Leadership The LSiD Case: Turning Schools into Learning Organizations Through National Programs Methods and Results Why Did Schools Fail to Develop Collective Learning Processes? Call forStrong and Powerful Leadership´´
From Vertical Collaboration to Learning in Network for School Leaders
Co-Production of Knowledge
Organizational Learning Through Adaption Rather than Inquiry
Conclusion
References
Chapter 13: The Communicative Organisation of Reflexivity in Management Education: A Case of Learning to Be Right´´ by Becom... Introduction The Reflective Practitioner and the Critical Quest for Reflexivity Approaching Reflexivity as a Question of Communicatively Constituted Organisation Research Methods and Setting Organizing Reflexivity to Accomplish Legitimate Managerial Identity Organizing Reflexivity Through Positive Psychology - Unpacking Text-Conversation Dialectics Organising Reflexivity by BecomingWrong´´ in Order to Be ``Right´´
Discussion
Conclusion: The Communicatively Constituted Organisation of Reflexivity
References
Chapter 14: Rethinking Transfer of Training: Continuing Education as Collaborative Practice
Introduction
Transfer of Training
Trainee Characteristics
Training Design
Work Environment
Leadership Training in Five Danish Municipalities
Methods
Results
Continuing Education as Collaborative Practice
Continuing Education as a Community of Practice
Transfer as Collaborative Practice
The Content Dimension
The Process Dimension
The Temporal Dimension
Discussion and Concluding Remarks
References