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1.
ABSTRACT

Health services organisations are increasingly incorporating patient engagement strategies as a form of quality improvement. Such strategies take form in programmes where organisations partner with patients in order to learn from their experiences and thereby change how services are designed, delivered, and implemented. In this study, we examined the enactment of patient engagement programmes within an academic health science organisation in Canada. This was accomplished through an exploration of the various constructions of patient participants’ legitimacy, credibility, and expertise as manifesting through participation in the various practices associated with the programmes. Analysis was based on a selection of international, national, and organisational texts, as well as interviews with patient participants (n?=?20) and hospital staff members (n?=?6). Through this analysis, we argue that organisations are not learning from patients per se, but are learning from particular constructions of patient subjectivities in the form of patient advisers. We argue that if patient engagement programmes are premised upon opportunities to learn from patients, these programmes require a coherent theory of workplace learning. We suggest attention to the politics of knowledge production as a fruitful way to conceptualise how clinicians and administrators might learn from patients at the organisational level.  相似文献   

2.
This paper contributes to an understanding of the processes by which organisational actors learn how to affect positive and sustainable social change in their local region through action learning, action research and appreciative inquiry. The paper is based on a critically reflective account of key findings from an ongoing action research project, funded by the Joseph Rowntree Foundation. The project is an attempt to alleviate poverty in the Leeds City Region through the identification and spread of ‘good practice’ in large local organisations. The paper is based on insights into the tensions involved in accomplishing such modes of action research and action learning in this particular context, and how these findings can relate to similar research in other domains of inquiry, action and cross-organisational learning. Through this, the paper discusses the inherent challenges faced when attempting to use action research and action learning approaches to help large organisations to learn and develop as ethical and sustainable agents.  相似文献   

3.
《Africa Education Review》2013,10(2):380-394
Abstract

This article looks at how the application of the concept of a ‘learning organisation’ can be used at a specific organisation in South Africa to change the work performance of its employees. We do this by exploring different theories, models and definitions of organisational learning, learning organisation, organisational knowledge and knowledge management in the field, and against this background examine the perceptions of employees at a South African Organisation. The article underpins this approach by uniquely balancing conceptual rigour with practical experiences of employees at this institution. The view is taken that organisations are living systems that have the capacity to renew themselves by continuously reflecting on their practices and thereby create new knowledge, share and leverage it. Knowledge acquisition and sharing is closely linked to the core values of the organisation in order to achieve business competitiveness, set goals, efficiency, and overall strategic success. The purpose of this article is to understand how an organisation's training department could use the concept of a learning organisation within the South African context to sustain change. To achieve this objective we (the researchers) used a qualitative research paradigm. A phenomenological design presented the research with opportunities to analyse, interpret, and describe the perceptions, feelings and experiences of the participants at the organisation. Eight semi-structured individual interviews provided data for the purposes of this research. The data was analysed to identify categories, themes and sub-themes. The five main themes discussed are organisational learning, organisational culture, organisational change, globalisation and knowledge management and these were linked to the theory of learning organisations and were based on the findings.  相似文献   

4.
The aim of this paper is to review the relevant literature on organisational learning and offer a preliminary conceptual framework as a basis to explore how the multi-levels of individual learning and team learning interact in a public healthcare organisation. The organisational learning literature highlights a need for further understanding of how the multi-levels of organisational learning interact and a broadly accepted theory of organisational learning has not yet emerged. Organisational learning is a multi-level concept and while there has been some multi-level research, more is required to understand the mechanisms that facilitate the flow of learning between the levels. This paper explores multi-level learning, using action learning as a basis through which we consider how individual learning and team learning interact. The preliminary conceptual framework seeks to contribute to our understanding of the interaction between the individual and team levels of learning and the processes and conditions that facilitate or hinder the flow of learning. As this framework provides a means of exploring individual learning in a team setting it has the potential to develop understanding as to how to enhance the effectiveness of learning interactions in the healthcare sector and other sectors. In turn this exploration could lead to enhanced understanding of the mechanisms involved in the flow of learning.  相似文献   

5.

Peer learning can be implemented by individual teachers within an organisation or can be implemented across an organisation by a central implementer. In this article, it is argued that the types of approach required in these two forms of implementation are very different and whilst the former is dealt with in the literature on peer learning, the latter has been largely unconsidered. The article reports how a review of the literature on organisational change was used to develop a model of how to implement peer learning across organisations. It describes how this model was used to guide the implementation of peer learning across a UK further education college. The results of a pilot study into the model's effectiveness in this context are reported. These results suggest that the model appeared to be a useful guide to the implementation of peer learning across an organisation and, as such, is worthy of further investigation in other contexts.  相似文献   

6.
Large urban school districts often struggle with hierarchy, fragmented processes and cultures whereby organisational silos between school and central office staff serve as a major barrier for reaching the desired strategic goals of improving student achievement. In addition, school district staff are undergoing change requiring leaders and staff in these organisations to adapt and build their capacity to support changing demands. However, little attention is paid to how to build the necessary systems and learning environments to support capacity building and leader development. This article reports on an action research study using mixed methods that reveal how central office leaders and school principals break down organisational silos to build a culture of learning using learning organisation principles. Using the Dimensions of the Learning Organization Questionnaire (DLOQ) short form, participants completed questions related to the school district's capacity for learning. Data from the survey and interviews outline key findings that illustrate how the learning organisation framework served as a model to create the organisational conditions and culture to enable support and cooperation for learning, capacity, change and improvement to occur. This action research case study is a look at one organisation's approach to addressing a gap in learning organisation research in the area of learning organisation interventions. In addition, it extends current research on schools as learning organisations with an example of data-informed change in one large school district in the southern United States.  相似文献   

7.
The purpose of this article is to present a specific approach to the practice of action research ‘in complex organisations’. Clearly, there are many approaches to the challenge of doing action research in organisations; approaches that are, and also must be, quite context dependent and specific. But my purpose is neither to give an overview nor a recommendation of how action research is or should be done in complex organisations by different schools of action researchers around the world. The approach I will present has grown through practical experience accumulated over many years with doing action research in many different Norwegian organisations with organisational change and development as the specific objective. I will limit myself to an outline of this Norwegian context, and to how I and others have worked specifically with organisational learning both practically and theoretically within or in relation to a broad Norwegian or Scandinavian approach to action research and organisation development represented by many individuals.  相似文献   

8.
Many organisations declare that the ability for employees to speak out about organisational matters is important for organisational development. However, recent literature reports a widespread fear of retaliation among employees if they express themselves – especially within the police. The point of departure of the present article is the tension and discrepancy between official policy and officers’ accounts of the conversational climate within the police. Through empirical examples from data consisting of field studies and 33 interviews with police officers in subordinate ranks, this article describes how employees learn and reproduce informal norms that condition the conversational and working climate within the organisation. In contrast to official guidelines within the police, employees learn the informal cultural norms of keeping a low profile and remaining silent through everyday talk. Theories that stress how discourses, storytelling, and noisy silences accomplish social action are used to explain why these informal norms are given such power within an institutional setting.  相似文献   

9.

It has taken some two decades for the concept of the learning organisation to achieve recognition as a powerful way of reengineering for life long learning. During this time, schools have been through a period of very rapid change but, paradoxically, many look less like learning organisations today than they may have before the introduction of the Education Reform Act. This paper examines some of the key ideas behind the learning organisation, explores why the concept is so powerful in contemporary contexts, identifies various types of learning organisations and suggests an analytical technique for relating styles of organisational learning to the environmental context. The paper concludes with an analysis of the implications of learning organisation concepts for schools and school leaders.  相似文献   

10.
The article presents and illustrates the learning journey (LJ) – a new management development approach to inter-organisational learning based on observation, reflection and problem-solving. The LJ involves managers from different organisations and applies key concepts of action learning and systemic organisational development. Made up of practitioners from 6 to 8 organisations, the LJ visits each of the organisations to explore management practices, taking into account their particular organisational context and challenges. Following a sequence of (a) becoming aware of the particular organisational context, (b) learning about established management practices and (c) working on a current challenge as ‘comrades in adversity’, the article introduces and illustrates the LJ approach. The article closes with a discussion of the approach's challenges and implications for research on – and development of – inter-organisational learning processes.  相似文献   

11.
This account draws upon learning from an incident in an action learning set where an individual challenged a mandatory organisational requirement. As a facilitator I reflect upon my initial defensive reaction to this challenge. The use of critical action learning to inform ourselves as facilitators of the underlying tensions between set members and the organisations within which we work is explored. The importance of recognising and working with emotions objectively in action learning sets in order to maximise opportunities to learn about ourselves as individuals and the organisations we work in is emphasised.  相似文献   

12.
A continuing decline in an institution’s response rates for student evaluations of teaching (SET) raised faculty concerns about non-response bias in summary statistics. In response, this institution’s SET stakeholders partnered with a Marketing Methods class section to create strategies for increasing response rates. The project was also an exercise in organisational citizenship behaviour (OCB) training because students in that class section received intensive training on how SET feedback is valued by instructors and its role in improving their academic organisation. Within the context of OCB theory, this article finds student exposure to OCB training increases SET response rates because knowing how SET benefits their organisation increases unit-level response propensity for member surveys intended to improve their institution. In the year of the OCB training, SET response rates increased by 26%, though the increases did not persist into later academic years. The response rate increases are realised across all demographic groups with disproportionate increases among low response rate groups, including low performing students, men and ethnic minorities.  相似文献   

13.
This paper reviews the literature on workplace and transformational learning to explore how spirituality can be accessed to encourage individual growth through the development of critical awareness while providing a sense of direction in the workplace as part of organisational learning. In communities and societies where organisations may have replaced religious institutions as centres for adult learning, the workplace continues to respond to the universal need for community and support. These elements are related to spiritual values. Still, leaders of organisations need to consider values that underlie typical workplace activities and recognise how collective engagement and workplace interactions direct personal development and ground identity. Providing opportunities to reflect on meaning and direction at work supports a transformative approach to learning and leadership that promotes cooperative working conditions, conscious behaviour and informed citizenship through encouraging attitudes of critical awareness, praxis and collective engagement in workplace interaction.  相似文献   

14.
This essay is concerned with organisational learning and, in particular, policy learning. Sometimes, organisations learn; sometimes they do not. Sometimes they use their acquired knowledge, but this is, not always the case.  相似文献   

15.
A gradual shift in United Kingdom research funding from blanket financing by government agencies towards more diversified income streams through activities funded by various customers is prompting academic research institutions to orient their research portfolios accordingly. Academic organisations such as university institutes are increasingly relying on the funding obtained through research projects paid for by other customers than national funding bodies, thus diversifying their operations. Wrong choices in this diversification process can, however, have serious financial or operational implications for the organisation. A framework is proposed that should help enable academic institutes to rationalise their decision-making processes when seeking external funding for their operations through project grants or research contracts and learn from projects.  相似文献   

16.
While the use of Web 2.0 tools and specifically blogs is becoming increasingly popular within higher education (HE) and has been shown to promote learning, relatively little is known about the manner in which such tools may affect how teaching and learning may change as a result of the use of such tools. It is within this context that a connectivist learning model was created and has been further developed within this paper in order to consider the implications of how the use of blogs may change the manner in which teaching and learning occurs. Within this research, a case study of the use of collective student blogs utilized as part of a formally assessed module, undertaken within an HE institution, is utilized to explore the manner in which teaching and learning can be seen to change through a connectivist learning model of blog usage. From this case study, it appears that connectivism does provide a theoretical model for the way in which teaching and learning may change as a result of the use of blogs by learners. However, the experience of staff and students who undertook the project suggests that while a number of elements of the connectivist model can be identified, these are not seen universally among all students.  相似文献   

17.
Creative remake assignments using garments and textile refuse are common educational projects to promote environmental and sustainability actions. However, very little empirical research has been carried out on the learning processes of remake projects. In this article, the aim is to examine how students learn with garments and textile refuse when engaging in a remake project. The exploration is conducted in a Swedish crafts class, educational sloyd, as a case. Practical epistemological analysis and the concept of transactant are used to analyse and be attentive to the learning process. The findings show how students transact with the idea of a product, the material’s capabilities and the remake techniques. Further, the transactants show what participates and makes the learning process turn in specific directions, which is further discussed in the paper. Based on this empirical research, we may increase our understandings of how the learning processes is made in the remake project, and that knowledge can help us understand, and thus improve the quality of remake projects in relation to the environmental and sustainability aims.  相似文献   

18.
This account tells the story of the development of an action learning culture in the BBC between 2002 and 2007. From its early beginnings as a sporadic, unsystematic intervention with a small number of leaders scattered throughout the organisation, action learning has now become embedded in our approach to the way we develop our leaders. In this paper we look at the organisational context in which we were developing action learning, the way it became an integral part of a systemic change intervention, the barriers we had to overcome on the way, how we built an internal resource capability and how action learning evolved. We evaluate the impact it has had on the organisation and on our practice, exploring lessons learned during this time and offering ideas for the way ahead.  相似文献   

19.
One of the principle tenets of action learning is that it provides the potential to explore and solve complex organisational problems. The question of how best to develop a future business strategy is such a problem. Existing literature on strategy making presents a multi-faceted debate, suggesting that the complexity of competitive environments means that the strategic route forward for many organisations can often be unclear. As a lecturer who teaches strategy at university, I have been intrigued by the ‘Learning Group’ of strategy making (Argyris & Schon, 1974; Quinn, 1980; Mintzberg, 1987; Argyris, 1993, 2004) for some time, as it argues that competitive environments are complex and unpredictable, and therefore, organisational strategies must be reactive and flexible. As a consequence, strategies simply emerge over time, and are characterised by a process of trial and error where individuals and groups within the organisation learn more about the environment they are competing in and how best to take advantage of it.

This paper aims to explore two key questions: firstly, to examine the role that action learning could play in helping strategy makers become more reflective practitioners, and secondly, to explore the use of peer consultancy as a vehicle to enable action learning. This paper presents the findings of empirical research from an action learning project with the Chief Executive of a leading UK service provider of health and fitness. It provides a detailed examination of how a service management strategy was developed in practice and enabled by a process of iterative action, change, reflection and learning.  相似文献   


20.
This essay is about how to learn to organise to tackle the intractable and most difficult problems of organisations and societies. It opens with a discussion of the nature of such problems, which are the spur for Revans' action learning and the focus of some recent thinking on leadership. Action learning works on the basis of peer relationships and self-determination lends itself naturally to attempts to organise in networks rather than in hierarchies. Taking cancer care as an example of an intractable problem, the centre point of the essay is a case study of an NHS Cancer Network which shows the complex dependencies and connections of this way of working. Although the recent history of organising has been summed up as a trajectory ‘from hierarchies to networks’, I argue that our capabilities with the intractable and wicked problems are limited by our dependence upon hierarchical models of organising and also by management practices that are best suited to ‘tame’ problems and a management education tradition that produces ‘subalterns’ rather than self-determining actors. These points are made via an excursion through three philosophies of freedom: post-colonialism, anarchism and Quakerism. These ideas reveal the cultural legacies to be overcome in the quest to learn how to organise with free actors. The triple practices of action learning, distributed leadership and network organising are offered as being part of the solution.  相似文献   

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