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Rowland, Paula, Carol Fancott, and Julia Abelson. "Metaphors of organizations in patient involvement programs: connections and contradictions." Journal of Health Organization and Management 35, no. 2 (March 30, 2021): 177–94. http://dx.doi.org/10.1108/jhom-07-2020-0292.
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PurposeIn this paper, we contribute to the theorizing of patient involvement in organizational improvement by exploring concepts of “learning from patients” as mechanisms of organizational change. Using the concept of metaphor as a theoretical bridge, we analyse interview data (n = 20) from participants in patient engagement activities from two case study organizations in Ontario, Canada. Inspired by classic organizational scholars, we ask “what is the organization that it might learn from patients?”Design/methodology/approachPatient involvement activities are used as part of quality improvement efforts in healthcare organizations worldwide. One fundamental assumption underpinning this activity is the notion that organizations must “learn from patients” in order to enact positive organizational change. Despite this emphasis on learning, there is a paucity of research that theorizes learning or connects concepts of learning to organizational change within the domain of patient involvement.FindingsThrough our analysis, we interpret a range of metaphors of the organization, including organizations as (1) power and politics, (2) systems and (3) narratives. Through these metaphors, we display a range of possibilities for interpreting how organizations might learn from patients and associated implications for organizational change.Originality/valueThis analysis has implications for how the framing of the organization matters for concepts of learning in patient engagement activities and how misalignments might stymie engagement efforts. We argue that the concept and commitment to “learning from patients” would be enriched by further engagement with the sociology of knowledge and critical concepts from theories of organizational learning.
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Zajac, Gary, and John G. Bruhn. "The Moral Context of Participation in Planned Organizational Change and Learning." Administration & Society 30, no. 6 (January 1999): 706–33. http://dx.doi.org/10.1177/00953999922019058.
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Valentine, Melissa A. "Renegotiating Spheres of Obligation: The Role of Hierarchy in Organizational Learning." Administrative Science Quarterly 63, no. 3 (June 30, 2017): 570–606. http://dx.doi.org/10.1177/0001839217718547.
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To achieve organization-wide goals, sometimes multiple local groups must synchronize their learning activities. This paper uses an ethnographic study of a cancer treatment center to develop theory on organizational learning by identifying a process that helped synchronize learning across many local and interdependent groups by taking advantage of hierarchy. Change agents—in this case, consultants—identified the managers of the various groups that would need to change for an organization-wide goal to be achieved, and they met with each manager to renegotiate his or her formal obligations. Through the renegotiation process, the managers came to better understand the organization-wide goal, and the change agents better understood each group’s work. After the managers understood and accepted their renegotiated obligations, they changed how they administered resources and expectations in their groups, and the members of their respective groups adapted their practices in response. This process illustrates how the obligations associated with hierarchical positions can be renegotiated in ways that develop improved understanding and, when changed, can shape local activities to favor new goals.
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van den Brink, Marieke. "“Reinventing the wheel over and over again”. Organizational learning, memory and forgetting in doing diversity work." Equality, Diversity and Inclusion: An International Journal 39, no. 4 (April 25, 2020): 379–93. http://dx.doi.org/10.1108/edi-10-2019-0249.
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PurposeOne of the urgent questions in the field of diversity is the knowledge about effective diversity practices. This paper aims to advance our knowledge on organizational change toward diversity by combining concepts from diversity studies and organizational learning.Design/methodology/approachBy employing a social practice approach to organizational learning, the author will be able to go beyond individual learning experiences of diversity practices but see how members negotiate the diversity knowledge and how they integrate their new knowledge in their day-to-day organizational norms and practices. The analysis draws on data collected during a longitudinal case study in a financial service organization in the Netherlands.FindingsThis study showed how collective learning practices took place but were insufficiently anchored in a collective memory. Change agents have the task to build “new” memory on diversity policies and gender inequality as well as to use organizational memory to enable diversity policies and practices to be implemented. The inability to create a community of practice impeded the change agenda.Research limitations/implicationsFuture research could expand our knowledge on collective memory of knowledge on diversity further and focus on the way employees make use of this memory while doing diversity.Practical implicationsThe current literature often tends to analyze the effectiveness of diversity practices as linear processes, which is insufficient to capture the complexity of a change process characterized with layers of negotiated and politicized forms of access to resources. The author would argue for more future work on nonlinear and process-based perspectives on organizational change.Originality/valueThe contribution is to the literature on diversity practices by showing how the lack of collective memory to “store” individual learning in the organization has proven to be a major problem in the management of diversity.
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Hartley, Jean, and Lyndsay Rashman. "Innovation and inter-organizational learning in the context of public service reform." International Review of Administrative Sciences 84, no. 2 (May 2, 2018): 231–48. http://dx.doi.org/10.1177/0020852318762309.
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This article examines links between innovation and inter-organizational learning in the context of public service reform. The theory-building and empirical research draws on longitudinal analysis using mixed methods and multiple stakeholder respondents, set in the context of the Beacon Scheme, an instrument of UK public service reform. The research examines two questions: first, how does inter-organizational learning contribute to innovation? Second, how do changes in the approach to inter-organizational learning shape changes in the approach to innovation over time? The research on the whole of English local government ( N = 388) used temporal bracketing to examine developments in three phases over nine years. The article builds theory about the inter-organizational learning underpinning innovation, and shows that the approach to innovation changed over time, shifting from learning to imitate, to learning to innovate. Points for practitioners • Innovation is underpinned by inter-organizational learning. • Organizations improved over time in their ability to acquire and use learning. • Innovation involves the sharing of tacit as well as explicit knowledge. • Over time, organizations learnt to shift from learning to imitate, to learning to innovate. • Improvement through inter-organizational learning was not uniform. Initially, differences between organizations widened as those able to acquire learning used it to improve more rapidly. • Adaptation to local context, not adoption of a single approach, is apparent but is underemphasized in public service reform. • Learning pull, not dissemination push, aids learning and improvement.
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Kurtmollaiev, Seidali, Annita Fjuk, Per Egil Pedersen, Simon Clatworthy, and Knut Kvale. "Organizational Transformation Through Service Design." Journal of Service Research 21, no. 1 (October 31, 2017): 59–74. http://dx.doi.org/10.1177/1094670517738371.
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In this article, we provide in-depth insight into the process of adopting service design (SD) by a large service organization. We use an inductive interpretive approach and draw on rich longitudinal data collected in one of the world’s major telecommunication companies that undertook a series of SD initiatives to improve its innovation capability. We find that instead of merely bringing new services, SD has far-reaching consequences for organizations, prompting significant changes in the organizational mindset and routines. Building on the institutional logics perspective and acknowledging the role of individuals’ institutional work, we identify the macro-level and micro-level mechanisms of the organizational logic transformation that SD induces. Interestingly, the effects are bidirectional, as the organizational context has a considerable impact on SD as an innovation practice. As this study shows, managers and other practitioners can effectively overcome organizational hindrances to the adoption of SD by creating an SD-based corporate language, realigning key performance indicators, and facilitating learning and experimentation.
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Suárez-Herrera, José Carlos, Jane Springett, and Carolyn Kagan. "Critical Connections between Participatory Evaluation, Organizational Learning and Intentional Change in Pluralistic Organizations." Evaluation 15, no. 3 (June 25, 2009): 321–42. http://dx.doi.org/10.1177/1356389009105884.
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Zamfir, Francisca-Elena. "The impact of knowledge transfer on the Organizational performance." Proceedings of the International Conference on Business Excellence 14, no. 1 (July 1, 2020): 577–88. http://dx.doi.org/10.2478/picbe-2020-0054.
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AbstractWhile the importance of knowledge creation and management has been widely recognized as critical to the continued competitiveness and success of an organization since the 1990s, few systematic studies have been conducted on the processes of creation and knowledge management transfer in organizations. Much of what has been reported in the literature has an anecdotal nature. The development of knowledge management as a distinct domain has historically been influenced by research undertaken in a wide range of disciplines. These disciplines include sociology, psychology and philosophy. Since the early 1990s, research in the area of knowledge management has expanded into contiguous areas such as change management, systems theory, organizational theory, organizational learning &development and artificial intelligence. During the past years, there has been a great deal of interest in knowledge as an organizational and commercial variable, with the need to better understand the processes of knowledge transfer in organizations. In this paper, I present and develop the following questions: What kind of knowledge should we transfer? How should we transfer knowledge between entities? What is the impact of knowledge transfer on organizational performance? To develop the previously mentioned questions, a quantitative research based on a questionnaire has been applied on a sample of 100 people who are working in a certain shared services centre. The main purpose of the research is to identify the impact of knowledge sharing on organizational performance and to analyze the importance of having a solid base of information in order to achieve excellent organizational performance. The result is that knowledge transfer has an impact on the company’s vision, continuous learning and business performance. The way knowledge is managed in a company is crucial to gain a competitive advantage, this being recognized by the respondents as important for achieving the following goals: project success and self-improvement.
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Robinson, Graham. "Organizations are people: reflections, obstacles and learning opportunities." Learning Organization 27, no. 6 (September 2, 2020): 535–48. http://dx.doi.org/10.1108/tlo-07-2020-0122.
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Purpose The purpose of this paper is to place the idea of the learning organization in a historical, multidisciplinary context with the aim of identifying obstacles and opportunities for its greater realization in practice. Design/methodology/approach Marking the 30th anniversary of publication of Peter Senge's “The Fifth Discipline”, the paper reflects on approaches to the study and analysis of organizations over the past century from German sociology, human relations, organization development, the learning organization to responses to the Covid-19 pandemic. Findings It is suggested that distributed leadership is critical to the realization of organizational learning and its absence is a major inhibitor of such learning. Following Argyris, it is argued that high levels of skill (personal mastery) may, in some circumstances, provide a barrier to organizational learning in the face of contextual uncertainty and change. Research limitations/implications While no specific areas of research are proposed, questions are raised which may only be answered in the wake of appropriate (interdisciplinary) research. Practical implications The reflective nature of the paper suggests that significant reform is required in the legislation that encourages short-term thinking on the part of institutional investors to the detriment of strategic thinking and long-term planning. Social implications The Covid-19 pandemic seems to have provided an opportunity to redress a perceived imbalance between traditional organizational thinking and opportunities demonstrated by effective community action, for reappraisal of organizations as communities of people as well as being formalized structures, systems and processes. Originality/value This paper seeks to synthesize diverse theories of organization with the aim of stimulating further innovation in approaches to organizational learning.
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Norman, Leanne, Alexandra J. Rankin-Wright, and Wayne Allison. "“It’s a Concrete Ceiling; It’s Not Even Glass”: Understanding Tenets of Organizational Culture That Supports the Progression of Women as Coaches and Coach Developers." Journal of Sport and Social Issues 42, no. 5 (July 26, 2018): 393–414. http://dx.doi.org/10.1177/0193723518790086.
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The purpose of this study was to explore what particular areas of organizational cultures facilitate the development and progression of women as football coaches and coach developers. The English Football Association provided the context for the research. Previous statistics demonstrate that recruitment, retention, and progression of women in English football coaching and tutoring are lower and slower than their male counterparts. In-depth interviews were completed with 26 women coaches and coach developers during November 2015 and February 2016 to understand their personal experiences as linked to the structure and culture of their sporting governing body, and analyzed using Schein’s theory of organizational culture. Three key tenets of organizational culture were found to be most influential on the career development of the participants: journeys and crossroads (the establishment of a learning culture), inclusive leadership, and vertical and horizontal relationships. The research demonstrates the need to identify disparities between espoused values and assumptions to enact cultural change toward supporting more women to be valued, included, and progressed in the sporting workplace.
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DeJordy, Rich, Maureen Scully, Marc J. Ventresca, and W. E. Douglas Creed. "Inhabited Ecosystems: Propelling Transformative Social Change Between and Through Organizations." Administrative Science Quarterly 65, no. 4 (February 7, 2020): 931–71. http://dx.doi.org/10.1177/0001839219899613.
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Two research streams examine how social movements operate both “in and around” organizations. We probe the empirical spaces between these streams, asking how activism situated in multi-organizational contexts contributes to transformative social change. By exploring activities in the mid-1990s related to advocacy for domestic partner benefits at 24 organizations in Minneapolis–St. Paul, Minnesota, we develop the concept of inhabited ecosystems to explore the relational processes by which employee activists advance change. These activists faced a variety of structural opportunities and restraints, and we identify five mechanisms that sustained their efforts during protracted contestation: learning even from thwarted activism, borrowing from one another’s more or less radical approaches, helping one another avoid the traps of stagnation, fostering solidarity and ecosystem capabilities, and collaboratively expanding the social movement domain. We thus reveal how activism situated in multi-organizational contexts animates an inhabited ecosystem of challengers that propels change efforts “between and through” organizations. These efforts, even when exploratory or incomplete, generate an ecosystem’s capacity to sustain, resource, and even reshape the larger transformative social change effort.
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Vito, Rosemary. "Self-Directed Teams as an Organizational Change Strategy to Empower Staff: A Teaching/Learning Case Study." Human Service Organizations: Management, Leadership & Governance 43, no. 2 (March 15, 2019): 146–51. http://dx.doi.org/10.1080/23303131.2019.1614852.
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Miranti, Paul J. "Chandler's Paths of Learning." Business History Review 82, no. 2 (2008): 293–300. http://dx.doi.org/10.1017/s0007680500062784.
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In his last two major works, Inventing the Electronic Century and Shaping the Industrial Century, Alfred Chandler extended his well-known historical model put forth originally in Strategy and Structure, The Visible Hand, and Scale and Scope by drawing on insights from scholarship dealing with organizational learning and evolutionary economics. In the earlier works, he won high praise, as evinced by the awarding of the Bancroft and Pulitzer prizes for his contribution in advancing the understanding of history, economics, and sociology. His work presented a powerful alternative vision of businesspeople from the version usually communicated by the older Progressive school of history. Although practitioners of the latter brand of history generally acknowledged industrialization's material benefits, many worried that such change represented a Faustian bargain: they feared that concentrated economic power threatened the preservation of cherished democratic institutions and values.
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Mahler, Julianne. "Stimulating and Supporting Agency Learning." American Review of Public Administration 50, no. 2 (September 30, 2019): 148–60. http://dx.doi.org/10.1177/0275074019879435.
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Organizational learning is widely seen as a particularly valuable form of change, driven by professionals closest to the work of the agency and all its challenges. However, the growing literature on this process identifies a large and varied set of requisites for learning. The object here is to survey these requisites and show how they are the many guises of a few basic learning processes, and in doing so distinguish the conditions that stimulate or initiate learning from those that support it. Although all of the paths to learning can be encouraged, the stimuli have been less appreciated for their particular role.
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Gronow, Antti, Maria Brockhaus, Monica Di Gregorio, Aasa Karimo, and Tuomas Ylä-Anttila. "Policy learning as complex contagion: how social networks shape organizational beliefs in forest-based climate change mitigation." Policy Sciences 54, no. 3 (April 29, 2021): 529–56. http://dx.doi.org/10.1007/s11077-021-09418-2.
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AbstractPolicy learning can alter the perceptions of both the seriousness and the causes of a policy problem, thus also altering the perceived need to do something about the problem. This then allows for the informed weighing of different policy options. Taking a social network perspective, we argue that the role of social influence as a driver of policy learning has been overlooked in the literature. Network research has shown that normatively laden belief change is likely to occur through complex contagion—a process in which an actor receives social reinforcement from more than one contact in its social network. We test the applicability of this idea to policy learning using node-level network regression models on a unique longitudinal policy network survey dataset concerning the Reducing Deforestation and Forest Degradation (REDD+) initiative in Brazil, Indonesia, and Vietnam. We find that network connections explain policy learning in Indonesia and Vietnam, where the policy subsystems are collaborative, but not in Brazil, where the level of conflict is higher and the subsystem is more established. The results suggest that policy learning is more likely to result from social influence and complex contagion in collaborative than in conflictual settings.
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Beyer, Cornelia. "Non-Governmental Organizations as Motors of Change." Government and Opposition 42, no. 4 (2007): 513–35. http://dx.doi.org/10.1111/j.1477-7053.2007.00216.x.
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AbstractOn one hand, NGOs are seen as experts because of their proximity to the problems they address. They provide knowledge relevant to the solution of these problems and can bring this into the political process. They are able to increase the efficiency of global governance by participating in the policy-formation processes of international organizations. In this paper I will explain the role and functions of NGOs as described in the debate about their legitimacy and theorize – while applying Ernst Haas's theory of organizational learning – on the mechanisms likely to lead to their increasing integration into international institutions as well as the implications of this integration.
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Rydenfält, Christofer, Per-Anders Larsson, and Per Odenrick. "An action-oriented method for interprofessional organization development at a hospital operating unit." Action Research 15, no. 2 (February 16, 2016): 177–97. http://dx.doi.org/10.1177/1476750316631806.
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The complexity of modern interdisciplinary health care practices, where different specialties work together to solve complex problems, challenges traditional approaches to organizational development and quality improvement. An example of this is surgery. This article describes and evaluates an action-oriented method to facilitate organizational development and innovation at an operating unit, centered on interprofessional aspects of health care, a method that shares some features with action learning. At its core the method had a group with members from all specialties in an operating team, who participated in regular meetings facilitated by a process leader, according to experiential learning principles. The group was evaluated using mixed methods (including interaction process analysis (IPA)), of which video recorded group meetings and interviews constituted the main sources of data. Results showed that the group achieved a successful organizational change. Indications of the success of the group process were the low level of conflicts and the high level of task focus. Interprofessional boundaries appeared to be bridged as all members participated in formulation of both problems and solutions while not being afraid to voice different opinions. Problems could be attributed to lack of awareness of the group at the operating unit at which the intervention took place.
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Conde Vélez, Sara, Manuel Delgado García, and Francisco Javier García Prieto. "Caracterizando la construcción de espacios metodológicos-organizativos en Educación Infantil." Revista Fuentes 1, no. 23 (2021): 125–37. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.12105.
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Research focused on ECE (Early Childhood Education) stage teachers brings to light multiple models for classroom management associated with different didactic-pedagogical strategies, ranging from models close to management styles (predominant in the Spanish context) to others in which unplanned or free time predominates. Our investigation is based on the opinion of 1.350 ECE teachers in Andalusia (Spain) on positivist method principles, with an exploratory and correlational intention and the support of an ad hoc designed questionnaire, we try to identify and explore the possible correlations between methodological-organisational aspects, as well as their influence or degree of determination on the interactions that take place in the ECE classroom. The results obtained after a structural equations analysis confirmed the positive influence of some methodological-organisational aspects implemented by the teacher on the type of interactions that arise when working with learning corners in the ECE. We conclude that in order to dynamise the classroom environment it is necessary to diversify the methodological-organisational aspects that accompany teaching work, overcoming the reluctance detected in part of the teaching staff and inviting them to reflect upon training in positive attitudes towards change.
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Hammack, David C. "Book Review: Alnoor Ebrahim, NGOs and Organizational Change: Discourse, Reporting, and Learning, Cambridge, Cambridge University Press, 2003." VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations 15, no. 3 (September 2004): 305–6. http://dx.doi.org/10.1023/b:volu.0000046437.42036.0d.
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Lymantaitė, Kristina. "Organizacinės elgsenos ir žinių vadybos integracija kuriant žiniomis grindžiamą biblioteką kaip organizaciją." Informacijos mokslai 48 (January 1, 2009): 30–45. http://dx.doi.org/10.15388/im.2009.0.3332.
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XXI amžiaus pradžioje, veikiamos ekonominių, politinių, socialinių veiksnių kaitos, valstybės, visuomenės, organizacijos gyvena milžiniškame nesibaigiančiame pokyčių sūkuryje. Globalizacija, informacijos ir komunikacijos technologijų plėtra, informacijos ir žinių visuomenės bei ekonomikos, mokymosi visą gyvenimą idėjos, konkurencija, inovacijų poreikis, neišvengiamai verčia ir bibliotekas peržiūrėti pasenusias strategijas, sukurti visiškai naują bibliotekos valdymo koncepciją. Bibliotekininkystės teoretikai jau seniai siūlo naujos koncepcijos kūrimui pasitelkti žinių vadybą. Tačiau pastaruoju metu vis dažniau prabylama apie tai, kad sėkmingai, žinių vadyba grindžiamai teorinei ir praktinei veiklai gali būti naudojami organizacinės elgsenos tyrimai. Straipsnio tikslas – išanalizuoti organizacinės elgsenos tyrimų ir žinių vadybos integracijos galimybes, įvardyti šių sričių panašumus ir skirtumus, atskleisti šio santykio vaidmenį kuriant žiniomis grindžiamą biblioteką kaip organizaciją. Rašant straipsnį remtasi teoriniais analizės, apibendrinimo, lyginimo, sintezės metodais. Reikšminiai žodžiai: organizacinė elgsena, žinių vadyba, biblioteka.Integration of organizational behavior and knowledge management by creating a knowledge-based library as an organizationKristina Lymantaitė SummaryThe most valuable resource in the 21st century organizations is the employee and his knowledge. Two areas, organizational behavior and knowledge management, play a significant role in changing the individual behavior to the knowledge management-friendly direction. Favourable assumptions for the integration of these two areas are determined by the common research object, similar levels of analysis (individual, group, organization), a combined approach to the organization as an open constantly changing social and cultural system, multifunctional activities, usage of such allied fields of knowledge as sociology, psychology, change, quality management and others. One of the essential clauses that allow the integration of the analysed areas is the fact that both of them use similar measures to compose appropriate cultural, managerial, organizational conditions for the individuals to create, share, use and transfer their knowledge to the intellectual capital of the organization. One of the library’s strategic goals is to become a knowledge-based organization and to develop as a flexible, competitive, learning, customer-driven organization. Integration of organizational behavior and knowledge management allows identifying conductive assumptions for knowledge management in the library and changing the behavior of an individual, group and organization with regard to the specific features of the library.Key words: organizational behaviour, knowledge management, library.
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Stein, Janice Gross. "Political learning by doing: Gorbachev as uncommitted thinker and motivated learner." International Organization 48, no. 2 (1994): 155–83. http://dx.doi.org/10.1017/s0020818300028150.
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The direction and scope of the change in Soviet foreign policy after 1985 cannot be explained without reference to the impact of Gorbachev's representation of the Soviet security problem. Changes in the international distribution of capabilities and generational change are indeterminate explanations of the changes in Soviet foreign policy. Building on propositions from social cognition and organizational psychology, I argue that through inductive “trial-and-error learning” from failure, Gorbachev developed a new representation of the “ill-structured” Soviet security problem. Gorbachev learned in part because he was a relatively uncommitted thinker on security issues and was open to the ideas of experts. He was also highly motivated to learn because of his commitment to domestic reform. The complex interactive relationship between learning and action that provided quick feedback is captured by the social cognition of “learning by doing.” The conditionality of political learning suggests a rich research agenda for the analysis of foreign policy change.
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Yusoff, Malek Shah Bin Mohd. "CAPAM Symposium on Networked Government: The public service as a learning organization: the Malaysian experience." International Review of Administrative Sciences 71, no. 3 (September 2005): 463–74. http://dx.doi.org/10.1177/0020852305056824.
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Current environmental demands require public sector organizations to respond effectively and efficiently to the needs of the people and the nation. Given the bureaucratic nature of public sector organizations, where change and responsiveness are difficult to achieve, this paper highlights some of the issues that need attention to transform public sector organizations into learning organizations. It also examines some of the initiatives taken by Malaysia in general and INTAN (the National Institute of Public Administration) in particular to help enhance learning in the public sector so that the various components of the government machinery can work together across organizational boundaries for a common purpose, responding effectively to challenges, as well as delivering integrated and customer-centric services.
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Laursen, Sandra L., and Kristine De Welde. "The changer and the changed." Equality, Diversity and Inclusion: An International Journal 38, no. 2 (March 11, 2019): 140–59. http://dx.doi.org/10.1108/edi-09-2017-0192.
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PurposeThe purpose of this paper is to examine the evolving theories of change of the US National Science Foundation’s (NSF) ADVANCE program to increase the representation of women on academic faculties in science, technology, engineering and mathematics (STEM). ADVANCE supports efforts to transform the cultures and structures of US institutions of higher education by removing gendered barriers to STEM faculty women’s employment, advancement and success, and by developing change strategies that others may adopt.Design/methodology/approachThe empirical study is based on qualitative, longitudinal analysis of nine requests for proposals (RfPs) for the ADVANCE program (2001–2016), complemented by historical analysis of funded ADVANCE projects using public records.FindingsThe analysis identifies changes over time that suggest shifts in NSF’s rationale and theory of change for ADVANCE. Increased guidance directs how institutions should best undertake change, document outcomes and share best practices. The RfPs reveal growing attention to equity, rather than simply to representation, and to intersectionality – how gender, race, social class and other identities intersect to produce disparate experiences and outcomes for individuals differently positioned in social systems. Gendered organizations theory helps to place these experiences and outcomes in a structural context. Iterative processes of organizational learning are postulated to account for these changes over time.Originality/valueWhile many studies have examined ADVANCE projects’ activities and outcomes, none have examined the premises and design of the ADVANCE program itself. This analysis offers insight into how the ADVANCE RfP has driven innovation and learning about transformative institutional change to advance gender equity in STEM.
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Moltz, James Clay. "Divergent Learning and the Failed Politics of Soviet Economic Reform." World Politics 45, no. 2 (January 1993): 301–25. http://dx.doi.org/10.2307/2950661.
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Attempts at economic reform in the late Gorbachev years suffered from a critical lack of consensus among top leaders on the desired direction of change. As the crisis worsened, top leaders did not band together but instead fell back upon their underlying organizational interests, adopting new economic programs largely to promote their own political constituencies. This article critiques the “collective learning” literature that has been applied widely to explain the Gorbachev reforms, and it suggests a typology to account for its strengths and weaknesses in both foreign and domestic policy settings.In examining the politics of the late Soviet economic crisis, it proposes a model of divergent (rather than collective) learning and suggests the new concept of “borrowing” to explain the instrumental use of foreign economic models by rival Soviet politicians.
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Lo Piccolo, Alessandra. "L'Università tra apprendimento e occupabilità." EDUCATION SCIENCES AND SOCIETY, no. 2 (January 2020): 155–69. http://dx.doi.org/10.3280/ess2-2019oa8669.
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Today organization is changing. Organizational change does not come easy. How education is resourced, delivered and taken up? This transformation should be shaped by educators and policy-makers. Educational institutions are called to change approaches and methodologies, to respond to the important social function they play. University as promoting to generative learning and skills, should become an open university, geared to the development of knowledge, and to the involvement of the social partners, as a new Management. If these aspects concern, in the first instance, pedagogy, psychology and sociology, more than others, the vision does not exclude other disciplines, both for their theoretical and methodological choices, through which they contribute to create a new training project. Therefore, there are many practical interventions to undertake, and should be followed in which, however, the network must be made reliable, in a multi-disciplinary and interdisciplinary perspective and approach.
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Kotras, Baptiste. "Mass personalization: Predictive marketing algorithms and the reshaping of consumer knowledge." Big Data & Society 7, no. 2 (July 2020): 205395172095158. http://dx.doi.org/10.1177/2053951720951581.
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This paper focuses on the conception and use of machine-learning algorithms for marketing. In the last years, specialized service providers as well as in-house data scientists have been increasingly using machine learning to predict consumer behavior for large companies. Predictive marketing thus revives the old dream of one-to-one, perfectly adjusted selling techniques, now at an unprecedented scale. How do predictive marketing devices change the way corporations know and model their customers? Drawing from STS and the sociology of quantification, I propose to study the original ambivalence that characterizes the promise of a mass personalization, i.e. algorithmic processes in which the precise adjustment of prediction to unique individuals involves the computation of massive datasets. By studying algorithms in practice, I show how the active embedding of local preexisting consumer knowledge and punctual de-personalization mechanisms are keys to the epistemic and organizational success of predictive marketing. This paper argues for the study of algorithms in their contexts and suggests new perspectives on algorithmic objectivity.
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Schulte, Benjamin, Florian Andresen, and Hans Koller. "Exploring the Embeddedness of an Informal Community of Practice Within a Formal Organizational Context: A Case Study in the German Military." Journal of Leadership & Organizational Studies 27, no. 2 (March 11, 2019): 153–79. http://dx.doi.org/10.1177/1548051819833382.
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The embeddedness of communities of practice (CoPs)—self-organized groups of practitioners, who engage in the same practices, learn from each other, and innovate together—in contexts of formal hierarchical systems, is characterized through tension. CoPs drive learning and change, while formal systems are focused on stable execution and control, suppressing informality and self-organization. How leadership navigates this tension and shapes embeddedness is of interest to scholars and practitioners alike. In this article, we employ an interpretative research approach to explore how a CoP emerges and interacts with the formal hierarchy of the German Armed Forces. The findings of this study indicate that the embeddedness of a CoP within the formal organizational context molds through the dynamic interplay between administrative leaders and community members. In drawing from complexity leadership theory our grounded, cross-level, process model uncovers how a CoP evolves as individuals experience adaptive pressures in their practices stemming from environmental changes and start to generate new resources in response. Furthermore, it reveals how organizational leaders alternate between administrative leadership and enabling leadership techniques, allowing for both self-organized activities and also the integration of the emergent outcomes. Therefore, the model contributes to our understanding of the processes that unfold at the interface between a CoP and formal hierarchical system.
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Schwartz, Elizabeth. "Developing Green Cities: Explaining Variation in Canadian Green Building Policies." Canadian Journal of Political Science 49, no. 4 (October 18, 2016): 621–41. http://dx.doi.org/10.1017/s0008423916000846.
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AbstractBuildings produce a large proportion of Canada's greenhouse gas emissions and municipalities control a number of policy levers that can help to reduce those emissions. This article explains variation among Canadian cities regarding policies adopted to reduce greenhouse gas emissions, with a particular focus on green building standards. By applying insights from the study of the politics of public policy to urban politics, this article finds that while electoral disincentives prevent most cities from enacting high impact green building policies, the success of some cities can be attributed to the influence of independent municipal environment departments. These departments facilitate policy learning by providing information and resources. The findings suggest that policy makers could improve the effectiveness of local climate change policy by creating municipal environment departments that have organizational capacity—funding, staff, and a cross-cutting mandate—and are insulated from interference from politicians and line departments.
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Wilkins, John K. "Conceptual and Practical Considerations in Alternative Service Delivery." International Review of Administrative Sciences 69, no. 2 (June 2003): 173–89. http://dx.doi.org/10.1177/0020852303069002004.
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Alternative service delivery (ASD) is a Canadian phenomenon that spread, surfaced important issues and made a wider impact. ASD refers to the many and varied organizational forms and delivery mechanisms governments use to achieve their objectives. It is anchored in a spectrum of options that mirrors the diversity of the nation, its governments and its public institutions. Innovations sustain the capacity to serve the public interest and to leverage efficiency, accountability and renewal. They embrace a strategy of collaboration across sectors and boundaries to overcome impediments to change and to transform service delivery. Countless spin-offs cascade throughout the Canadian public sector. Many governments benchmark the international scene and adapt innovations to their settings. Respect for situation and reciprocal learning facilitate the transfer of good practice. Lessons learned from ASD experiences across Canada and in countries like Tanzania, Latvia and New Zealand improve the prospects of `getting service delivery right'.
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Ballard, David. "Using learning processes to promote change for sustainable development." Action Research 3, no. 2 (June 2005): 135–56. http://dx.doi.org/10.1177/1476750305052138.
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Batty, Clare, and John Hilton. "From Command and Control to Self-Confidence in Government: Meeting the Challenge in Doncaster." International Review of Administrative Sciences 69, no. 2 (June 2003): 161–72. http://dx.doi.org/10.1177/0020852303069002003.
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This article compares some themes of change management theory against the practical experience of a large UK local authority as it attempts to move from `command and control' leadership to a more assertive, self-confident style of local government. This move is a response both to changing national legislation and local demand arising from a significant corruption scandal. The concept of `command and control' management is compared with that of self-confidence within the context of organizing for government, both central and local. The nature of self-confident government is then examined more closely in an attempt to answer some central questions — what is self-confidence, what sustains it and what benefits does it offer? These questions are then considered against the practical experience of a large metropolitan authority in England. The local pressures for organizational and cultural change, including those arising out of recent municipal corruption, are discussed along with the developing local responses. The article then considers the change issues that are arising for local service managers and the role of developing self-confidence in adapting and expanding their capabilities into the future. Some key learning points are identified.
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Rutkiene, Ausra, and Ilona Tandzegolskiene. "APPROACHES TO THE LEADERSHIP IN EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 549–59. http://dx.doi.org/10.17770/sie2021vol1.6374.
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The concept of leadership in education has been influenced by several disciplines: sociology, psychology, political science, economics, philosophy (Simkins, 2005, English, 2006). The development of the concept of leadership has also been greatly influenced by the analysis of organizational systems from a sociological perspective (English, 2006).The analysis of scientific literature shows that the concept of leadership in education is analyzed and presented by many authors from different points of view. Leadership in education is analyzed by emphasizing the position of administration and management, reviewing changes in the school system and leadership models that help to implement systemic changes in school, focusing on the learning process and curriculum development, emphasizing leadership in higher education, narrative, historical context, and meta-analysis.The results of the focus group with higher education staff show that leadership in higher education covers a wide range of activities: administration, management, teaching, research, supervision of final theses, decision-making in projects - basically sociological, political, administrative, philosophical aspects of leadership are incorporated.
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Walsh, John P. "Organizational Learning from Performance Feedback: A Behavioral Perspective on Innovation and Change. By Henrich R. Greve. New York: Cambridge University Press, 2003. Pp. x+215. $70.00 (cloth); $25.00 (paper)." American Journal of Sociology 111, no. 6 (May 2006): 1969–71. http://dx.doi.org/10.1086/506216.
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Karger, Tomáš. "The signs of frenetic standstill: The concept of change in the discourse of lifelong learning and the tempo of the Czech National Qualifications Framework." Time & Society 30, no. 3 (April 29, 2021): 423–44. http://dx.doi.org/10.1177/0961463x211006082.
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The aim of this study is to interpret recent developments in the field of adult education in the Czech Republic through the theory of social acceleration. The study is designed as focused ethnography, drawing upon observation, interviewing, and document analysis. The material is read through the concepts of acceleration and frenetic standstill and contextualized in the discourses on industry 4.0 and recognition of prior learning. The study shows how the notion of constant technological change drives the Czech discourse of adult education, introducing a sense of urgency and pressing for faster developments in the further education of adults. However, the field of adult education exhibits a lack of consistency in its development, translating into absenting sense of progress. Within this context, the Czech National Qualifications Framework (NQF) has produced a steady output of qualification standards even though its internal processes have been prolonged. The tempo of the NQF and the absenting sense of progress can be read as signs of a frenetic standstill, accompanied by a high fluctuation of individuals on all levels of an organizational hierarchy. The study argues that acceleration is not driven by technological change in the observed context as the examined discourses expect. Instead, social acceleration seems to be perpetuating itself as a relatively independent force, eroding institutions that are seen as key in adapting to the incoming transition.
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Checkel, Jeffrey T. "Why Comply? Social Learning and European Identity Change." International Organization 55, no. 3 (2001): 553–88. http://dx.doi.org/10.1162/00208180152507551.
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Why do agents comply with the norms embedded in regimes and international institutions? Scholars have proposed two competing answers to this compliance puzzle, one rationalist, the other constructivist. Rationalists emphasize coercion, cost/benefit calculations, and material incentives; constructivists stress social learning, socialization, and social norms. Both schools, however, explain important aspects of compliance. To build a bridge between them, I examine the role of argumentative persuasion and social learning. This makes explicit the theory of social choice and interaction implicit in many constructivist compliance studies, and it broadens rationalist arguments about the instrumental and noninstrumental processes through which actors comply. I argue that domestic politics—in particular, institutional and historical contexts—delimit the causal role of persuasion/social learning, thus helping both rationalists and constructivists to refine the scope of their compliance claims. To assess the plausibility of these arguments, I examine why states comply with new citizenship/membership norms promoted by European regional organizations.
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Pramstrahler, Werner. "Lifelong Learning and Work Quality: Two Approaches for Coping with Demographic Change." SOCIOLOGIA DEL LAVORO, no. 125 (March 2012): 73–86. http://dx.doi.org/10.3280/sl2012-125005.
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In the world of work, demographic change is one of today's biggest challenges. The necessary raising of the retirement age can be effected in a socially acceptable way only by boosting the quality of work for all the workers. A look at the countries of Scandinavia shows that two aspects are of special importance: the involvement of workers in lifelong learning and the organization and planning of work, so as to provide workers with more autonomy and sense of responsibility in performing their tasks. Against the increasing commodification of work within companies, and in the perspective of the increase in the indirect forms of monitoring work outputs, the provision of greater autonomy level and responsibility becomes ambivalent. As a result, forms of participation are needed to make the workplace environment, the work organization, the company and the area of health management and promotion accessible to democratic discussion.
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Gavrilenko, O. Vl. "Social technologies as research field and instrument of social transformations." Moscow State University Bulletin. Series 18. Sociology and Political Science 25, no. 4 (February 12, 2020): 77–94. http://dx.doi.org/10.24290/1029-3736-2019-25-4-77-94.
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This article attempts to represent social technologies as a research area of sociology and a practical field. Social technologies (as technology of government of social processes, agents, organizations, communities) are the complex social phenomenon. Nowadays — the days of radical technological changes (Internet of things, Big Data, virtual and augmented reality, blockchain technology, artificial intelligence, machine learning, robotization, transition to a shared economy), redefining a wide range of social fields and generating principally new social regimes ad configurations — the social technologies acquire almost universal character. The exploration and practices (design, implementation, modification) of social technologies mean the work with the widest possible range of social phenomena, deploying on very different spatial and time scales and in various social spheres. At the same time, there remains a need for conceptual and theoretical clarification of “social technologies” on the other hand, and for their institualization as research and practical fields (with its own standards, human and organizational resources and so on). The department of social technologies was opened in Moscow State University establishment on Faculty of Sociology in 2013 to address that need. The article outlines the whole number of research directions of this department since its establishment, through to the present day.
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Lawson, Robert B., and Curtis L. Ventriss. "Organizational Change: The Role of Organizational Culture and Organizational Learning." Psychological Record 42, no. 2 (April 1992): 205–19. http://dx.doi.org/10.1007/bf03399598.
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Macintyre, Thomas, Tatiana Monroy, David Coral, Margarita Zethelius, Valentina Tassone, and Arjen EJ Wals. "T-labs and climate change narratives: Co-researcher qualities in transgressive action–research." Action Research 17, no. 1 (March 2019): 63–86. http://dx.doi.org/10.1177/1476750319829203.
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This paper addresses the call for more action-based narratives of grassroot resistance to runaway climate change. At a time when deep changes in society are needed in order to respond to climate change and related sustainability issues, there are calls for greater connectivity between science and society, and for more inclusive and disruptive forms of knowledge creation and engagement. The contention of this paper is that the forces and structures that create a disconnect between science and society must be ‘transgressed’. This paper introduces a concept of Transgressive Action Research as a methodological innovation that enables the co-creation of counter hegemonic pathways towards sustainability. Through the method of the Living Spiral Framework, fieldwork reflexions from the Colombian case study of the international T-Learning project were elicited, uncovering and explicating the transgressive learning qualities needed to respond to climate change. As part of a larger action–research project, this paper combines the arts with the social sciences, demonstrating how the concept of ‘Transgressive Action Research’ can enable co-researchers to engage in disruptive and transformative processes, meeting the need for more radical approaches to addressing the urgent challenges of climate change.
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Hage, J. T. "ORGANIZATIONAL INNOVATION AND ORGANIZATIONAL CHANGE." Annual Review of Sociology 25, no. 1 (August 1999): 597–622. http://dx.doi.org/10.1146/annurev.soc.25.1.597.
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Modelski, George. "Is world politics evolutionary learning?" International Organization 44, no. 1 (1990): 1–24. http://dx.doi.org/10.1017/s0020818300004628.
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The claim is advanced for recognizing evolutionary learning as the generative principle of world politics. Immanuel Kant was the first to specify a “natural” process leading toward “perpetual peace.” The long cycle, seen as the process of structural change. is explained with the help of a Parsonian learning model and a social evolutionary model and is argued to be coupled with the Kantian process. The long cycle defines the agenda for change in the major institutional complexes of world politics and deepens our understanding of the conditions for the control of global war.
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Giannikas, Christina Nicole. "Language Education and primary school children: the story of using stories." International Journal of Action Research 15, no. 2-2019 (August 7, 2019): 157–69. http://dx.doi.org/10.3224/ijar.v15i2.05.
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The present study concentrates on the development of interactive skills in the L2 and the pedagogical aspects of Young Language Learners’ (YLLs) through the use of story telling. Such an approach reveals the benefits of encouraging creativity in learning and, as a result, captures the dynamics of the classroom and the progress of the learner. The data derives from an Action Research study carried out as part of a longitudinal study in South Western Greece, where storytelling is a neglected language learning source. The research concentrates on YLLs of a Beginners level, aged 7-9 years old. The results show the advantageous use of Action Research as a tool of intervention to apply necessary change in language teaching contexts.
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Apgar, J. Marina, Will Allen, Joelle Albert, Boru Douthwaite, Rodrigo Paz Ybarnegaray, and Jeston Lunda. "Getting beneath the surface in program planning, monitoring and evaluation: Learning from use of participatory action research and theory of change in the CGIAR Research Program on Aquatic Agricultural Systems." Action Research 15, no. 1 (October 26, 2016): 15–34. http://dx.doi.org/10.1177/1476750316673879.
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Many rural poor and marginalized people strive to make a living in social-ecological systems that are characterized by multiple and often inequitable interactions across agents, scale and space. Uncertainty and inequality in such systems require research and development interventions to be adaptive, support learning and to engage with underlying drivers of poverty. Such complexity-aware approaches to planning, monitoring and evaluating development interventions are gaining strength, yet, there is still little empirical evidence of what it takes to implement them in practice. In this paper, we share learning from an agricultural research program that used participatory action research and theory of change to foster learning and support transformative change in aquatic agricultural systems. We reflect on our use of critical reflection within participatory agricultural research interventions, and our use of theory of change to collectively surface and revisit assumptions about how change happens. We share learning on the importance of being strengths-based in engaging stakeholders across scales and building a common goal as a starting point, and then staging a more critical practice as capacity is built and opportunities for digging deeper emerge.
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Janicijevic, Nebojsa. "Organizational learning in the theory of organizational change." Ekonomski anali 51, no. 171 (2006): 7–31. http://dx.doi.org/10.2298/eka0671007j.
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The concept of organizational learning has been presented and placed within the referential frame of the organizational change theory. It appears that organizational changes shows to be a wider concept than organizational learning, since every learning includes change, but every change does not necessarily include learning. Organizational learning presents a particular type of organizational change, one which comprises creation and utilization of knowledge, includes changes of both cognitive structures and behaviors of organizational members, and necessarily is normative by its nature. The referential frame of the theory of organizational change is based on the classification of organizational changes and put together all theories into four perspectives: organizational development, organizational transformation, organizational adaptation and process perspective. It can be concluded that the concept of organizational learning is eclectic one, since it includes all types of organizational changes and encompasses all mentioned perspectives of organizational changes. .
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Hage, Jerald, and Kurt Finsterbusch. "Three Strategies of Organizational Change: Organizational Development, Organizational Theory and Organizational Design." International Review of Administrative Sciences 55, no. 1 (March 1989): 29–57. http://dx.doi.org/10.1177/002085238905500105.
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Donnelly, Sarah, and Sarah Morton. "Creating organisational and practice change through the use of co-operative inquiry groups in healthcare settings." Action Research 17, no. 4 (June 26, 2019): 451–68. http://dx.doi.org/10.1177/1476750319855126.
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This paper explores the challenges and learning achieved in utilising co-operative inquiry groups as an action research method through the presentation and critical reflection of two different research projects located in health and social care settings. One study was based in a domestic violence agency and the other was based in an age-related healthcare multidisciplinary team in an acute hospital. The paper compares and contrasts the use of a co-operative inquiry approach in these different contexts and explores how the action-based approach affected the way in which practitioners shaped, developed and implemented improved responses and work practices. The paper offers a vivid insight into the complexities of establishing, maintaining and negotiating research relationships where there are inherent power differentials and reveals the strong parallels that can be drawn between research and professional relationships. Learning points fell into three broad areas: participation and engagement within the inquiry group process, power and decision-making and the influence of organisational structures on practice and policy changes. A significant strength of this paper is the reflexive and inquiring conversations which took place between the researchers which facilitated a critical reflection of shared experiences, dilemmas and action learning from utilising a co-operative inquiry group approach.
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J. McGee, Kelli. "Would you like fries with your borsch?" Housing, Care and Support 17, no. 2 (June 10, 2014): 103–10. http://dx.doi.org/10.1108/hcs-03-2014-0004.
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Purpose – The purpose of this paper is to show how cultural sensitivity plays a role in international social services organizational development. The American author applied an analytic framework to a 20-month change management project in a charity for the homeless in Ukraine; learnings may be useful to any leaders and managers working in a multicultural setting. Design/methodology/approach – Using one charity for the homeless as an example, the paper shows leadership and management tactics used to grow an international organization and manoeuvre cultural attributes to better understand and maximize the growth of both the staff and the population they served. Findings – Globalization means organizations face an increasing need for collaboration across cultures. It can also mean cultural gaps within nations exist, as individuals are raised or educated in more diverse settings. The analytic framework referenced can help leaders and mangers be more sensitive to the individuals they serve, including both employees and service users. Originality/value – This paper uses a first-hand account to illustrate how recognizing and leveraging cultural attributes, informed by anthropological insights, can lead to better collaboration, increased creativity, and sustainable change.
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Ahrne, Goran, and Lex Donaldson. "Performance-Driven Organizational Change: The Organizational Portfolio." Contemporary Sociology 29, no. 3 (May 2000): 514. http://dx.doi.org/10.2307/2653951.
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Pinto Avilez, Ariadna, and Claudio Díaz Larenas. "Enhancing English Speaking Skills through Self-Assessment-Based Action Research." International Journal of Action Research 16, no. 2-2020 (July 28, 2020): 132–52. http://dx.doi.org/10.3224/ijar.v16i2.04.
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This paper presents an action research study conducted in an English communicative course at a Chilean university. This investigation aimed to improve university students' speaking skills through the self-assessment methodology. The intervention was held during four weeks, in which participants were exposed to English through task-based lessons that required their systematic self-assessment to develop their speaking skills. With the use of an analytic rubric to measure whether or not there was improvement in pre and post oral interviews, a learning journal and a focus group interview, findings showed that there was a positive change in their speaking performances, and learners appreciated this methodology as a way to improve their academic results.
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Zuryani, Nazrina, Ikma Citra Ranteallo, and Ni Luh Nyoman Kebayantini. "The Role of Study Program In Political Education." Udayana Journal of Social Sciences and Humanities (UJoSSH) 1, no. 1 (February 27, 2017): 92. http://dx.doi.org/10.24843/ujossh.2017.v01.i01.p16.
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Research grant/HUPS for Sociology Department from Udayana University utilized FGD to frame up the political education utilized by internship and learning via text book of ‘Political Parties Accountability’ published in 2015 at FISIP Unud that is compared with general lecture delivered by Nazrina Zuryani1) as guest lecturer at Bina Nusantara International (communication Department) in Jakarta. Bina Nusantara International University has not Faculty of Social and Political Sciences as in UNUD but all the students get double degree with overseas universities and Communication department belongs to Faculty of Computing and Media of Binus International. Political education at Sociology department of UNUD has not yet increase the critical thinking of students by argumentation while Binus International urge their students to be more critical for any social changes and global politics. Utilizing the organizational of political parties by Basedeau dan Stroh (2008), as well as the critics from Heywood (2013) who said that political parties have not yet successfully implementing politic of education for people especially the youth. This research is the result of comparing the political education that has been minor in critical thinking at Sociology department at Unud Bali but in contrary, it becomes a major critical thinking for global politics topic at Binus International in Jakarta. Both participants of Focus Group Discussion/FGD were 26 students and 21 students for general lecture. Almost 85% of FGD participants had undertaking subject of Political Sociology while participants of ‘Political Globalization’ never undertaking it. The result of FGD shows that most of students unaware of global politics as they focus only at subjects’ correlations while at Binus International, the general lecture participants shows the ability to synthesize the social and political engineering to face the dilemma of right wings that now are pandemic in the global world.