Lær af erfaringer på arbejdspladsen: Et syvårs studium af et didaktisk design kaldt Proactive Review til at lære af erfaringer i en global high-teck virksomhed, kategoriseret som big business

Ditte Kolbæk

Publikation: Bog/antologi/afhandling/rapportPh.d.-afhandlingForskning

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Resumé

This PhD study has made a difference in the educational practice in a global IT company classified as big business where Proactive Review (PR) was developed and implemented over a period of seven years. This study inquires organizational learning from a learning perspective, and suggests PR as an educational design for learning from experience in the context of work. The subjects for learning in a PR may be any group of employees. PRs may be initiated to repeat positive experiences as well as to learn from disturbances, contradictions or conflicts.
The PR consists of seven questions. This PhD study provides a suggestion for online PR. The research results suggest a new learning spiral including four ontological dimensions, namely the individual employee learning, the team learning, the organizational learning and the inter-organizational learning.
This PhD study contributes to the methodology of Design-Based Research (DBR) with a suggestion of a new DBR–flow that follows a sequence of nine steps, and by suggesting specific requirements for ‘good’ DBR.
The research results made a difference in the educational practice by suggesting trained facilitators conduct the PR and by defining the ideal requirements for these facilitators. PR involves four roles, namely the participants, the PR facilitators, middle managers and top managers. This PhD study describes the obligations of these four roles.
Bidragets oversatte titelLær af erfaringer på arbejdspladsen: Et syvårs studium af et didaktisk design kaldt Proactive Review til at lære af erfaringer i en global high-teck virksomhed, kategoriseret som big business
OriginalsprogEngelsk
ForlagAalborg Universitetsforlag
Antal sider276
ISBN (Elektronisk)978-87-7112-201-5
DOI
StatusUdgivet - 2014
NavnPh.d.-serien for Det Humanistiske Fakultet, Aalborg Universitet
ISSN2246-123X

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learning organization
learning
experience
manager
field research
methodology
employee
economy
pilot project
qualitative method
Middle East
research project
classroom
industry
university
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Emneord

  • organizational learning, Design-Based Research, Learning from experience, Knowledge Management, Organizational knowledge, knowing, qualitative methods, diaries, future work shop,educational designfacilitating, codes of conduct,Ba,

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title = "Learning from experience in the context of work: A seven-year study of Proactive Review as an educational design for learning from experience in a global, high-tech company classified as big business",
abstract = "ENGLISH SUMMARYMy aim for this PhD study is to provide a deeper understanding of how to initiate and maintain learning from experience in the context of work. The development from an industrial-based economy to an information-based economy has increased the demand for employees to learn continuously, especially in fast-moving industries like high tech. This PhD study is placed in the research fields of organizational learning and organizational knowledge and explores organizational learning from a learning perspective. It looks into the development of an educational design for learning from experience in the context of work. The educational design is called Proactive Review (PR) and includes two opposite directions simultaneously, proactive, which entails looking ahead and review, which entails reflecting on the past. The subjects for learning in a PR may be any group of employees that have solved a task together and their manager. Originally, the development of PR was not a research project but a task for me to solve in my role as Manager of Organizational Learning, Europe, the Middle East and Africa (EMEA) in a global IT company listed in the top 30 global companies by PricewaterhouseCoopers (PwC) in 2013. The development of PR began as a pilot project in 2005 and finished in 2012 when I left the company. Shortly after, I began my PhD studies in which I intended to explore and explain the theoretical background for PR and to learn from my experience at the IT company in the light of the theories and methodologies I studied at university. The theoretical concepts in this PhD study include John Dewey’s ‘reflective thought and action’ illustrated as a spiral in Miettinen, Nonaka and Takeuchi’s spiral ‘SECI model’ and Engestr{\"o}m’s spiral model of ‘expansive learning’. The PhD thesis discusses these spirals, what starts or stops them, how to continue the move along the spiral and whether the move goes up or down. The spirals are placed in context, and this context is discussed in the thesis. Even though design-based research (DBR) is developed for studying classroom training, I have utilized it as a core methodology, as I study organizational learning from a learning perspective. The guidelines for DBR is discussed and slightly changed, and a new DBR flow is suggested. The PhD thesis is mainly based on qualitative methods which will be presented and discussed. My mixed role as researcher, developer, PRs trainer and former Manager of Organizational Learning at a global IT company will be described and discussed. The exploration of PR in the global IT company includes six iterations of the development of the educational design described in three articles, a chapter in a book and a paper for the 2014 Organizational Learning, Knowledge and Capabilities conference. These ‘articles’ are presented one by one, along with my reflections on the article. My reflections follow the new DBR flow. My contributions to the research fields of organizational learning and organizational knowledge are new theories on learning in the context of work, for example, a new learning spiral that includes three ontological dimensions for learning. New perspectives on the DBR methodology, including a sequence of nine elements for thorough exploration, are proposed, as well as new practices for practitioners in the field, more specifically an educational design of seven questions called PR, four roles involved in PR and suggestions for organizational requirements and codes of conduct that support learning from experience in the context of work",
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author = "Ditte Kolb{\ae}k",
note = "Lars Birch Andreasen, Hovedvejleder Ulrika Lundh-Snis, Bivejleder",
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Learning from experience in the context of work : A seven-year study of Proactive Review as an educational design for learning from experience in a global, high-tech company classified as big business. / Kolbæk, Ditte.

Aalborg Universitetsforlag, 2014. 276 s.

Publikation: Bog/antologi/afhandling/rapportPh.d.-afhandlingForskning

TY - BOOK

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T2 - A seven-year study of Proactive Review as an educational design for learning from experience in a global, high-tech company classified as big business

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N2 - ENGLISH SUMMARYMy aim for this PhD study is to provide a deeper understanding of how to initiate and maintain learning from experience in the context of work. The development from an industrial-based economy to an information-based economy has increased the demand for employees to learn continuously, especially in fast-moving industries like high tech. This PhD study is placed in the research fields of organizational learning and organizational knowledge and explores organizational learning from a learning perspective. It looks into the development of an educational design for learning from experience in the context of work. The educational design is called Proactive Review (PR) and includes two opposite directions simultaneously, proactive, which entails looking ahead and review, which entails reflecting on the past. The subjects for learning in a PR may be any group of employees that have solved a task together and their manager. Originally, the development of PR was not a research project but a task for me to solve in my role as Manager of Organizational Learning, Europe, the Middle East and Africa (EMEA) in a global IT company listed in the top 30 global companies by PricewaterhouseCoopers (PwC) in 2013. The development of PR began as a pilot project in 2005 and finished in 2012 when I left the company. Shortly after, I began my PhD studies in which I intended to explore and explain the theoretical background for PR and to learn from my experience at the IT company in the light of the theories and methodologies I studied at university. The theoretical concepts in this PhD study include John Dewey’s ‘reflective thought and action’ illustrated as a spiral in Miettinen, Nonaka and Takeuchi’s spiral ‘SECI model’ and Engeström’s spiral model of ‘expansive learning’. The PhD thesis discusses these spirals, what starts or stops them, how to continue the move along the spiral and whether the move goes up or down. The spirals are placed in context, and this context is discussed in the thesis. Even though design-based research (DBR) is developed for studying classroom training, I have utilized it as a core methodology, as I study organizational learning from a learning perspective. The guidelines for DBR is discussed and slightly changed, and a new DBR flow is suggested. The PhD thesis is mainly based on qualitative methods which will be presented and discussed. My mixed role as researcher, developer, PRs trainer and former Manager of Organizational Learning at a global IT company will be described and discussed. The exploration of PR in the global IT company includes six iterations of the development of the educational design described in three articles, a chapter in a book and a paper for the 2014 Organizational Learning, Knowledge and Capabilities conference. These ‘articles’ are presented one by one, along with my reflections on the article. My reflections follow the new DBR flow. My contributions to the research fields of organizational learning and organizational knowledge are new theories on learning in the context of work, for example, a new learning spiral that includes three ontological dimensions for learning. New perspectives on the DBR methodology, including a sequence of nine elements for thorough exploration, are proposed, as well as new practices for practitioners in the field, more specifically an educational design of seven questions called PR, four roles involved in PR and suggestions for organizational requirements and codes of conduct that support learning from experience in the context of work

AB - ENGLISH SUMMARYMy aim for this PhD study is to provide a deeper understanding of how to initiate and maintain learning from experience in the context of work. The development from an industrial-based economy to an information-based economy has increased the demand for employees to learn continuously, especially in fast-moving industries like high tech. This PhD study is placed in the research fields of organizational learning and organizational knowledge and explores organizational learning from a learning perspective. It looks into the development of an educational design for learning from experience in the context of work. The educational design is called Proactive Review (PR) and includes two opposite directions simultaneously, proactive, which entails looking ahead and review, which entails reflecting on the past. The subjects for learning in a PR may be any group of employees that have solved a task together and their manager. Originally, the development of PR was not a research project but a task for me to solve in my role as Manager of Organizational Learning, Europe, the Middle East and Africa (EMEA) in a global IT company listed in the top 30 global companies by PricewaterhouseCoopers (PwC) in 2013. The development of PR began as a pilot project in 2005 and finished in 2012 when I left the company. Shortly after, I began my PhD studies in which I intended to explore and explain the theoretical background for PR and to learn from my experience at the IT company in the light of the theories and methodologies I studied at university. The theoretical concepts in this PhD study include John Dewey’s ‘reflective thought and action’ illustrated as a spiral in Miettinen, Nonaka and Takeuchi’s spiral ‘SECI model’ and Engeström’s spiral model of ‘expansive learning’. The PhD thesis discusses these spirals, what starts or stops them, how to continue the move along the spiral and whether the move goes up or down. The spirals are placed in context, and this context is discussed in the thesis. Even though design-based research (DBR) is developed for studying classroom training, I have utilized it as a core methodology, as I study organizational learning from a learning perspective. The guidelines for DBR is discussed and slightly changed, and a new DBR flow is suggested. The PhD thesis is mainly based on qualitative methods which will be presented and discussed. My mixed role as researcher, developer, PRs trainer and former Manager of Organizational Learning at a global IT company will be described and discussed. The exploration of PR in the global IT company includes six iterations of the development of the educational design described in three articles, a chapter in a book and a paper for the 2014 Organizational Learning, Knowledge and Capabilities conference. These ‘articles’ are presented one by one, along with my reflections on the article. My reflections follow the new DBR flow. My contributions to the research fields of organizational learning and organizational knowledge are new theories on learning in the context of work, for example, a new learning spiral that includes three ontological dimensions for learning. New perspectives on the DBR methodology, including a sequence of nine elements for thorough exploration, are proposed, as well as new practices for practitioners in the field, more specifically an educational design of seven questions called PR, four roles involved in PR and suggestions for organizational requirements and codes of conduct that support learning from experience in the context of work

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