Action research and organisational learning: a Norwegian approach to doing action research in complex organisations

Eikeland, Olav

doi:10.1080/09650792.2012.676303

Cited by 39 publications

(74 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The standardization tools and the participatory and processual manner in which they were implemented, may also be considered a way of institutionalizing collective learning processes in an organization. Organizational learning, understood as a collective experience-based learning that focuses on how we work together and how we solve work tasks (Eikeland, 2006(Eikeland, , 2012, may in fact be enhanced by the structuring of learning activities that takes place in the improvement groups, if the issues up for discussion are not limited in scope. We found no such restrictions.…”

Section: Responsible Autonomy and Productive Organizational Learningmentioning

confidence: 99%

Ten Successful Years: A Longitudinal Case Study of Autonomy, Control and Learning

Enehaug

2017

NJWLS

View full text Add to dashboard Cite

The article examines three concepts closely related to the Nordic sociotechnical tradition: responsible autonomy, learning, and control. The longitudinal case study analyses the implementation of a 6-hour workday and the development of responsible autonomy, employee control, and productive organizational learning in a Norwegian factory from 2001 to 2012. The development process was successful, with productivity increasing by 20% within 1 year. We found that productivity improvements and positive work environment changes were made possible by developing responsible autonomy through an employee-driven innovation process that led to a focus on quality and productivity throughout the organization. We also found that the development of responsible autonomy prevents defensive routines from disrupting the learning and development processes in the organization. We conclude that successful organizational development depends upon building responsibility through organizational learning

show abstract

Section: Responsible Autonomy and Productive Organizational Learningmentioning

confidence: 99%

Ten Successful Years: A Longitudinal Case Study of Autonomy, Control and Learning

Enehaug

2017

NJWLS

View full text Add to dashboard Cite

show abstract

“…Dette er også behandlet i andre mer faglige tekster (f.eks. Eikeland, 2006Eikeland, , 2012a. Her har aksjonsforskning og organisasjonslaering sin plass og betydning.…”

Section: Det Konvensjonelle Forholdet Mellom Forskning Og Politikk Erunclassified

Forskningens betydning for demokratisering av samfunn og kultur – radikal reformisme gjennom aksjonsforskning, organisasjonslæring og demokrati

Eikeland

2019

Forskning og forandring

Self Cite

View full text Add to dashboard Cite

Affiliation: Professor, Institutt for yrkesfaglaererutdanning, OsloMetContact corresponding author: Olav Eikeland: olave@oslomet.no Sammendrag Det følgende er et essay. Jeg reflekterer over hvordan verden fortoner seg for en aksjonsforsker når blikket løftes for å ta inn den faglige, samfunnsmessige og politiske situasjonen som helhet for å antyde en retning på besvarelsen av spørsmålet om «forskningens betydning for demokratisering av samfunn og kultur». Det er ikke en «forskningsartikkel», selv om den er skrevet av en forsker. Tekstformen har ulemper, men fordelen er at det er mulig å få sagt ting nokså direkte, uten omsvøp og på relativt kort tid. Til tross for aksjonsforskningens faglige status som «hittebarn» har den i Norden levd i en slags institusjonell «idyll» som har tillatt den å utvikle seg, men hvor «verdenssituasjonen» i økende grad infiltrerer situasjonen og naermer seg som truende tendenser. Artikkelen antyder en rekke tilslørende, men samtidig dominerende motsetninger i «det store bildet» som det er viktig å overvinne for å finne en vei ut av en uoversiktlig og «labyrintisk» situasjon der aksjonsforskning og organisasjonslaering har viktig oppgaver. Den pretenderer imidlertid ikke mer enn å vaere en aksjonsforskers blikk på situasjonen og vurdering av hvordan spørsmålet kan besvares. Forskning og Forandring NøkkelordAksjonsforskning, organisasjonslaering, immanent kritikk, radikal reformisme English abstractWhat follows is an essay. I reflect on how the world appears to an action researcher when trying to take in the professional, societal, and political situation as a whole, in order to suggest an answer to the question "the significance and contribution of research for democratizing society and culture". Although written by a researcher, it is not a research article. The genre has drawbacks, but the advantage is that it makes it possible to say things more directly and briefly. In spite of the status of action research as a professional "orphan", it has thrived in the Nordic countries in a kind of institutional "haven" allowing it to develop. The world situation is increasingly encroaching on it, however, as threatening tendencies. The article sketches a number of obfuscating but still dominating opposites and controversies in "the bigger picture" which are important to transcend in order to find our way out of a complex and "labyrinthic" situation, where action research and organizational learning could and should play important roles. The article does not pretend to be more than the perspectives of an action researcher on the situation and a suggestion to how the question could be answered. KeywordsAction research, organizational learning, immanent critique, radical reformism Teksten som følger kan kalles et fagpolitisk essay -et slags utkast, nesten et kåseri. Den består av personlige inntrykk og refleksjoner gjort i etterkant av keynote-forelesningen jeg holdt på Dansk Aktionsforskningsnetvaerks (DANs) konferanse i Aalborg 23. november 2018, med omtrent samme overskrift. Forelesningen ble o...

show abstract

“…Too often safety is approached in a rational way, and persons are conceived as a non-trustable 'human factor'. On the contrary the simple evidence that persons are concerned by safety and that safety concern persons and society could become the basis for action-learning programs (Eikeland 2012;Eikeland and Nicolini 2011) inspired by care in working practices. Since care cannot be prescribed, nor encoded in some sort of evidence-based manual, the possibility of recognizing what is commonly understood to be care in a work setting, and how an implicit understanding and negotiation of care takes place on a daily basis, may become a starting point for the development of a situated repertoire of caring practices in a workplace.…”

Section: Implications For Experimenting In Trainingmentioning

confidence: 99%

A Practice-Based Approach to Safety as an Emergent Competence

Gherardi

2017

Beyond Safety Training

View full text Add to dashboard Cite

This chapter proposes to look at safety as a collective knowledgeable doing, i.e. a competency embedded in working practices. Therefore, by adopting a practice-based approach to inquire into how work is actually accomplished, we can study how knowing safe and safer working practices is kept and maintained within situated ways of working and talking about safety. The knowledge object 'safety' is constructed-materially and discursively-by a plurality of professional communities, according to specific scientific disciplines, controlling specific leverages within an organization, and talking different discourses. In a workplace, there are competing discourses: technological, normative, educational, economic, and managerial. Therefore, learning safer working practices is mediated by comparison among the perspectives of the world embraced by the co-participants in the production of safety as an organizational practice. Training and learning based on situated working practices presumes the collective engagement of researchers and participants in reflexivity, which can help to bring to the surface the experience knowledge embedded in practicing and transform it into actionable knowledge to produce practice changes. In fact, the engagement of practitioners, their experience knowledge and their care for what they do may enhance workplace resilience.

show abstract

Action research and organisational learning: a Norwegian approach to doing action research in complex organisations

Cited by 39 publications

References 28 publications

Ten Successful Years: A Longitudinal Case Study of Autonomy, Control and Learning

Ten Successful Years: A Longitudinal Case Study of Autonomy, Control and Learning

Forskningens betydning for demokratisering av samfunn og kultur – radikal reformisme gjennom aksjonsforskning, organisasjonslæring og demokrati

A Practice-Based Approach to Safety as an Emergent Competence

Contact Info

Product

Resources

About