Lärande samspel för effektivitet: En studie av arbetsgrupper i ett mindre industriföretag

Engström, Annika

doi:10.3384/diss.diva-106584

Cited by 15 publications

(18 citation statements)

References 58 publications

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“…They contain both expansive and non-expansive phases; both steps forward and digressions' (391). Other studies on how cognition and context are tightly bound, (Engström 2014;Ellström 2001) correspond to this and have identified two different logics of learning: executional, (Engström and Wikner 2017) developed from the concept of adaptive learning, (Ellström 2001) and developmental learning (Engström and Wikner 2017;Ellström 2001). These two logics need to be balanced (Wallo, Ellström, and Kock 2013).…”

Section: Introductionmentioning

confidence: 89%

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Unplanned managerial work: an ambidextrous learning potential

Sollander

Engström

2021

Studies in Continuing Education

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Learning processes have an impact on both specific problems and provide wider knowledge of different work processes. For this, managerial work has been identified as crucial. Managerial work is ad hoc and full of daily disturbances, and as learning in organisations often occurs unplanned, it is of interest to study learning processes during unplanned managerial work. A theoretical framework with two learning logics, developmental and executional learning were used. These logics are interpreted as an interdependent duality and not only as two equally important entities. The purpose of this study is to understand learning processes during unplanned managerial work in practice, from an ambidextrous perspective. An in-depth qualitative approach was used, where four learning processes were identified and analysed. We identify two ambidextrous learning logics, within complex work processes, based on either the executional or developmental mode, as a complement to existing knowledge on learning in organisations.

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Section: Introductionmentioning

confidence: 89%

“…Manufacturing SMEs also lack resources to split development and executional work through separate divisions or roles. Instead, the humans working in this context need to work with both logics (Engström 2014;Lubatkin et al 2006).…”

Section: Methodsmentioning

confidence: 99%

Unplanned managerial work: an ambidextrous learning potential

Sollander

Engström

2021

Studies in Continuing Education

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“…Illeris (2007) also discusses obstacles to development, and mentions "learning wrong" as a dimension, along with defense against learning and resistance to learning. The way a task is handled also generates important opportunities for responses and feedback for learning (Engström, 2014(Engström, , 2016. Feedback can engender both support and challenges, not as a judgment of performance but as guidance in the learning process (Egan, 2002).…”

Section: Communication Processesmentioning

confidence: 99%

“…However, there is no doubt that research on learning organizations has found outlet in practice in the new knowledge economy (Dixon, 2017). Several researchers (Edmondson, 2012a(Edmondson, , 2012bEngström, 2014;Hackman, 1987;Senge, 1990) have agreed that learning in organizations is largely decided by communication among individuals acting within groups. In a review, Santa (2015) also found that the team level is the most important level for research on learning organizations.…”

Section: Introductionmentioning

confidence: 99%

Early steps in learning about organizational learning in customization settings

Engström

Käkelä

2019

TLO

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Purpose -This study aims to empirically investigate the role of learning for suppliers of individualized customizations from a communication perspective.Design/methodology/approach -Five companies providing individualized customizations are investigated through an in-depth qualitative approach. The empirical material is based on data from five presentations in one workshop and seven interviews.Findings -Four important categories of communication processes between suppliers and customers that stimulate learning were identified: the identification and confirmation of existing knowledge, the identification of knowledge gaps and the creation of new knowledge, the definition of relations and procedures and evaluation and learning.Practical implications -These findings can help suppliers of individualized customizations become aware of the important role of organizational learning in their day-to-day operations and the value of improving as a learning organization.Originality/value -This cross-disciplinary study brings together organizational learning and customization research. It is a study that focuses on communication in customization tasks as a base for learning.

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“…The discussion of the divergent forces, or oppositions, which are examined in this chapter are taken from a study of the organisation of knowledge and learning in the context of product development. When such oppositions and issues are made visible and highlighted, then they can actually contribute to an organisation's development work instead of hindering such development (Engström, 2014). In this chapter we examine a number of different oppositions which have been previously identified (at a technology firm) and discuss what they mean, and how they can be dealt with, so as to facilitate the transfer of knowledge between different projects and between departments.…”

mentioning

confidence: 99%

Organising for Knowledge and Learning – A Balancing Act Between Divergent Forces

Bjursell¹,

Raudberget²

2018

Human Resource Management: A Nordic Perspective

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Investment in knowledge management and knowledge systems are seen as key factors for today's business' development, innovation potential, and general competitiveness. A strategic question for HR departments is how a number of different divergent forces within an organisation can be dealt with so as to best support knowledge and learning within the organisation. The discussion of the divergent forces, or oppositions, which are examined in this chapter are taken from a study of the organisation of knowledge and learning in the context of product development. When such oppositions and issues are made visible and highlighted, then they can actually contribute to an organisation's development work instead of hindering such development (Engström, 2014). In this chapter we examine a number of different oppositions which have been previously identified (at a technology firm) and discuss what they mean, and how they can be dealt with, so as to facilitate the transfer of knowledge between different projects and between departments. Finally, we ask a critical question: What is the HR department's role in this work? Knowledge transferMany organisations wish to secure the knowledge that exists within the organisation because such knowledge is often key to the organisation's competitiveness, irrespective of which area the organisation operates in. Management is constantly in search for new ways to collect and use knowledge resources more efficiently, but such efforts only become meaningful if the knowledge that is collected is shared and integrated into the organisation through practical applications (Rozenfeld et al., 2009;Zahra et al., 2007). The mere identification and storage of knowledge is not sufficient to support the company's strategic work; such knowledge needs to be put to use if any effect is to be realised. There are many different definitions, perspectives, and theoretical models that describe knowledge and knowledge management (Small & Sage, 2006;Alavi & Leidner, 2001), but here we use the concept 'knowledge transfer' to emphasise the practice of knowledge collection, knowledge development, and the application of knowledge in an organisation.Knowledge transfer is one method by which organisations can secure the knowledge and experience which exists in the organisation's employees. Interest in knowledge transfer has increased because there is a need to be part of the development of knowledge in many different areas. If this is not taken advantage of, then organisations run the risk of making the same mistakes over and over again. However, by transferring information and knowledge between different projects, departments, and generations of employees, this problem can be solved. Knowledge-and learning processes need to be supported, and once this happens, the question arises: Which systems and which organisational support exist so as to enable the success of these processes? In the area of product development, there is a need to go beyond existing information-and knowledge systems, by working with new methods and t...

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Lärande samspel för effektivitet: En studie av arbetsgrupper i ett mindre industriföretag

Cited by 15 publications

References 58 publications

Unplanned managerial work: an ambidextrous learning potential

Unplanned managerial work: an ambidextrous learning potential

Early steps in learning about organizational learning in customization settings

Organising for Knowledge and Learning – A Balancing Act Between Divergent Forces

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