Organizational Change Capacity in Public Services: The Case of the World Health Organization

Change management in information systems projects for public organizations

“…However, an interest in CM in public organizations has been noted (Fernandez & Pitts, 2007;Fernandez & Rainey, 2006). Recent studies have questioned the fact that CM techniques for the private sector are applicable in the public organization context and have suggested that the differences between the public and private sector could play a significant role in this respect (Boyne, 2006;Karp & Helgø, 2008;Kickert, 2013;Klarner, Probst, & Soparnot, 2008;Rusaw, 2007). Roughly they involve different environmental, organizational, and process related factors (Caudle, Gorr, & Newcomer, 1991).…”

Fostering sustained teacher learning: co-creating purposeful and empowering workplaces

“…These adaptations may in turn fuel continuance of individual teachers' own reflections (Clarke & Hollingsworth, 2002), and can be of value for team members (van Woerkom, 2004), as knowledge gained through self-reflection can be made explicit and shared. Moreover, as circumstances continuously change old solutions expire, and hence sustained levels of engagement in self-reflection are important for maintaining high levels of craftsmanship (Klarner, Probst, & Soparnot, 2008;Korthagen & Vasalos, 2005). Newly generated knowledge can be experimented with to fit to changed circumstances (Eraut, 2004;McArdle & Coutts, 2010).…”

“…Moreover, sustained levels of reflective learning over time are important for maintaining high levels of craftsmanship, because solutions that were once found expire as circumstances continuously change (Klarner et al, 2008;Korthagen & Vasalos, 2005;Tjosvold, 1991). It would therefore seem logical that teachers keep a flow of information going to keep up their developed educational quality, and to share more information when circumstances change and call for adaptation.…”

“…Changes in demographics of students, the emergence of new instructional methods, technological innovations in the work field, ongoing reorganizations of work processes, as well as accountability reforms, all continuously place new demands on the educational quality that is needed to prepare students for societal and occupational participation (Kwakman, 1999). Collaboration in teams and lifelong engagement in, both individual and social, professional learning in the workplace are deemed necessary to adapt to these, and all future changes (Klarner, Probst & Soparnot, 2008;Stoll, Bolam, McMahon, Wallace, & Thomas;Stoll, 2009). The following concrete example sketches how collaboration and learning can manifest in newly formed multidisciplinary teams in secondary Vocational Education and Training (VET) colleges in the Netherlands, where teachers sought to adapt to the latest educational innovations.…”

“…In an increasingly complex world that is continuously changing teacher lifelong engagement in professional learning in the workplace is vital to sustain the educational quality that is needed to prepare students for societal and occupational participation (Klarner, Probst & Soparnot, 2008;Kwakman, 2003;Smylie, 1995;Stoll, Bolam, McMahon, Wallace, & Thomas;van Veen, Zwart, Meirink & Verloop, 2010). Moreover, effective adaptation to new demands requires more than mere individual reflective learning (Jarvis, 1987;Onderwijscoöperatie, 2012;Stoll, et al, 2006;Stoll, 2009).…”