Understanding organizational learning by focusing on “activity systems”

Virkkunen, Jaakko; Kuutti, Kari

doi:10.1016/s0959-8022(00)00005-9

Cited by 99 publications

(67 citation statements)

References 20 publications

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“…The expansive learning cycle (Engeström 1987;Virkkunen/Kuutti 2000) (1) Contradictions emerging in existing work structure (2) Double-bind: awareness that problem cannot be solved in the framework of existing knowledge and understandings 1. A primary contradiction emerges through problems or interventions in the existing community that question existing practice.…”

Section: Learning and Development Out Of An Activity Theoretic Perspementioning

confidence: 99%

“…As noted earlier, a further contradiction is likely to occur when the new practice is established within an organization. The cycle of expansive learning is considered to be a process of individual and collective development (Engeström 1987(Engeström , 2001Virkkunen/Kuutti 2000). The single steps, however, do not have to be followed in succession.…”

Section: Learning and Development Out Of An Activity Theoretic Perspementioning

confidence: 99%

“…Argyris/Schön 1974Cyert/March 1963;Fiol/Lyles 1985), the approach to moving away from the 'individual' towards the 'organization' as focus of consideration gained growing popularity with Senge's fifth discipline in the 1990s (Senge 1990). Although the individual has still been considered as the origin of learning and development in organizations, the relationship between human actor and the entity of the organization is still neglected in most studies (Song/Chermack 2008;Virkkunen/Kuutti 2000). It is instead the change and development of an organization as a whole which is mainly taken into account (Bapuij/Crossan 2004;Fenwick 2008).…”

Section: Introductionmentioning

confidence: 99%

“…Legitimization of newcomers (Lave/Wenger 1991), collective action and reflection (Boud/Cressey/ Docherty 2006;Cressey 2006;Orr 1996;Reynolds/Vince 2004) and the creation of corporate understandings (Schulz 2008) between collaborating groups are central learning principles among these practice based approaches. Although practice based learning theories consider individual learning and collective development as integral nature and inevitably linked, most of such theories lack concepts for explication and reification (Virkkunen/Kuutti 2000). This consequently leads to the neglect of identifiable structures and entities such as firms, public administrations, networks or supply chains.…”

Section: Introductionmentioning

confidence: 99%

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Individual and Organizational Development as Interplay: An Activity Oriented Approach

Geithner¹

2010

German Journal of Human Resource Management: Zeitschrift für Pe

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We see the contribution of our paper as discussing an integral perspective of individual and collective development. Considering learning and development we suggest a conceptual orientation on activity theory (Chaiklin/Hedegaard/Jensen 1999; Engeström 1987, 2001, 2005). Therefore, we see the workplace as a context where people learn through collective acting and reflecting. According to Engeström we consider learning as expansive development which is brought about through contradictions in daily work and the need to change mindsets. We will refer to two case studies in medium sized firms in the technology and automotive supply industry in Germany. Using qualitative methods of social research (participatory observation, interviews, data analysis) we have analyzed the work and learning activity of production systems. We have described the current demands of the inherent contradictions in the operational work activity. Furthermore, we describe contradictions between the requirements of work and the actual learning methods. Based on these results we develop a platform model of collaborative learning and development. Individuelle und organisationale Entwicklung als Wechselspiel: Ein tätigkeitstheoretischer Ansatz In unserem Beitrag diskutieren wir den integralen Zusammenhang zwischen individueller und kollektiver resp. organisationaler Entwicklung. Lernen und Entwicklung wird dabei aus der Perspektive der kulturhistorischen Tätigkeitstheorie (cultural-historical activity theory) betrachtet (vgl. Chaiklin/Hedegaard/Jensen 1999; Engeström 1987, 2001, 2005). Der Arbeitsprozess ist folglich der Kontext, in dem Menschen durch gemeinsames Handeln und Reflektieren lernen. Bezugnehmend auf Engeström definieren wir Lernen als expansive Entwicklung, die durch Widersprüche in der täglichen Arbeitspraxis hervorgerufen wird und den Wandel von Denk-und Handlungsmustern erfordert. Wir diskutieren dies am Beispiel zweier deutscher mittelständischer Industrieunternehmen aus der Technologie-und Automobilzulieferbranche. Mittels Methoden der qualitativen empirischen Sozialforschung wie teilnehmende Beobachtung, Interviews und Dokumentenanalyse wurden die Arbeits-und Lernprozesse in beiden Produktionsunternehmen untersucht. Darauf aufbauend werden Widersprüche in der operativen Arbeitspraxis aufgezeigt und aktuelle Lernanforderungen abgeleitet. Auf dieser Grundlage wird ein Plattformmodell zum individuellen und kollektiven Lernen entwickelt.

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Section: Learning and Development Out Of An Activity Theoretic Perspementioning

confidence: 99%

Section: Learning and Development Out Of An Activity Theoretic Perspementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Individual and Organizational Development as Interplay: An Activity Oriented Approach

Geithner¹

2010

German Journal of Human Resource Management: Zeitschrift für Pe

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“…This paper contributes to this gap and takes an activitytheoretical perspective of learning, which views learning as situated practice and unit of analysis being the ISD network of activities (Engestrom and Sannino, 2010;Virkkunen and Kuutti, 2000).…”

Section: Introductionmentioning

confidence: 99%

Towards the incorporation of activity-based learning and reflection into Botswana information systems development practice

Selaolo

Lotriet

2014

Journal of Workplace Learning

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Biographical Details:1. Tjongabangwe Selaolo recently graduated from the University of Pretoria with a PhD based on the research work reported in this paper. She works as an Information Systems consultant in Botswana and her major interest is in learning in information systems development, in the context of ICTs for development.2. Hugo Lotriet is a professor in the School of Computing at the University of South Africa (UNISA). His research interests are focused on socio-technical aspects of Information Systems, especially in the context of developing countries. Structured Abstract:Purpose: This paper reports on a co-design process that was initiated between government and the private sector in Botswana to redesign current ISD practice with particular focus on finding a solution for learning failure.Learning failure was analysed retrospectively using concepts of 'task conscious' and 'learning conscious' learning.Design / methodology / approach: On the basis of a typical Botswana ISD project in which the lead researcher participated, inefficiencies and shortcomings in the standardised Botswana ISD process in terms of full utilisation of learning processes to support systems success were examined. Through the Developmental Work Research (DWR) methodology, which is based on Cultural-Historical Activity Theory (CHAT) principles, IS practitioners from government and the private sector, together with users collaborated to redesign the current Botswana ISD work practice in order to address this shortcoming. Findings:The result has been the incorporation of activity-based learning and reflection into a proposed improved ISD practice framework for Botswana. Towards the Incorporation of Activity-Based Learning in Botswana ISD PracticePractical Implications: Through collaborative redesign between government and industry, a new Botswana ISD practice model that incorporates activity-based learning and reflection has been designed, and findings from examination of the model suggest that it has potential to address current learning deficiencies and thus contribute to efforts of avoiding IS failures. There have also been contributions to DWR resulting from the manner in which the methodology was applied.Originality / value: This is the first known study that uses concepts of 'task-conscious' and 'learning-conscious' learning to analyse learning retrospectively and at the same time adopting the DWR methodology in a developing country social context such as Botswana.

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Collaboration and Research Methods

Järvinen

IFIP International Federation for Information Processing

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Understanding organizational learning by focusing on “activity systems”

Cited by 99 publications

References 20 publications

Individual and Organizational Development as Interplay: An Activity Oriented Approach

Individual and Organizational Development as Interplay: An Activity Oriented Approach

Towards the incorporation of activity-based learning and reflection into Botswana information systems development practice

Collaboration and Research Methods

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