Video-Based Action Learning and Research: Increased Transformative Capacity among Team Leaders of a Youth Care Protection Agency

Abstract

Public organizations need to learn and evolve continuously to keep up with emerging complexities. This may require a transformational organizational change, including culture, strategy, structure and working methods for service delivery. The aim of the study is to understand how a video-based reflection method could support an action learning (AL) and action research (AR) process to enhance transformative capacity among a group of team leaders in a changing youth care organization. Sixteen team leaders participated in the video-reflection process. The steps were: (1) all leaders were filmed leading a team meeting; (2) each leader reflected on a peer’s video; and (3) reflections were analyzed, and themes were abstracted. (4) Related to these themes, video fragments were compiled to share with the leaders in Focus Group Discussions (FGDs), where the leaders discussed the videos and formulated key lessons. (5) Key lessons were summarized in a report. Data collection included: video-recordings, evaluation sheets and field notes acquired during the process of video-reflection and seven months later, interviews with team leaders (n = 11) about their learning experiences. This study shows greater transformative capacity in most of the team leaders. Awareness of their work practice, as well as the process of reflexive monitoring during the FGDs, contributed to widening the scope of their reflective reality, and thus their sense of agency in adapting their practices, such as moderating their occasionally controlling behavior, being able to structure the team meetings effectively, and understanding when to use specific leadership roles.

Empatia – video reflection method for reflecting on empathic interactions between care worker and client

“…However, these video-stimulated recall methods have not been explicitly explained as methods, and they have not used observation from live situations at work. For example, in a study by Bunders et al (2022), the video recordings were seen as data about the participants' behavior for leaders. The video recordings were reflected by peers, not the person on the video.…”

“…Discussion on workplace learning and employee-driven innovation (Ellström, 2010; Lemmetty and Billet, 2023) has considered employees as sources of valuable knowledge about challenges, deficiencies or everyday work that, through reflection and collaborative learning, can lead to innovative solutions. Public welfare organizations must continuously learn and adapt to the complex demands of modern society (MacArthur et al , 2011; Bunders et al , 2022) but also have opportunities to think about what elements are valuable and should be retained at work. The challenging situation faced in work calls for organizational-level changes and new ways of operating.…”