| 1. |
- Döös, Marianne, 1949-, et al.
(författare)
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Making people’s work-Integrated relations visible : useable organisational images for managerial enabling of change
- 2015
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Ingår i: International Yearbook of Adult Education. - Köln : Böhlau. - 9783412197063 ; , s. 89-110
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Bokkapitel (refereegranskat)abstract
- This paper examines the potential contribution of organisation images where there is a need to understand and lead change. It is theoretically based on the dual assumption that leaders and co-workers learn when carrying out their work tasks, and that they act and make decisions according to their own conceptions. Intended change and development in organisations are as necessary as they are challenging. The paper aims to advance the idea of understanding organisational images as potential practical and pedagogical tools for informal change. Therefore, the paper discusses qualities of different types of organisation images in terms of their potential contribution to intended informal change, and how these images may provide support in the leading and organising of learning and development in organisations. In addition to the usual organisational chart, the visualisations ‘organisational circle’ and ‘task network’ are displayed and discussed and suggested to aid the asking of new questions, which may qualify the understanding of organisational change.
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| 2. |
- Döös, Marianne, 1949-, et al.
(författare)
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Organizational learning as waves of remaking a teeming activity : A middle managers' construction and breaking of structures
- 2012
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Konferensbidrag (refereegranskat)abstract
- The ways in which organizations compete include abilities to develop competence, ways of working, and leadership. Issues of organizational learning (OL) come to the forefront. This paper aims to develop new conceptual understanding of OL. The study departs from and fills a gap in the theory of experiential learning within which a claim is made for analytical generalization. From an organizational pedagogical stance, organizational learning is reflected as waves of remaking a teeming activity. Ripples in the ongoing teeming activity are seen as foreboding signs of the wave to come. In conclusion, the contribution concerns the recognition of the teeming activity as being the learning entity where the OL process and its resulting content are situated.
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| 3. |
- Döös, Marianne, 1949-, et al.
(författare)
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Att förändra organisatoriska förutsättningar : Erfarenheter av att införa funktionellt delat ledarskap i skola och förskola
- 2019
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Ingår i: Arbetsmarknad & Arbetsliv. - Karlstad : Karlstads universitet. - 1400-9692 .- 2002-343X. ; 25
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Tidskriftsartikel (refereegranskat)abstract
- Uppdraget som rektor respektive förskolechef är omfattande och inte sällan hälsomässigt belastande. Arbetet är både komplext och komplicerat. En möjlighet som kan ge chefer i samhällsviktiga verksamheter en hållbar arbetssituation är att uppdraget axlas av flera i någon form av delat ledarskap. Denna artikel handlar om ledningserfarenheter i en kommun som vid vissa av sina skolor och förskolor inför så kallat funktionellt delat ledarskap. Artikeln belyser och begripliggör frågor som ledningen brottades med i genomförandet av förändringen. Förändringen syftade till att skapa hållbara förutsättningar för rektorer och förskolechefer att koncentrera sig på att utöva pedagogiskt ledarskap.
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| 4. |
- Döös, Marianne, 1949-, et al.
(författare)
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Organisationsbilder och förståelse vid förändring – visualisering av arbetsintegrerade relationer
- 2014
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Ingår i: Arbetsmarknad & Arbetsliv. - Karlstad : Karlstads universitet. - 1400-9692 .- 2002-343X. ; 20:3, s. 7-26
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Tidskriftsartikel (refereegranskat)abstract
- Bilder har inverkan på hur människor förstår arbete och förändring i sin organisation. Att synliggöra arbetsintegrerade relationer som bär kompetens framstår som angeläget för förändringsförmåga och är avsikten med att presentera de organisationsbilder som denna artikel handlar om. I tillägg till det klassiska organisationsdiagrammet presenterar och undersöker vi två andra bilder: organisation som cirkel och uppgift som nätverk.
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| 5. |
- Döös, Marianne, 1949-, et al.
(författare)
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Beyond being present : learning-oriented leadership in the daily work of middle managers
- 2015
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Ingår i: Journal of Workplace Learning. - 1366-5626 .- 1758-7859. ; 27:6, s. 408-425
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – In their daily work, managers influence the organisation’s learning conditions in ways that go beyond face-to-face interaction. Neither the influencer nor those influenced are necessarily aware that they are engaged in learning processes. This paper contributes to the understanding of learning-oriented leadership as being integrated in managers’ daily work. The particular focus is on managers’ efforts to change how work is carried out through indirect acts of influence.Design/methodology/approach – The research was part of a larger case study. The data set comprised interviews with nine middle managers about ways of working during a period of organisational change. A learning-theoretical analysis model was used to categorise managerial acts of influence. The key concept concerned pedagogic interventions.Findings – Two qualitatively different routes for indirect influence were identified concerning social and organisational structures: one aligning, that narrows organisational members’ discretion, and one freeing, that widens discretion. Alignment is built on fixed views of objectives and on control of their interpretation. The freeing of structures is built on confidence in emerging competence and involvement of others.Research limitations/implications – The study was limited to managers’ descriptions in a specific context. An issue for future research is to see whether the identified categories of learning-oriented leadership are found in other organisations.Practical implications – The learning-oriented leadership categories cover a repertoire of acts of influence that create different learning conditions. These may be significant for the creation of a learning-conducive environment.Originality/value – The study contributes an alternative way of thinking about how work conditions are influenced that impact on learning in organisations. Managerial work that creates conducive conditions for learning doesn't need to be a specific task. Learning-oriented elements are inherent in aspects of managerial work and managers’ daily tasks can be understood as expressions of different kinds of pedagogic intervention.
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| 6. |
- Döös, Marianne, 1949-, et al.
(författare)
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Collective learning : Interaction and a shared action arena
- 2011
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Ingår i: Journal of Workplace Learning. - 1366-5626 .- 1758-7859. ; 23:8, s. 487-500
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The paper argues for a theoretical contribution that deals with the detection of collective learning. The aim is to examine and clarify the genesis processes of collective learning. The empirical basis is a telecom context with task-driven networking across both internal and external organizational borders. Methodology/approach: The research draws upon an integration of organizational learning theory and a relational and contextual branch of experiential learning theory framed as organizational pedagogy. A case study of R&D work serves as the empirical foundation. Four teams were studied through interviews, focus groups, and observations. Data were analyzed in interplay between empirical findings and theoretical concepts. Findings: Collective learning does not only occur within the boundaries of well-defined groups where previously identified. Characterized by distributed work processes and rapid changes in the telecom context, collective learning is associated with individual distribution of tasks, insufficiency as a foundation, a question-and-answer space, and the imprints of others in a shared action arena. Research limitations/implications: Conclusions concern how collective learning can be comprehended. The paper points to the importance of interaction and a shared action arena. The way in which knowledge develops is, to some extent, context-dependent. This indicates that the characteristics of the shared action arena vary. Practical implications: Differentiating learning processes have a practical significance for organizations wanting to focus upon competence issues. Originality/value: This study identified the importance for collective learning of the presence of a shared action arena. The theoretical contribution fills a gap in the understanding of how collective learning arises when moving from face-to-face learning within local teams, to networking across both internal and external organizational borders. This contributes to the understanding of how the learning of individuals links with the learning of an organization.
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| 7. |
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| 8. |
- Broms, Gunnar, et al.
(författare)
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Development of work and enterprise survival : Introduction
- 2009
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Ingår i: OSH for development. - Stockholm : Royal Institute of Technology. - 9789163347986 ; , s. 457-460
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Introduction to the section Enterprise survival is about competition on growing and shrinking markets. Behind the façade created by such a self-evident statement is however room for what is normally thought of as opposed to competition, namely collaboration. Below a competitive surface lie demands for a variety of forms for co-operation, since to be able to compete today requires collaborative abilities. Abilities to be dealt with and realised within the enterprise as well as in networking between companies. This section focuses on development within the enterprise. Our intention is to provide understanding and encourage action for change. The aim is to argue for a changed view on employees and introduce the potential of employees as being decisive contributors to enterprise development and survival. The idea is to move away from the belief that workers have to be controlled and instructed in detail to be able to carry out even a limited work task. The possibilities are explored of a point of departure where workers are regarded as part of the thinking and development of the company, part of production in the sense that workers and teams take responsibility for work tasks and quality. Our hope is that the section as a whole will inspire various organisational actors to take action, and encourage leaders to identify new opportunities for development.
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| 9. |
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Delat ledarskap i förskola och skola : Om täta samarbeten som kräver och ger förutsättningar
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Delat ledarskap avser ett förtätat samarbete mellan chefer som tar gemensamt ansvar för en organisatorisk helhet. Fenomenet finns i alla branscher i arbetslivet, så också bland rektorer i förskola och skola. Kunskap om delat ledarskap är det däremot ont om i samhället, det är en så kallad omogen företeelse.Denna bok synliggör delat ledarskap i förskola och skola utifrån aktuell empirisk forskning och teori. Fokus ligger både på förutsättningar för och svårigheter kopplade till sådant ledarskap. Exempel på frågor som tas upp är: vilka krav som ställs på relationen mellan chefer som delar en ledningsfunktion; hur ledarpar rekryteras; juridiska begränsningar i förskola och skola för ett gemensamt organisatoriskt ansvar; samt olika former av delat ledarskap och hur de visat sig fungera i praktiken.Boken riktar sig till rektorer, huvudmän och andra intresserade av förskolors och skolors ledning, och är användbar i ledarskapsutbildning. Den pekar på möjligheterna i kollektiva former av ledarskap, men skriver inte fram delat ledarskap som en universallösning på alla problem. Istället ses delat ledarskap som en möjlig väg fram till en mer hållbar arbetssituation för rektorer vars uppdrag ofta är omfattande, komplicerade och krävande.
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| 10. |
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