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- Andersson, Erik, 1979-, et al.
(författare)
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Kollegialt Lärande i Örebros Skolor – KLÖS-projektet : Hur kan lärares kollegiala lärprocesser stödjas i syfte att skapa hållbara strukturer för utvecklingsarbete?
- 2019
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Projektet KLÖS har undersökt hur lärares kollegiala lärprocesser kan stödjas i syfte att skapa hållbara strukturer för utvecklingsarbete. Målet var att skapa en Örebromodell för kollegialt lärande. En avslutande reflektion kring resultatet är att etableringen av denna modell kräver ett omfattande engagemang och tar tid att få på plats. Det är vår uppfattning att ett flertal aspekter återstår att undersöka. Bland annat är det intressant att undersöka hur arbetet med det kollegiala lärandet fortskrider på pilotskolan. Frågor som är intressanta är: Vilka faktorer har betydelse för att arbetet med kollegialt lärande ska bli permanent och fungera som ett naturligt sätt att arbeta med utveckling av praktiken? Vad blir resultatet av de utvecklingsomgångar som genomförts? Hur följs detta resultat upp och leder det till bestående gynnsamma förändringar? Frågorna handlar om hållbarhet och därmed om hur projektet går från att vara ett projekt som avslutas och glöms bort till att bli ett levande verktyg för utvecklingsarbete som kan göra en verklig skillnad i och för praktiken över tid. Eftersom mycket tid och resurser används till utvecklingsarbete i skolan är det viktigt att det arbete som görs verkligen leder till en konkret och för verksamheten gynnsam förändring. Det innebär att frågan om utvecklings- arbetets hållbarhet är en av de viktigaste frågorna. Det verktyg som utvecklats i projektet och som kommit att symbolisera det kollegiala arbetet på pilotskolan är KLÖS-hjulet. Frågan om hur KLÖS-hjulet 2.0 kan utvecklas och anpassas så att det verkligen blir ett flexibelt och användbart verktyg för att stötta det kollegiala lärandet är kanske den alla viktigaste konkreta frågan. Frågor som är besläktade med frågan om hållbarhet är de som syftar till att undersöka hur det kollegiala lärandet kan bli mer robust. Till dessa hör frågor om hur lärledarens roll kan förstärkas, hur verktyg som stöttar lärares observation och analys av den egna verksamheten kan designas, hur ansvar och engagemang på alla nivåer kan förstärkas och bli synligt samt hur arbetet med kollegialt lärande kan utvärderas. Vi har under projektets gång sett hur lärare behöver stöd i arbetet med att systematiskt identifiera behov i verksamheten för att sedan utforska möjligheter att utveckla och förändra praktiken. Medverkan från forskare som ställt frågor, problematiserat och belyst olika perspektiv har i flera fall varit avgörande för hur ett utvecklingsbehov har identifierats, avgränsats och formulerats som en undersökningsbar fråga. Det är av avgörande betydelse att utvecklingsarbetet inte står och faller med denna medverkan. Verksamheten måste själv ta fram strukturer för hur lärare och lärledare får ett tillfredsställande stöd i sitt utvecklingsarbete så att de har möjlighet att göra kollegialt lärande till en naturlig del av sitt arbete där de känner sig så bekanta med KLÖS-hjulet att de själva kan ställa de frågor som krävs. Således behöver många funktioner, både centralt och lokalt samverka för att vidareutveckla och stötta kollegialt lärande för att utveckla undervisningen i Örebro skolor.
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| 4. |
- Gustavsson, Maria, 1962-, et al.
(författare)
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Creating a co-platform for transformative action
- 2022
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The paper’s purpose is to investigate stakeholders’ learning and transformative action when developing a collaboration platform between a Swedish regional authority organisation (RAO) and civil society organisations (CSOs) to provide welfare services. The research questions are:1. How is the collaborative coalition organised within and between the RAO and the CSOs?2. What challenged learning and transformative action when developing the collaboration platform?In this qualitative study, the main data consists of 22 semi-structured interviews and observations of seven general meetings at which RA officials and CO representatives met. The development of the collaboration platform was viewed through the lens of the theory of transformative action through double stimulation. The findings reveal that the signed agreement, stipulating collaboration between the two sectors (public and civil society) became a second stimulus for shared transformative agency after some additional stimuli, but only to a certain extent. Challenges remained in the form of conflicts of motives within each sector and between different hierarchical levels in large organisations, which delayed the development of the collaboration platform. Surprisingly, it was not conflicts of motives between the two sectors, but conflicts of motives within each sector, that were most challenging.
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| 5. |
- Gustavsson, Maria, et al.
(författare)
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Stakeholders’ learning and transformative action when developing a collaboration platform to provide welfare services
- 2024
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Ingår i: Studies in Continuing Education. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0158-037X .- 1470-126X. ; 46:2, s. 197-212
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Tidskriftsartikel (refereegranskat)abstract
- This article investigates stakeholders’ learning and transformative action when developing a collaboration platform between a Swedish regional authority organisation (RAO) and civil society organisations (CSOs) to find new ways to provide welfare services. The material is based on 22 semi-structured interviews and observations of seven general meetings at which RAO officials and CSO representatives met. In addition, notes were taken during two workshops with key stakeholders and interviewees, respectively. Learning and transformative action were analysed through a TADS approach. The findings reveal that a signed agreement, stipulating collaboration between the two sectors (public and civil society) became a second stimulus for shared transformative agency. After signing the agreement, conflicts of motives arose, which challenged learning between stakeholders. Surprisingly, it was not the conflicts of motives between the two sectors, but those within each sector that constituted the most severe expansive learning challenges, and consequently also a delay in the development of the collaboration platform that was to provide welfare services. Nonetheless, the conflicts also contributed to small, incremental, steps of transformative action toward what they had set out to do.
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| 6. |
- Gustavsson, Maria, et al.
(författare)
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Stakeholders’ learning and transformative action when developing a collaboration platform to provide welfare services
- 2023
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Ingår i: Studies in Continuing Education. - 0158-037X .- 1470-126X. ; 46:2, s. 197-212
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Tidskriftsartikel (refereegranskat)abstract
- This article investigates stakeholders’ learning and transformativeaction when developing a collaboration platform between aSwedish regional authority organisation (RAO) and civil societyorganisations (CSOs) to find new ways to provide welfareservices. The material is based on 22 semi-structured interviewsand observations of seven general meetings at which RAOofficials and CSO representatives met. In addition, notes weretaken during two workshops with key stakeholders andinterviewees, respectively. Learning and transformative actionwere analysed through a TADS approach. The findings reveal thata signed agreement, stipulating collaboration between the twosectors (public and civil society) became a second stimulus forshared transformative agency. After signing the agreement,conflicts of motives arose, which challenged learning betweenstakeholders. Surprisingly, it was not the conflicts of motivesbetween the two sectors, but those within each sector thatconstituted the most severe expansive learning challenges, andconsequently also a delay in the development of thecollaboration platform that was to provide welfare services.Nonetheless, the conflicts also contributed to small, incremental,steps of transformative action toward what they had set out to do.
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| 7. |
- Halvarsson Lundkvist, Agneta, et al.
(författare)
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Conditions Enabling Development in National Lean Programmes
- 2016
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Ingår i: Leadership & Organization Development Journal. - 0143-7739 .- 1472-5347.
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this article is to identify work practices and activities at programme and local levels which constitute conditions that enable development in workplace development programmes (WPDPs). These are introduced by public agencies as change agents that provide the resources for local organizational change. Design/methodology/approach – The study constituted separate interactive research projects in three WPDPs conducted through a total of 256 interviews and documentation from meetings. The findings were compared in a qualitative content analysis. Findings – The outcomes of development processes in the programmes and local Lean implementation are enabled by the interplay of three conditions: a) organized learning activities with the stakeholders involved, b) key stakeholders’ active ownership and c) support for employee participation. The three conditions thus support programme management in leading the programme development processes. Research limitations/implications - The findings operationalize broad theoretical concepts. However, the research projects involved were not originally designed for this comparative study, which created some difficulties when performing the analysis. The longitudinal design and vast amount of data partly compensate for this. Practical implications – This knowledge will be helpful in the formation of new WPDPs that support local organizational development and for those who lead such processes. Originality/value – The novelty of the findings is the operationalization of broad theoretical concepts, such as the conditions that support development programmes. Moreover, this article shows a set of work practices and activities that management may be used in organizing WPDPs.
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| 8. |
- Halvarsson Lundkvist, Agneta, 1961-, et al.
(författare)
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Conditions for Employee Learning and Innovation : Interweaving Competence Development Activities Provided by a Workplace Development Programme with Everyday Work Activities in SMEs
- 2018
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Ingår i: Vocations and Learning. - Dordrecht : Springer Netherlands. - 1874-785X .- 1874-7868. ; 11:1, s. 45-63
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to investigate how the formal competence development activities provided by the Production Leap, a workplace development programme (WPDP), were interwoven with everyday work activities and to identify the conditions that enabled learning and employee-driven innovation that contributed to production improvement, in small and medium-sized enterprises (SMEs) in Sweden. The study adopts a qualitative case approach and draws on evidence from research conducted in four manufacturing SMEs that participated in this Swedish WPDP. Funded by EU authorities, WPDPs provide competence development activities to SMEs in order to boost their production capabilities and/or promote innovation. The findings reveal that the competence development activities provided by the programme triggered learning in everyday work activities and fostered the development of different approaches to employee-driven innovation in the enterprises. The conclusion is that it is essential to consider that employee-driven innovations may take different forms and involve functions that can support innovative learning that goes beyond minor adjustments to the existing standards of production. Moreover, employee-driven innovation may impose new demands on management leadership skills. The findings provide important guidance for future WPDPs, for vocational education and training or university activities that are customised to SME contexts to promote production capabilities, and for SMEs that aim to strengthen employee-driven innovation.
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| 9. |
- Halvarsson Lundkvist, Agneta, 1961-, et al.
(författare)
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Enabling learning environments in national competence development programmes
- 2016
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Ingår i: 2016 Triennial Conference European Society for Research on the Education of Adults (ESREA), Imaging Diverse Futures for Adult Education: Questions of Power and Resources of Creativity. ; , s. 46-46
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Education and training for adults is sometimes developed and provided by temporary, publicly funded workplace development programmes (WPDPs). A WPDP is a complex programme, with various stakeholders, often including providers of adult education that, through the programme, act jointly as change agents in local workplaces. The aim of the paper is to identify conditions that enabled stakeholders’ learning and supported programme development processes in two studied WPDPs. A total of 73 interviews were conducted and 20 meetings were documented in this qualitative case study. The findings showed that WPDPs are dependent on rich learning environments with enabling conditions for stakeholders if development processes are to move forward. Among important enabling conditions, were the involvement of appropriate stakeholders in a sufficient number of learning activities and distinct steering of the programmes.
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| 10. |
- Halvarsson Lundkvist, Agneta, 1961-, et al.
(författare)
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Learning conditions for continuous improvement in a public service organization
- 2018
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 30:8, s. 578-591
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – This study focuses on a transformation effort in a social welfare department of a Swedish municipality where continuous improvement, which is a Lean principle, was introduced in employees’everyday work via a workplace development programme (WPDP). The aim of this paper is to explore the conditions (internal and external) that enabled or constrained employee learning during the introduction of continuous improvement into employees’ everyday work in a WPDP-supported social welfare department.Design/methodology/approach – This case study is based mainly on 22 semi-structured interviews with individuals holding different positions in the department and overarching municipality.Findings – The findings show that multiple and emerging conditions, both internal and external, shaped a predominantly restrictive learning environment during the introduction of continuous improvement into the social welfare department. The major conditions identified were related to the initial implementation and top management’s steering and monitoring of the “Lean investment”, activities and support provided by the WPDP, activities and support provided by the internal Lean support team and first-line managers’ abilities to facilitate employee learning.Originality/value – Apart from unique empirical material depicting an effort towards change under conditions far from favourable for employee learning, the value of this study lies in the attention given to the external dynamics that drive change in line with the concept of new public management in public service organizations, including a WPDP that supported the social welfare department.
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