| 1. |
- Areskoug Josefsson, Kristina, 1973-
(författare)
-
Bokrecension av boken “Didaktisk dialog i högre utbildning”
- 2022
-
Ingår i: UNIPED. - : Universitetsforlaget. - 1893-8981. ; 45:2, s. 165-167
-
Recension (övrigt vetenskapligt/konstnärligt)abstract
- Från introduktionen: Att det skrivs böcker om didaktik är inte något nytt, men en bok med fokus på den didaktiska dialogen är däremot ett nytänkande som gör boken extra intressant för universitetslärare. Att få tillfälle att ta del av andra universitetslärares didaktiska reflektioner var den avgörande faktorn för att läsa boken, och under läsningen fortsatte reflektionerna att ge egna reflektioner och intresse för nästkommande fallbeskrivning. Boken var lätt att ta till sig, men även att fortsätta reflektera kring efter läsningen. Kanske eftersom det var lätt att knyta an till de fall som beskrevs i boken och de känslor som kan anas hos fallförfattarna i förhållande till de beskrivna situationerna. Bokens redaktörer, Magnus Levinsson, Lill Langelotz och Malin Löfstedt, har samlat ett intressant och brett urval av fall med tillhörande reflektioner i respektive kapitel.
|
|
| 2. |
- Areskoug Josefsson, Kristina, 1973-
(författare)
-
Work integrated learning for a working life in academia : Experiences from working with PhD-students during the covid-19 pandemic
- 2022
-
Ingår i: International Conference on Work Integrated Learning. - Trollhättan : University West. - 9789189325302 ; , s. 35-36
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Work integrated learning in academia and wellbeing for PhD-studentsFew PhD-students have a clear plan for their coming career after completion of their PhD-studies. There can be dreams of starting new enterprises, combining research with innovations in practice, or to pursue a career in academia. In health and welfare research schools there are many PhD-projects involving single PhD-students, as well as part-time PhD-students whose project is connected to their workplace. Research shows risk of low wellbeing and high levels of stress among PhD-students, together with feelings of isolation and impostor syndrome (Seeber and Horta, 2021, Schmidt and Hansson, 2018). Such negative feelings negatively impact the outcome of the PhD period and may also affect the future career of the PhD-student. To promote and sustain PhD-students health and wellbeing, there is a need to test activities that can decrease experienced negative stress during the PhD-period as well as enhancing academic competencies like academic leadership, academic writing skills and pedagogical skills. In addition, successful academics should have excellent competence in their field, collaborate with stakeholders and engage in impact activities. Thus, the PhD period needs to provide work integrated learning in academia to provide learning opportunities to develop those skills. Research conce rning PhD-students’ wellbeing and progress shows that the supervisor has an extremely important role for completion of the PhD and for the wellbeing of the student (Buirski, 2022). However, there are limited resources set up for PhD supervision and mentoring, which can create stress and mismatch in needs and capacities between the supervisor and the PhD-student. During the covid-19 pandemic the risk of losing pace in PhD-projects increased, in addition to disconnectedness with academy due to digital instead of physical meetings. However, this change also provided opportunities for novel and pragmatic ways of structuring supervision and enhancing the self-efficacy of the PhD-students. The purpose is to present learnings and outcomes of work-integrated learning project in academia for PhD-students.The focus is on two novel learning activities: online writing retreats and online monthly meetings, which were tested during the covid-19 pandemic. The aim of the learning activities was to encourage the PhD-students to be the leaders of their projects, to collaborate with others to find their role in academia, and learn the trade of being an academic, while practicing doing so, and promote wellbeing during the PhD period. The project has been performed with Plan-Do-Study-Act (PDSA) in biannual evaluation cycles. The PDSA is a quality improvement tool focusing on the translation of ideas and intentions into action (Reed and Card, 2016). The iterative structure of PDSA is well suited to promote learning of a tested change and help shape organizational culture for the better (Reed and Card, 2016). Evaluation data includes number of participants, types of spin-offs from the learning activities, and participants’ oral and written feedback on the learning activities. The collected data was analyzed from the perspective of usefulness of the learning activities related to theories of work-integrated learning. Online structured digital writing retreats Open to more than the PhD-students supervised by the facilitating supervisor (any PhD-student who considered themselves in need of learning better academic writing structure, master students who wanted to become PhDstudents, other supervisors who wanted to see how a digital writing retreat worked). This activity showed participants the importance and diversity of academic writing. The participants chose their own writing tasks, report on their progress, and plan for their next step – but being their own controller and thus actively practicing self-leadership. At the same time the participants shared their feelings of participating in the writing retreat when reporting their writing progress – thus creating a social, international, and interdisciplinary forum, increasing their networks and enhancing feelings of belonging. This in turn ignited cross-project collaboration, thematic discussions and sharing of scientific literature of importance. As facilitating supervisor, I participated on the same level as other participants, sharing my writing progress and feelings related to academic writing. The 1-hour monthly meetings for PhD students supervised by the same supervisor.The meetings were co-designed by the PhD-students, where the first meeting developed from a shared practical problem concerning digital data safety. Coming meetings were then co-designed depending on experienced needs by the PhD-students. The PhD-students were in different phases of their PhD-process; thus, they could bring in varied perspectives and share learning with each other on the academic processes. They could also discuss issues that they considered important, such as being asked to review for a journal or being asked to teach at bachelor or master programs. Such collaborative working discussions across projects and disciplines are important in academia and the meetings were used to solve problems in academic practice and to test scientific ideas. As the meetings also were led in turn by the participating PhD-students, academic leadership skills were practiced in this setting. As participating supervisor, I had a more passive role than in traditional supervision meetings, and the meetings were inspirational and provided opportunities for shared learning.Outcomes from the novel learning activitiesThe PhD students themselves describe how they have both acquired increased academic skills, and that the online writing retreats have been important in decreasing negative stress, creating a safe social environment which has been important for their wellbeing. The shared learning activities also presented a view of how to work together in academia, which may support the students when thinking of their future career and if this is to relate to academia. As a supervisor, I can clearly see that the activities have enhanced self-efficacy, leadership skills, cross-disciplinary collaboration, national and international networks and decreased dependency on supervisors. The additional bonus of those work-integrated learning activities has been the good progress of the participants’ projects and joy at work!
|
|
| 3. |
- Chalachanová, Anna, et al.
(författare)
-
Critical exploration of researchers’ experiences within the field of participatory research
- 2022
-
Ingår i: International Conference on Work Integrated Learning. - Trollhättan : University West. - 9789189325302 ; , s. 50-51
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research question: Autoethnographic critical scrutiny as a step towards more inclusive research practices in participatory research?In this presentation we would like to discuss a paper draft. The paper examines the autoethnographic accounts of four researchers to highlight and critically explore our experiences within the participatory action research (PAR) (Schubotz, 2020). PAR is based on the principles of close co-operation between researchers and participants with experience-based knowledge, in this case people with disabilities. Hancock et al. (2012) define three justifications for the participation of people with experience-based competence in research: the ethical, the qualitative and the "therapeutic". The recipients of health and welfare services should have a voice in research in areas that will have a direct impact on their life situation. The qualitative aspect concerns that people with experience -based knowledge can strengthen the quality of the research with new approaches by asking relevant questions or by recruiting participants. This can strengthen the research's relevance, validity and focus on the development of knowledge relevant to those concerned. The third rationale is the therapeutic or empowerment rationale, i.e., that the research can have a positive impact on people who receive services and who are involved in the research (Askheim et al., 2019; Hancock et al., 2012). PAR is connected to democratic values, co-creation of knowledge and the believe that this form of co-operation can influence practice. Participatory action research creates space to develop new research communities where the researcher and the researcher's agenda are pushed aside to create space for the research community that develops as a result of interaction between researchers and participants with different backgrounds (experiences) (Nind, 2014 a; Northway, 2010). PAR is a context-bound research that is most often based on dialogue-based collaboration, and which aims to develop new knowledge or insight that can primarily be recognized in the context in which it takes place (Levin, 2017). It should also be based on local challenges that participants in the research encounter in their everyday lives (Lawson et al., 2015). Collaboration with people with experience-based knowledge in research can be the key to creating opportunities to co -create an inclusive democratic society. All the authors have been doing PAR in different research projects. In various academic meetings, we often discussed methodological approaches, our research role, things not working as expected, or when we felt unsure of whether or what we were doing was right or wrong. This paper will try to bring to light and exemplify some of the tensions and challenges we have met in our research practice with PAR. Based on four autoethnographic accounts and theory on autoethnography as a background, the article will reflect upon, critically analyze, and discuss researchers' roles, power, and epistemic privileges in PAR. The autoethnographic approach is based on the researcher's reflections and critical examination of their identities, roles, power, or penalties within one or several cultural contexts (Hughes & Pennington, 2016). It is a critical reflexive action research in which the researcher takes an active, scientific, and systematic view of personal experience concerning cultural groups identified by the researcher as similar to the self (i.e., us) or as others who differ from the self (i.e., them) (Hughes & Pennington, 2016, s.8).51Establishing data:Four of us wrote two reflections each containing autoethnographic thoughts that reflected tensions in our research practice, for example challenging privileged academic discourses or traditional researcher roles. The logs had roughly the following structure: describe the setting (where, when, why) and your reflections/tensions. Then we read all the logs and wrote down our reactions, keywords, and reflections based on our own research experience. We wrote whether the examples sounded familiar or whether they were unfamiliar or differed from our experiences. All researchers presented the reflections they had written based on the logs, and we summarized central themes based on all the logs.By reading the other authors reflections and at the same time reflecting on their texts using our own experience and taking notes, writing keywords to their texts, started the analysis process in familiarizing with the data (Braun & Clarke, 2014). The analysis was conducted by summarizing the material through the active process of identifying similar themes in the texts, using all the keywords and reflections (Braun & Clarke, 2014). The main themes identified so far were power and power (in)balance, researcher’s role, and epistemic privileges in PAR. Next, we discussed these themes, scrutinizing structures and processes that can influence the research or unconscious processes and power relations tipping the research in one particular direction (Alvesson & Sköldberg, 1994, 2017). Reflections so far The autoethnographic texts touch upon power and power balance in relationships between researchers and participants with experience-based knowledge. The power connects to decision-making for example who is making decisions, what kind of cooperation and co-production of knowledge is happening, and how deadlines sets premises for collaboration. The topic of power may be described on a micro level, what the researchers intend to do in the meetings but may also be connected to the framework of the research projects such as projects goals and progression within the project. Projects depend on a certain pace and effectiveness to fulfil the goals. This has to do with financing and funds that can run out. This effectiveness might be challenging when we do research with people with experience-based knowledge, especially if there is a gap between researchers' starting position, theoretical background and expectations, and co-researchers' needs, interests, or expectations. Although researchers are aware of their power and try to adapt the process so that co-researchers can experience a real contribution, it might seem that the researchers have the final word in the end, and we should discuss whether and how we should address that. Co-researchers must usually adjust to the academic world rather than vice versa.
|
|
| 4. |
- Elnegaard, C. M., et al.
(författare)
-
Psychometric Properties of the Danish Version of the Questionnaire Professionals’ Attitudes towards Addressing Sexual Health (PA-SH-D)
- 2022
-
Ingår i: Sexual Medicine. - : Elsevier. - 2050-1161. ; 10:4
-
Tidskriftsartikel (refereegranskat)abstract
- Background: Health professionals’ attitudes towards addressing sexual health are important to promote patients’ sexual health. Therefore, measurement of health professionals’ attitudes towards addressing sexual health is essential. Aim: This study aimed to adapt the questionnaire Students’ Attitudes towards Addressing Sexual Health (SA-SH-D) to health professionals working with rehabilitation in Danish municipalities and evaluated psychometric properties of the adapted questionnaire: The Danish Version of the Professionals’ Attitudes towards Addressing Sexual Health (PA-SH-D). Methods: The SA-SH-D was adapted to PA-SH-D and a face validity evaluation focusing on phrasing, functionality, perception and relevance was done. In a pilot study, the PA-SH-D was answered by health professionals and internal consistency reliability and floor and ceiling effects were evaluated. Outcomes: Face validity included phrasing, functionality, perception and relevance of the items in PA-SH-D, internal consistency with Cronbach's alpha in the total scale and floor and ceiling effects. Results: Face validity of the PA-SH-D was acceptable. The sample size was 52 health professionals working with rehabilitation, the internal consistency reliability (Cronbach's alpha: 0.89 [lower confidence interval {CI}: 0.85]) and floor and ceiling effects (0.0%–13.7%) of the PA-SH-D were acceptable. Clinical translation: As sexual health is important in human quality of life, the validation of the PA-SH-D is highly valuable as it evaluates health professionals’ attitudes towards addressing sexual health, and thereby is able to measure the need for education and training in sexual health and detect changes in attitudes following an educational intervention. Strengths and limitations: Strengths were that the PA-SH-D measures both attitudes and competences and covered a need in clinical practice. The recruitment was broad and we used the work of others to orient this work. Limitations were that this study covered a preliminary psychometric evaluation and a thorough evaluation covering other aspects of psychometry should be done. We used both paper-based and online-based survey which possibly could cause bias. The study had a relatively small sample size. Comparing health professionals to students can be seen as both a limitation and a strength. Conclusion: The results in face validity and internal consistency reliability indicate usefulness of the PA-SH-D to measure health professionals’ attitudes towards addressing sexual health. Further evaluation of psychometric properties of the PA-SH-D is recommended. Elnegaard CM, Christensen J, Thuesen J, et al. Psychometric Properties of the Danish Version of the Questionnaire Professionals’ Attitudes towards Addressing Sexual Health (PA-SH-D). Sex Med 2022;XX:XXXXXX.
|
|
| 5. |
- Folkman, A. K., et al.
(författare)
-
Being and becoming critical friends as a sustainable support function in academic work
- 2022
-
Ingår i: International Conference on Work Integrated Learning. - Trollhättan : University West. - 9789189325302 ; , s. 99-100
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- As we strive to teach our students to think critically about health and well-being in professional work, based on cooperation, life-long learning, and sustainability in working life, we need to meet the challenge of applying strategies to achieve this in academia as well. Stolle et al. (2018) underline the need to better understand CF as a research tool, to improve ourselves as self-study researchers versus teacher educators. We need to collaborate, to establish safe ways of working and negotiate shared understandings to develop and growth in professional academic achievement. Addressing sustainability challenges is most effective when coproduced by academics and non-academics in a way that provides solutions and contributions to the related scientific body of knowledge (Schneider et al., 2021). This presentation explores CF as a sustainable support function based on our experiences in a co -produced research project in a Norwegian municipality. The research question is: What characterizes CF as a sustainable support function in a follow-up research project in a Norwegian municipality?The case: The municipality has an ongoing innovation project “The team around the teacher and the pupil (2019 –2023)”. This project has a public health- and preventive perspective based on experienced challenges in the local school setting. The focus of the project is to strengthen the pupils’ learning environment and learning outcomes, by involving the reorganization of interdisciplinary and interprofessional resources to promote coping, belonging and good mental health in all the primary and secondary schools in the municipality (Folkman et al., 2020). The research group was interdisciplinary and worked in close collaboration with the municipality´s project leaders. The project also included master students’ projects. The engagement of master students in a co -produced research project provides the students with work-integrated learning experience of research with practice. Theory: Co-production of knowledge must explicitly recognize multiple ways of knowing and doing (Schneider et al., 2021). CF involves trusting relationships, productive tensions, and two-way learning as mechanism (Knowles et al., 2018; Stolle et al., 2018). The connection between reflection and CF (Stolle et. al, 2018), aligns with core participatory mechanisms that enable ‘dialogue and iteration’ and authentic involvement (Knowles et al., 2018; Norén & Wallin, 2018). Conflicting agendas require that parts reflect on the principles of respect and solidarity to ensure a broader collective goal and that each agenda can be met while maintaining the integrity of the overarching goal of the research (Page, 2022). Reflection is a meaning-making process highlighting relationships (Stolle et al., 2018). Method and analysis: The research question led to an integrated analytic process (Strøm & Fagermoen, 2012), based on the project documents, reports, and articles from the project. The deductive analysis involved the interpretation of the data to explore characteristics of CF as sustainable support in work integrated learning. Two themes emerged through the analysis process: CF and knowledge production in the project and CF: mandate and role. ResultsCF and knowledge production in the project: There was a period of initial negotiations between the project leader and the research group, as the project leader wanted to develop a research design suitable to support the objectives and aims of the project. Therefore, work ascritical friends, started by critical questions from the research group about the operationalization of research objectives in the project and the pre-planned measures of intended results. There were negotiations of understanding in the processes of developing a contract and research plan and considering knowledge from both parties. This time-consuming process was ongoing through the follow-up research, as new perspectives and results emerged. However, this also led to a closer collaboration with more school staff and leaders in the municipality, which was beneficial for understanding the results from the project.CF: mandate and role: Co-production in the research process took place in a field of tension, where the project leaders and the researchers acted as critical friends to each other. The underlying tension, based on the project leader`s mandate, role and knowledge of the context, and the research groups roles and competence in research methodology, proved to enhance the learning for both parties and encompassed continuous need for dialogue. However, through CF the research of the project was also used to inform and improve the project, and then provide additional collaborative research topics. The controverses advanced a dynamic co-creative learning process, linked to knowledge of practice-based evaluation research in this context, but also a nearer friendship that obliged.DiscussionOur results show, that that CF in co-production between practice and research can contribute to promoting the legitimacy of the research contribution in the field of practice the project deals with, supported by Schneider et al., (2021). For researchers’ objectivity and integrity in the research process is essential, but this can be experienced as conflicting with project leaders’ views and need for measurable outcomes. Reflecting rooted in a scientific inquiry, can serve as generating new meaning and learning opportunity for both parties (Stolle et al., 2018). The results underpin the importance of understanding one’s language and respecting each other’s knowledge when co-producing together with academia and practice (Schneider et al., 2021). To push our thinking and learning asking critical questions, can be limited by being “best friends” (Stolle et al., 2018), thus hav ing different views are an asset. Agreement must be reached about different roles, responsibilities and knowledge, and how the objectives of each stakeholder can be achieved (Page, 2022). The participating students could have been even more involved in the CF dialogues. They were invited to result presentation meetings, but work-integrated learning would have been enhanced if they had been able to participate on more equal terms. ConclusionThis paper presents joint learning from a mainly online CF experience, formed by mutual respect and leading to increased learning and increased value of research outcomes. The value of research collaboration and support with CF is increased. This is important in academia and for a sustainable work situation for research ers. The project also provided work-integrated learning for students, but this could have been further enhanced.
|
|
| 6. |
- Gerbild, Helle, et al.
(författare)
-
Communication about physical activity to reduce vascular erectile dysfunction : A qualitative interview study among men in cardiac rehabilitation
- 2022
-
Ingår i: Scandinavian Journal of Caring Sciences. - : John Wiley & Sons. - 0283-9318 .- 1471-6712. ; 36:3, s. 839-851
-
Tidskriftsartikel (refereegranskat)abstract
- Background: Physical activity, a core intervention in cardiac rehabilitation, can reduce vascular erectile dysfunction (ED). ED is a common sensitive problem for men with cardiac diseases, decreasing their quality of life. Cardiac health professionals rarely provide information about ED or its relation to physical activity. Developing health professionals’ communicative component of the complex intervention ‘Physical Activity to reduce Vascular Erectile Dysfunction’ (PAVED) is important. Understanding the receiver needs is essential in designing a complex intervention.Aim: To elucidate men's perspectives on cardiac health professionals’ communication about PAVED.Ethical issues: An Institutional Data Protection Agency approved the study.Methods: An interpretive data-driven thematic analysis was applied to individual, qualitative semi-structured interviews with 20 Danish men attending cardiac rehabilitation.Results: The men wanted health professionals’ communicating about ED, as it was perceived as a major problem diminishing masculinity and tabooed by health professionals. Men wanted help for self-help, which may be possible with the aid of competent health professionals’ communication about how to prevent, reduce and cope with ED - including information about PAVED. The men wanted health professionals’ communication about ED in various contexts: general information in groups, sexual counselling for individuals and couples and written material.Study limitations: Recruitment was done from a Danish municipality's cardiac rehabilitation, and the transferability of the results may be limited to similar contexts.Conclusion: Erectile dysfunction was experienced as a major biopsychosocial problem for the men and their partners. The men had a need for health professionals’ communication about sexuality, ED and information about PAVED as well as about prevention, reduction and management of ED. The men had a need for professional communication about sexual health.
|
|
| 7. |
- Haraldsson, Patrik, et al.
(författare)
-
Evaluating the effect of supported systematic work environment management during the Covid-19 pandemic : Protocol for a mixed methods study [protocol]
- 2022
-
Ingår i: JMIR Research Protocols. - : JMIR Publications. - 1929-0748. ; 11:3
-
Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: The work environment is a complex phenomenon in which many factors interact. Scientific research indicates a relation between the work environment and employee health, staff turnover, patient satisfaction and patient safety. There is a great need for knowledge on how to conduct work environment interventions and practical work environment management to maximize benefits to the employees.OBJECTIVE: The aim of this study is to explore how Occupational Health Service (OHS) support will affect the work environment, sick leave, staff turnover, patient satisfaction and patient safety during and following the Covid-19 pandemic in a medical ward setting.METHODS: Mixed methods evaluation of a concurrent work environment quality improvement project at the Department of Internal Medicine and Geriatrics in a local hospital in the south of Sweden.RESULTS: The mixed methods evaluation of the quality improvement project received funding from FUTURUM - Academy for Health and Care Jönköping County Council and Region Jönköping County and the study protocol was approved by the Swedish Ethical Review Authority. The work environment quality improvement project will continue between May 2020 and December 2021.CONCLUSIONS: The study might contribute to increased knowledge of how work environment interventions and practical work environment management can impact the work environment and employee health, staff turnover, patient satisfaction and patient safety. There is a need for knowledge in this area for OHS management to provide increased benefits to employees, employers and society as a whole.CLINICALTRIAL:INTERNATIONAL REGISTERED REPORT: DERR1-10.2196/34152.
|
|
| 8. |
- Haraldsson, Patrik, et al.
(författare)
-
Further psychometric evaluation of the Structured Multidisciplinary Work Evaluation Tool (SMET) questionnaire : Practical implications in healthcare settings
- 2022
-
Ingår i: Work. - : IOS Press. - 1051-9815 .- 1875-9270. ; 73:4, s. 1279-1295
-
Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND:Scientific research has identified a lack of psychometrically well-tested methods for evaluation of the work environment in healthcare settings. The Structured Multidisciplinary Work Evaluation Tool (SMET) questionnaire has been evaluated and has shown good content validity, as well as intra-rater and test-retest reliability. There are, however, still unknowns regarding the psychometric properties. If the SMET questionnaire is to be used in practical occupational health service (OHS) work and scientific research in healthcare settings, further psychometric evaluation is needed.OBJECTIVE:The aim of this study was to gain further understanding of the psychometric properties of the SMET questionnaire when used in research and clinical OHS practice in healthcare settings.METHODS:The psychometric evaluation was conducted using classical test theory (Cronbach’s alpha, explorative factor analysis) and Rasch analysis (measurement targeting, category threshold order, person separation index) on data previously collected in development projects within the healthcare sector.RESULTS:The results support the use of the SMET questionnaire as a psychometrically well-tested method for evaluation of the work environment in healthcare settings. They support the use of the initial 1–10 scale since all 10 steps are used. The results also support the trichotomization procedure since the trichotomized scale captures the construct of the work environment with good measurement targeting and good category threshold order.CONCLUSION:The results of this study support the use of the SMET questionnaire as a psychometrically well-tested method for a broad multifactorial evaluation of the work environment in healthcare settings.
|
|
| 9. |
|
|
| 10. |
- Kjellström, Sofia, 1970-, et al.
(författare)
-
Fostering exploration and exploitation behavior in management teams to enhance organizational performance : the LearnOvation leadership development program
- 2022
-
Ingår i: Leadership & Organization Development Journal. - : Emerald Group Publishing Limited. - 0143-7739 .- 1472-5347. ; 43:3, s. 482-500
-
Tidskriftsartikel (refereegranskat)abstract
- PurposeThe purpose of this paper is to assess the impact and effectiveness of the LearnOvation leadership development program in the welfare services sector in Sweden.Design/methodology/approach LearnOvation was based on ambidexterity theory for the program content and the research study design. A mixed-method design was applied, using questionnaires among staff (n = 523) and written evaluations with the management teams (n = 60).FindingsQuantitative analysis of the questionnaires indicated little change in managers' and staffs' innovation behaviors, though employee exploration behaviors were strongly and positively correlated with their innovation behaviors. Qualitative leader-written evaluations reported increased understanding of innovation management and the use of exploration and exploitation activities to involve staff in the implementation of creative ideas within the organization.Practical implicationsThe authors argue that innovating is about creating a fertile ground for exploration and exploitation processes of learning that support staff's willingness to meet goals, as well as their capability to explore new ideas and experiment in new ways of working. Leadership development activities that engage the entire management team can build the necessary capacity and power to lead innovation processes in highly structured welfare services and free the employees' innovativeness, potentially leading to improved services and employee satisfaction.Originality/valueWith the goal of enhancing the innovation capacity in daily practice, this study adds to the scarcity of research in welfare services on how to actually support management's work on leading successful implementation of creative ideas.
|
|
