1,720,980 research outputs found
From Narration to a Conclusion in Online Competence Network Meetings
Get PDFKonferansebidrag ved Proceedings of the 13th European conference on knowledge management.Engelsk sammendrag (abstract): Abstract: Information technology (IT) is no longer regarded only as a repository within knowledge management,
but also as a collaborative tool where work-related artifacts, like documents, can be shared accompanied by
stories for knowledge sharing. This article examines knowledge sharing in two different settings – online and
face-to-face discussions – and in particular how these settings structure the knowledge processes. This paper
extends our understanding of knowledge sharing and the use of narratives and collaborative technology in
combination. My empirical context is a distributed public organization in Norway. The competence networks in the
study are an opportunity to explore how the participants use narratives to overcome learning barriers when
sharing complex practices and experiences situated in their local context across distance in an online
environment. In particular I explore how health and safety inspectors share stories, arguments, documents, and
emotions, when constructing and interpreting knowledge regarding how to conduct inspections. I find that the use
of narratives helps the participants to overcome barriers related to different interpretations of the same by a
`narrative add on approach’ in the online meetings observed. This is useful for the participants when trying to
develop a consistent proposition regarding how to conduct health and safety inspections among the participants
in the online GoToMeeting™ meeting. By the `narrative add on approach` - the participants share how they
perceive their clients, what they should look for when inspecting, and who they are as inspectors (identity). They
also address contradictions in their practice and share how to conduct discretion. Interview data on the other
hand reveals a very interesting ‘testing discretion by a narrative approach’. This approach is seen as more
effective done face-to-face, since they have to capture complex experiences and in particular share what the
inspector felt (emotions) when conducting the inspection
Evaluation of the SANN-project at Midt-Østerdal high-school
No full textNorsk: Denne rapporten er en evaluering av SANN-prosjektet ved Midt-Østerdal videregående
skole. SANN står for Skole – Arbeid – Nytenkning – Nærmiljø. Kjerneaktiviteten
i prosjektet er praksisperioder i arbeidslivet for førsteårs elever.
Prosjektet ble initiert i 2002 og satt i gang for fullt i 2003. Rapporten viser at
samarbeid mellom skole og arbeidsliv bidrar til endring i skolen, fornøyde elever
og nye viktige nettverk mellom skole, elever og arbeidslivet.
Vi argumenterer i rapporten for at prosjektet er en innovasjon, fordi SANN
prosjektet bidrar til nytt samarbeid mellom skolen og arbeidslivet i Østerdalsregionen.English: This report is an evaluation of the present SANN-project at Midt-Østerdal videregående
skole (equals high school). The SANN project stands for Cooperation
– School – Work life – Community. The core activity in the project is work life
internships at first year at Midt-Østerdal high.
The project was initiated in 2002 and run fully from 2003. The report shows that
cooperation between school and work life contributes to changes in the school
organization, satisfied pupils and important network between school, pupils and
working life.
In this report we argue that this project is an innovation, because the SANNproject
contribute to new collaboration between school and working life in the
Østerdal region.Midt-Østerdal videregående skol
Sharing Practice in the Distributed Organization
No full textThis is an account of an effort to nurture networks and communities of practice in a distributed organization. In particular the use of ICT is investigated. The case is told via three health and safety inspectors based in Norway. They describe how they share experiences and learn from each other on distance by using stories, pictures and documents, which is made possible by the GoToMeeting tool. In this case the GoToMeeting tool supports learning activities across geographical and organizational boundaries and contributes to efficient conditions for sharing inspection practices. But there are problems for the networks to be able to mature and grow as communities
Evaluering av SANN-prosjektet ved Midt-Østerdal videregående skole : SANN: Skole - Arbeid - Nytenkning - Nærmiljø
No full textNorsk: Denne rapporten er en evaluering av SANN-prosjektet ved Midt-Østerdal videregående
skole. SANN står for Skole – Arbeid – Nytenkning – Nærmiljø. Kjerneaktiviteten
i prosjektet er praksisperioder i arbeidslivet for førsteårs elever.
Prosjektet ble initiert i 2002 og satt i gang for fullt i 2003. Rapporten viser at
samarbeid mellom skole og arbeidsliv bidrar til endring i skolen, fornøyde elever
og nye viktige nettverk mellom skole, elever og arbeidslivet.
Vi argumenterer i rapporten for at prosjektet er en innovasjon, fordi SANN
prosjektet bidrar til nytt samarbeid mellom skolen og arbeidslivet i Østerdalsregionen
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Managed Networks of Competence in Distributed Organizations - The role of ICT and Identity Construction in Knowledge Sharing
Get PDFKnowledge is seen as a main driving force for current public organizations to fulfill
their mission in changing environments, and for some organizations the response is
to design managed networks for knowledge sharing and learning. Distributed
organizations, which this study examines, are particularly challenged to develop
knowledge sharing and learning across distance to strengthen their operative units.
Communities of practice have become a central notion for the management of
knowledge in organizations. However, the elaboration of communities of practice
seems to assume that the members regularly work together or at least meet during
lunchtimes and at meetings in which they share their work experiences. Some,
though, do not have the opportunity to work together or meet directly face-to-face,
since they are spread around large geographical areas. The purpose of the present
work is to elaborate on this issue.
This dissertation addresses gaps in existing literature regarding the role of managed
networks and communities for knowledge sharing in distributed organizations. In
particular the role of collaborative ICT and identity construction is discussed. The
overarching research question for this dissertation is: What are the main factors
hampering and facilitating knowledge sharing through managed networks of
competence? The two sub- questions are:
1) What is the role of the GoToMeeting™ tool, when sharing knowledge in managed
networks of competence?
2) What is the role of identity construction for knowledge sharing in managed
networks of competence?
The overarching theoretical idea that this dissertation extends is structuration
theory. ICTs are from this perspective seen as structural resources that shape the social practices of the participants using them while being influenced by this use.
Through this duality of technology comes the shape of the community and the
identities of those participating in it. This approach combines Giddens structuration
theory with Wengers theory on communities of practice, and emphasizes the social,
technological and contextual factors that contribute to the dynamics of networks
and communities of practice.
The empirical context includes the following networks: The Fishery Network in the
Norwegian Taxation Authority and two accident networks, two networks for
psychological well-being and the network for occupational hygiene in the Norwegian
Labor Inspection Authority (main research site).
This research is aligned with the social constructivist approach to grounded theory
where categories and concepts emerge from my interactions with the field and
questions about the data. The strength of this approach is twofold:
1. The social constructionist view has the ability to uncover some of the
complexity of human sense making. It views knowledge as socially
constructed through interactions in particular contexts. This perspective
goes beyond the deterministic perspectives of ICT and organizational
structure (network structure), where both are thought to have embedded
features influencing people.
2. Grounded theory analysis is particularly useful for the explorative nature of
this research project. Data consist of interview data and observational data collected from 2008 to 2012.
This thesis contains five papers, contributing to different perspectives and the
perspectives are:
Paper 1: Media use, social networking and knowledge sharing,
Paper 2: Work role identities and their barriers to online knowledge sharing,
Paper 3: The sharing of work practice across distance,
Paper 4: The use narration to overcome learning barriers when sharing complex
practices, and, finally,
Paper 5: Focusing on how the construction of identity influences the transfer of
knowledge in a managed and online context.
This study offers deep insights into the role of the collaborative ICT tool
GoToMeeting™ for knowledge sharing. Findings underline that the tool has
limitations regarding knowledge sharing, in particular for communities with a more
interpretative knowledge orientation. However, closeness to actual work practice is
also accomplished by the participants’ use of actual documents, stories and pictures
when sharing online. Yet, the participants find it hard to interact socially, to get to
know each other and to discover who knows what, which is very important for
knowledge sharing. Technology is not the only problem here. Other contextual
factors – individualism, group size, mixed signals from management, managerial
control and overload of top-down issues create problems for the networks.
The main theoretical contribution of this work is the enlargement of structuration
theory into knowledge sharing through online managed networks of competence.
The dissertation develops a perspective that views technology (ICT) as a medium for
identity construction. The findings underline that some work identities are more
difficult to signify online than other identities, hence influencing the trajectories of the communities in the organization. There is an emphasis in this dissertation that
knowledge sharing is hard to enact in traditional ways online. Though, to some
extent the participants establish new ways to share knowledge by means of
storytelling and the use of work documents and pictures from an inspected site.
Grounded on this, the study contributes to the practice based idea that ICTs can
facilitate knowledge sharing by facilitating the observation of the work practices of
others. Furthermore, this study extended the emergent perspective on ICT use, and
in particular the negative impact of ICT mediated multitasking from work activities
to online networks of competence meetings.
This study contributes to the communities of practice literature, by changing the
focus from identity construction as a facilitator for knowledge sharing, as described
in the literature on communities of practice, to the role of identity as a barrier which
hamper knowledge sharing. The findings demonstrate that multiple and
contradictory identities create barriers linked to knowledge interests and
commitment. In particular, my study emphasizes the identity problems in the
relationship between old-timers and the newcomers which may hamper the sharing
of experiences from old-timers to newcomers.
This dissertation contributes also to the study of organizational and social identity
by extending the fragmented view of social identities and identity in organizations to
managed networks of competence. Findings contributes to our understanding of the
tensions between organizational knowledge and professional knowledge that is
nurtured by the networks of competence, and the more tacit work-based
knowledge which is usually constructed in a master–apprentice relationship during
work, which creates unclear learning trajectories for the newcomers participating in
the networks of competence. To nurture formal networks of competence, this study highlight that there is a need
for managers to; 1) better understand the participants traditional ways of sharing
knowledge to support interaction, 2) take on an leadership role to clarify the
purpose of the formal networks, but not control what network members are
discussing, and finally 3) give the networks concrete tasks to develop their
competencies, social network and in particular the know-who. Finally, I suggest that
it is necessary to look more deeply into how ICT mediated knowledge sharing,
personnel turnover and organizational change in current organizations can change
communities in organizations and how organizations add to the differences between
the generations as important areas which should be prioritized in future knowledge
management research
Digital veiledning og den digitale aktivitetsplanen i NAV - Digital Guidance and the Digital Activity Plan at NAV
Get PDFDigitalisering i NAV har i de senere årene endret veiledernes kommunikasjonsmuligheter med brukerne. I artikkelen diskuterer jeg funn basert på kvalitative intervjuer med NAV-veiledere. Studien avgrenser seg til og fokuserer på erfaringer med den digitale aktivitetsplanen NAV innførte i 2017. I artikkelen setter jeg søkelys på veiledernes aktiviteter ved hjelp av begrepet «scaffolding». Dette skal belyse hvordan veiledere igangsetter en prosess med brukeren – bygger relasjon, arbeider med kognitive rammer og har dialog med brukeren. Veiledning sett som «scaffolding» får oss til å oppdage hvordan veilederen mobiliserer relasjonelle, kognitive og materielle ressurser i veildingsarbeidet for å komme nær brukeren. Forskningsbidraget i denne artikkelen knytter seg til at brukeren ikke bare har tilgang til informasjon om seg selv og sin sak, men også er aktiv i «kunnskapingen» om seg selv gjennom sin egen skriving i den digitale aktivitetsplanen og tilgang til veilederens vurderinger i sin egen sak. Dette gir brukeren en ny og mer aktiv rolle i medvirkning sammenlignet med tidligere, da veilederen skrev sakspapirene alen
Informasjons- og kommunikasjons-teknologiens betydning i organisasjoner
Get PDFOrganisasjonsteori kaller vi det. Det får en til å tenke på at det finnes
én teori om organisasjoner, men slik er det ikke. Det finnes mange.
Man kan finne gode argumenterer for at et slikt flerperspektiv er en
stor styrke for organisasjonsfaget. Med flere «briller» fanger vi opp ulike
dimensjoner ved organisasjoner. Organisasjonsteorien er også i stadig endring.
Begreper som struktur, kultur og institusjoner ses på av noen som
for abstrakte og lite dynamiske i forhold til å gripe organisasjonsvirkeligheten.
Et perspektiv som søker å løse denne utfordringen, er praksisperspektivet.
Det tar utgangspunkt i at ulike praksiser former alle prosesser i
organisasjoner, som kommunikasjon, læring, beslutninger og strategiske
prosesser. Styrken til praksisperspektivet er at det får frem hvordan oppgaver
er hektet sammen, hvordan samspillet er mellom materielle forhold
og menneskelig atferd, og hvordan aktiviteter og individers, gruppers og
organisasjonens identitet påvirkes gjensidig. I denne artikkelen gis en
innføring i Wanda Orlikowskis versjon av praksisperspektivet i studiet
av organisasjoner med eksempler fra hennes forskning. Den amerikanske
forskeren Orlikowski har de siste 30 årene bidratt til organisasjonstenkningen
og særlig informasjons- og kommunikasjonsteknologiens
(IKT) betydning i organisasjoner. Først med utgangspunkt i Giddens
struktureringsteori og videreutvikling av denne, senere inspireres hun av
aktør-nettverksteoretikere som Bruno Latour og Michel Callon. Hennes
forskningstematikk har strukket seg fra koordinering og læring til IKT-bruk i organisasjoner. Tross spredning i tematikk, så har IKT alltid vært
med som en variabel
From service-oriented competence to interaction competence?An analysis of qualification requirements for Nav supervisors
Get PDFDenne artikkelen presenterer funn fra en kvalitativ innholdsanalyse som sammenligninger stillingsannonser i Nav fra 2008–2009 med stillingsannonser i 2022–2023. Studiens hovedbidrag er en beskrivelse av en mer utadrettet veilederrolle i Nav. Problemstillingen er: Hvilke endringer ser vi i kompetansekrav for Nav-veiledere i stillingsannonsene? Studien avdekker nye stillingstitler og nye kompetansekrav til veiledere i Nav. Mens tidligere studier har avdekket etterspørsel etter evne til å mobilisere brukerens ressurser og evnen til å håndtere motstridende hensyn, avdekker denne studien en etterspørsel etter en samspillskompetanse. Studiens hovedbidrag beskriver og teoretiserer denne fremvoksende samspillskompetansen basert på nettverksbasert styringsform i Nav, som delvis avløser og delvis supplerer kompetanser knyttet til klassisk byråkrati og New Public Management. Studien bekrefter tidligere studier som har antydet at en attraktiv kompetanse i Nav er evnen til å håndtere motstridende hensyn. Studien viser både en økt spesialisering til en mer utadrettet veilederrolle mot arbeidslivet, men også en mer innadrettet veilederrolle som retter seg mot Navs egne ordninger. Dette kan sees i sammenheng med utfordringer med generalistmodellen i Nav. Konklusjonen er at veiledernes kompetanse fortsatt er knyttet til å jobbe med brukeren, men det er også nye krav om en mer utadrettet samspillskompetanse for Nav-veiledere generelt og jobbspesialister spesielt.publishedVersio
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