Pedagogy and Process in "Organisational Problem-Solving"
(2007) p.97-125- Abstract
- This paper outlines a case study in which a management development
learning process was tightly coupled to organisational change and development
objectives. The case discusses how a research and consulting
team came together to develop highly reflexive pedagogy to support the
work of internal managers who were organized into teams (learning
sets) to undertake 'organisational problem solving'. These learning sets
had as their objective, to become catalysts of organisational change and
'performance improvement' within a large organisation. In order to
structure the discourse amongst learning set members, a range of principles
and constructs were used. Central to... (More) - This paper outlines a case study in which a management development
learning process was tightly coupled to organisational change and development
objectives. The case discusses how a research and consulting
team came together to develop highly reflexive pedagogy to support the
work of internal managers who were organized into teams (learning
sets) to undertake 'organisational problem solving'. These learning sets
had as their objective, to become catalysts of organisational change and
'performance improvement' within a large organisation. In order to
structure the discourse amongst learning set members, a range of principles
and constructs were used. Central to these was a form of process
modelling, (termed 'models of teleological human process'), derived
from Systems Theory. These were carefully introduced to learning set
members, and were used to provide a 'basis for a discourse' amongst set
members about 'problematic' organisational processes and how to
change them. Each learning set was considered a social process in
which the principles and constructs had an intrinsic power role, in a
process which was purposely designed to integrate the subjective understandings
of complex organisational situations of the set members.
The learning sets were operationalised in a 2-day workshop followed by
a three month period which was supported by an e-learning technology
infrastructure. During each phase, the learning sets were facilitated bylearning set advisers. The pedagogy, methods and learning outcomes
are outlined in this paper. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/1486905
- author
- Kawalek, John Paul
- publishing date
- 2007
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- keywords
- Organisational Change, Processes, Pedagogy, Teleology, ERP, e-Learning.
- host publication
- Use and Redesign in IS: Double Helix Relationships?
- editor
- Nissen, Hans-Erik ; Bednar, Peter and Welch, Christine
- pages
- 97 - 125
- publisher
- Informing Science Press
- external identifiers
-
- scopus:38349003041
- ISBN
- 978-1932886054
- language
- English
- LU publication?
- no
- id
- 85f04ab8-2eb0-4e45-89bb-72c455f4c116 (old id 1486905)
- date added to LUP
- 2016-04-04 12:10:34
- date last changed
- 2022-01-29 23:03:24
@inbook{85f04ab8-2eb0-4e45-89bb-72c455f4c116,
abstract = {{This paper outlines a case study in which a management development<br/><br>
learning process was tightly coupled to organisational change and development<br/><br>
objectives. The case discusses how a research and consulting<br/><br>
team came together to develop highly reflexive pedagogy to support the<br/><br>
work of internal managers who were organized into teams (learning<br/><br>
sets) to undertake 'organisational problem solving'. These learning sets<br/><br>
had as their objective, to become catalysts of organisational change and<br/><br>
'performance improvement' within a large organisation. In order to<br/><br>
structure the discourse amongst learning set members, a range of principles<br/><br>
and constructs were used. Central to these was a form of process<br/><br>
modelling, (termed 'models of teleological human process'), derived<br/><br>
from Systems Theory. These were carefully introduced to learning set<br/><br>
members, and were used to provide a 'basis for a discourse' amongst set<br/><br>
members about 'problematic' organisational processes and how to<br/><br>
change them. Each learning set was considered a social process in<br/><br>
which the principles and constructs had an intrinsic power role, in a<br/><br>
process which was purposely designed to integrate the subjective understandings<br/><br>
of complex organisational situations of the set members.<br/><br>
The learning sets were operationalised in a 2-day workshop followed by<br/><br>
a three month period which was supported by an e-learning technology<br/><br>
infrastructure. During each phase, the learning sets were facilitated bylearning set advisers. The pedagogy, methods and learning outcomes<br/><br>
are outlined in this paper.}},
author = {{Kawalek, John Paul}},
booktitle = {{Use and Redesign in IS: Double Helix Relationships?}},
editor = {{Nissen, Hans-Erik and Bednar, Peter and Welch, Christine}},
isbn = {{978-1932886054}},
keywords = {{Organisational Change; Processes; Pedagogy; Teleology; ERP; e-Learning.}},
language = {{eng}},
pages = {{97--125}},
publisher = {{Informing Science Press}},
title = {{Pedagogy and Process in "Organisational Problem-Solving"}},
url = {{https://lup.lub.lu.se/search/files/5944854/1496588}},
year = {{2007}},
}