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Pedagogy and Process in "Organisational Problem-Solving"

Kawalek, John Paul (2007) In Use and Redesign in IS: Double Helix Relationships? 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:
author
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
Organisational Change, Processes, Pedagogy, Teleology, ERP, e-Learning.
in
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
2009-10-12 11:00:04
date last changed
2017-01-01 08:07:21
@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},
  editor       = {Nissen, Hans-Erik and Bednar, Peter and Welch, Christine},
  isbn         = {978-1932886054},
  keyword      = {Organisational Change,Processes,Pedagogy,Teleology,ERP,e-Learning.},
  language     = {eng},
  pages        = {97--125},
  publisher    = {Informing Science Press},
  series       = {Use and Redesign in IS: Double Helix Relationships?},
  title        = {Pedagogy and Process in "Organisational Problem-Solving"},
  year         = {2007},
}