Anne Stouby Persson and Line Revsbæk
This paper aims to answer report how mentors who onboard newcomers to a high-stress social work organization can learn about their onboarding practice by treating onboarding as a…
Abstract
Purpose
This paper aims to answer report how mentors who onboard newcomers to a high-stress social work organization can learn about their onboarding practice by treating onboarding as a wicked problem that escapes definitive formulation and final solutions.
Design/methodology/approach
The authors follow an action research approach with three iterations of learning about onboarding with mentors in a Danish social work organization struggling with an employee turnover exceeding 30%.
Findings
The authors unfold the authors’ emerging sensitivity to wickedity over the iterations of learning about onboarding with the mentors. As the authors foreground the wickedity of the authors onboarding in the last iteration, three lessons learned could be derived: it warrants the mentors’ continuous inquiry; opens inquiry into the ambivalence of mentoring; and convenes responsibility for inquiry to a community of mentors.
Research limitations/implications
This study of problematic onboarding to high-stress social work shows the value of fore-grounding wickedity instead of hiding it with a positive framing. This wickedity rests on situated grounding and is only transferrable to other organizations with the utmost caution.
Practical implications
High-stress social work organizations without the capacity to systematically sustain best practices for onboarding may, instead, increase attention to the wickedity of onboarding as a motivation for continuous inquiry by a broader community of mentors.
Originality/value
To the best of the authors’ knowledge, this paper is the first to present an action research study of problem wickedity to motivate mentors’ inquiry into onboarding newcomers to high-stress social work.
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Wafa Said Mosleh and Henry Larsen
The purpose of this paper is to present researcher's reflexive writing about emergent events in research collaborations as a way of responding to the process-figurational…
Abstract
Purpose
The purpose of this paper is to present researcher's reflexive writing about emergent events in research collaborations as a way of responding to the process-figurational sociology of Norbert Elias in the practice of organizational ethnography.
Design/methodology/approach
Drawing parallels between Norbert Elias' figurative account of social life and auto-ethnographic methodology, this paper re-articulates the entanglement of social researchers in organizational ethnographic work. Auto-ethnographic narration is explored as means to inquire from within the emerging relational complexity constituted by organizational dynamics. Writing about emergent events in the research process becomes a way of inquiring into the social figurations between the involved stakeholders; thus nurturing sense-making and increasing the awareness and sensitivity of the researcher to her own entanglement with the relational complexity of the organization under study.
Findings
In the paper, we argue that the writing of auto-ethnographic narratives of emergent field encounters is a process of inquiry that continuously depicts the temporal development of the relational complexity in organizations. Viewing that from the perspective of Elias' concept of figuration, we find a common commitment to the processual nature of research processes, which insists on moving beyond objectifying empirical insights.
Originality/value
This paper encourages awareness of the interdependency between ourselves as social researchers and field actors as we engage with the field. It moves beyond simplifying the ethnographic research agenda to that of “studying” and “describing” organizations. It offers unique insights into the organizational context, and increased sensitivity toward the social entanglement of the experiences that we, ourselves, as researchers are part of.
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This paper aims to examine uncertain situations with potential for learning in care work. While the dominant learning strategy in elderly care is lecture-based education, learning…
Abstract
Purpose
This paper aims to examine uncertain situations with potential for learning in care work. While the dominant learning strategy in elderly care is lecture-based education, learning from and during daily care work routines is crucial and suitable. However, little is known about the potential for learning in daily work in elderly care.
Design/methodology/approach
This paper is based on a doctoral study conducted in Danish nursing homes. Shadowing care workers led to the construction of care work vignettes, which were analyzed and validated in analytic dialogues with field practitioners. Here, a selected vignette forms the empirical base for analyzing uncertainty through the lens of Dewey’s philosophy of learning.
Findings
The results suggest labeling uncertain situations as noisy, as they are sensorily felt, prompting doubt and perplexity and, hence, reflection and learning. Noisy situations cause breakdowns in action experienced as a tension that triggers reflection, often with colleagues, alongside work. A critical discussion draws attention to silent situations that proceed undisturbedly, according to routine, and, hence, often without reflection. To handle uncertainty, either noisy or silent, care workers must be considered as learning actors. Space and time for reflection are mandatory.
Originality/value
By focusing on uncertainty in care work, this study contributes to the understanding of workplace learning potential by clarifying the characteristics of situations useful for systematic exploration and collaborative learning from specific instances in work.
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The article contributes to affective ethnography focussing on the fluidity of organizational spacing. Through the concept of affective space, it highlights those elements that are…
Abstract
Purpose
The article contributes to affective ethnography focussing on the fluidity of organizational spacing. Through the concept of affective space, it highlights those elements that are ephemeral and elusive – like affect, aesthetics, atmosphere, intensity, moods – and proposes to explore affect as spatialized and space as affective.
Design/methodology/approach
Fluidity is proposed as a conceptual lens that sits at the conjunction of space and affect, highlighting both the movement in time and space, and the mutable relationships that the capacity of affecting and being affected weaves. It experiments with “writing differently” in affective ethnography, thus performing the space of representation of affective space.
Findings
The article enriches the alternative to a conceptualization of organizations as stable entities, considering organizing in its spatial fluidity and in being a fragmented, affective and dispersed phenomenon.
Originality/value
The article's writing is an example of intertextuality constructed through five praxiographic stories that illustrate the multiple fluidity of affective spacing in terms of temporal fluidity, fluidity of boundaries, of participation, of the object of practice, and atmospheric fluidity.