Patricia Brouwer, Mieke Brekelmans, Loek Nieuwenhuis and Robert‐Jan Simons
The aim of this study is to explore whether and to what degree community development of teacher teams takes place and how community development comes about, that is, what…
Abstract
Purpose
The aim of this study is to explore whether and to what degree community development of teacher teams takes place and how community development comes about, that is, what community‐building efforts teacher teams undertake.
Design/methodology/approach
Using a multi method approach, quantitative and qualitative data were gathered from seven interdisciplinary teacher teams in a secondary school during one school year. Teachers' perceptions of community development were complemented with video‐observations of team meetings by relative outsiders.
Findings
Data showed that the teacher teams undertook a wide variety and amount of community‐building efforts. However, community development of the teacher teams as perceived by the teachers was limited. Relative outsiders observed some community development.
Practical implications
From the findings the authors conclude that school managers could play a more proactive role in supporting teacher teams' community‐building efforts. Strategies embedding community‐building into the culture and policy of the school, including diagnosing, custom‐made support and making efforts explicit, could be effective.
Originality/value
The current study takes a long‐term approach, investigating the community development of teacher teams during the course of one school year. In addition, community development is measured using two perspectives, i.e. that of the community members and that of the relative outsider.
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Aimée Hoeve and Loek F.M. Nieuwenhuis
This paper aims to generate both a theoretical and an empirical basis for a research model that serves in further research as an analytical tool for understanding the complex…
Abstract
Purpose
This paper aims to generate both a theoretical and an empirical basis for a research model that serves in further research as an analytical tool for understanding the complex phenomenon of learning at different levels in a work organisation. The key concept in this model is the routine concept of Nelson and Winter.
Design/methodology/approach
A review of the literature in the academic fields of educational sciences, industrial sciences, economics, social psychology and sociology is used to develop a conceptual model that could serve as an analytical instrument to describe the ongoing dynamics, i.e. learning processes at different levels. The theoretical findings were tested against empirical data of an industrial bakery in order to evaluate if the theoretical concepts help to identify possible mechanisms that account for parallel learning processes at different levels.
Findings
The paper gives an overview of possible key concepts that helps in explaining what happens at the intersection between individual and team, and team and organisation. This paper concludes that the concept of routines is the most sufficient for understanding the coordinating mechanism between the different aggregation levels in an organisation.
Research limitations/implications
As organisations are modelled as a set of interlocking routines, innovation can be understood as the change of routines. The central question in future research is: “How do routines change?”
Originality/value
By taking a multi‐disciplinary approach, economic theories on innovation and educational theories on learning are combined. Such combination seems fruitful to bridge individual and organisational learning.
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Kariene Mittendorff, Femke Geijsel, Aimee Hoeve, Maarten de Laat and Loek Nieuwenhuis
The purpose of this research is to get a clear view on how can we judge groups in relation to the characteristics of a community of practice (CoP), and the presence of collective…
Abstract
Purpose
The purpose of this research is to get a clear view on how can we judge groups in relation to the characteristics of a community of practice (CoP), and the presence of collective learning in these groups.
Design/methodology/approach
A review of literature on collective learning and CoPs led to the development of a conceptual model, which was tested through case study research against empirical data from three groups in organizations.
Findings
The groups differed concerning group characteristics, but also concerning the collective learning processes and learning outcomes present. The group that can be characterized as a CoP learns a lot, but the (learning) processes in the group are not always in favour of the organizational learning process.
Research limitations/implications
The conceptual framework was helpful to evaluate the characteristics of CoPs in relation to collective learning. These findings suggest that it will be interesting to expand the model, for example with consideration to the way CoPs experience the need to change.
Practical implications
The developed framework might help managers to judge if groups in an organization have characteristics of a CoP, if they are in balance and what might be needed to develop towards an ideal CoP with a great learning potential.
Originality/value
A first attempt is made to build a framework for judging CoPs for several aspects of their functioning. The research also shows that CoPs are not always stimulating forces for organizational learning.
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Robert Swager, Ruud Klarus, Jeroen J. G. van Merriënboer and Loek F.M. Nieuwenhuis
This paper aims to present an integrated model of workplace guidance to enhance awareness of what constitutes good guidance, to improve workplace guidance practices in vocational…
Abstract
Purpose
This paper aims to present an integrated model of workplace guidance to enhance awareness of what constitutes good guidance, to improve workplace guidance practices in vocational education and training.
Design/methodology/approach
To identify constituent aspects of workplace guidance, a systematic search of Web of Science was conducted, focussing on mentoring literature, research on institutional socialization tactics and research on didactical interventions and their effects.
Findings
The model interprets workplace learning as a relational and integrated process of participation, acquisition, guidance and social interaction. Psychosocial support, structure-providing interventions and didactical interventions are discussed as essential components of guidance. How these components are enacted is influenced by the characteristics of training firms and their employees’ readiness to provide guidance. This makes guidance an intrapersonal process. Workplace guidance is also an interpersonal process in which the agencies of employees mediate the relationship between guidance and interaction, and the agencies of trainees mediate the relationship between, on the one hand, participation and acquisition and, on the other hand, social interaction.
Originality/value
Integrated models of what constitutes good workplace guidance are rare. To fill this gap, this paper highlights constituent aspects of workplace guidance and brings them together in an integrated model. The model can help mentors/employees choose effective interventions to improve workplace learning.
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Patricia Brouwer, Mieke Brekelmans, Loek Nieuwenhuis and Robert‐Jan Simons
The first aim of this study is to explore to what extent communities of practice occur in the school workplace. The second aim is to explore the relation between communities of…
Abstract
Purpose
The first aim of this study is to explore to what extent communities of practice occur in the school workplace. The second aim is to explore the relation between communities of practice and diversity in composition of teacher teams.
Design/methodology/approach
Quantitative as well as qualitative data were gathered from seven teacher teams in a school for secondary education. Questionnaires and observation instruments were used to measure and analyze teacher teams' collaborative activities and diversity in composition.
Findings
Data suggest that communities of practice actually occur in the school workplace, but to a moderate extent. Also, communities of practice are related to four of the five diversity attributes that were investigated.
Research limitations/implications
The current study is a snapshot measurement of communities of practice. Future research is recommended to focus on the development of communities of practice in the school workplace by including longitudinal measurements.
Practical implications
Implications for teachers and administrators include follow‐up activities aimed at stimulating and sustaining communities of practice as well as taking diversity considerations in team composition into account.
Originality/value
Studies suggest that a community is a promising context for embedding collaboration into the culture of the school. However, empirical research that focuses on communities in the school workplace seems largely absent. This study provides insight in the occurrence of communities of practice from two perspectives: the perception of community members and the observation from outsiders.
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Marianne van Woerkom, Wim J. Nijhof and Loek F.M. Nieuwenhuis
In this paper critical reflective working behaviour will be operationalized. Second, the question will be raised which factors have impact on critical reflective working…
Abstract
In this paper critical reflective working behaviour will be operationalized. Second, the question will be raised which factors have impact on critical reflective working behaviour. The following dimensions of critical reflective working emerge: reflection, vision sharing, challenging group‐think, asking for feedback, experimentation and awareness of employability. In a survey amongst 742 respondents these dimensions are validated. Important influencing factors seem to be self‐efficacy and participation.
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Innovation is a complex process, based on interactive network learning and processes of trial and error on the shop floor. Small companies, such as in agriculture, are depending…
Abstract
Innovation is a complex process, based on interactive network learning and processes of trial and error on the shop floor. Small companies, such as in agriculture, are depending on external knowledge infrastructures for effective innovation. Within small companies, the entrepreneur has a pivotal role in the innovative process: the entrepreneur is the professional learner. Learning and innovation as major parts of entrepreneurship are central to this contribution. How do farmers learn and innovate within a market‐led, high‐tech agricultural sector and what should governmental policy look like to support and facilitate innovation, avoiding the pitfall of protectionism? Two case studies are presented: one on linear innovation policy and one on learning processes of farmers. Innovative learning is balancing between the chaos of uncertainty and the old grooves of experience. Knowing how to escape this paradox forms the core competence of innovative entrepreneurship.
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The aim of this paper is to investigate how organizational socialization tactics affect newcomers' organizational commitment and learning processes.
Abstract
Purpose
The aim of this paper is to investigate how organizational socialization tactics affect newcomers' organizational commitment and learning processes.
Design/methodology/aproach
A survey was conducted using a measurement tool based on Van Maanen and Schein's theory on organizational socialization tactics and Kuvaas' measurement tools of organizational commitment. The respondents were newcomers in two large Norwegian government organizations.
Findings
It was found that there was no significant relationship between organizational socialization tactics on the context and content dimensions and affective organizational commitment. That means that facilitating formal training and timetables for career development does not necessarily lead to organizational commitment. The research finds, however, a significant relationship between institutionalized social dimensions and organizational commitment. That means providing newcomers with role models and support and acknowledgement from experienced colleagues, positively affect their organizational commitment. Consequently, the extent that newcomers have the chance to participate in work activities and socially interact with established colleagues, positively affect their affective commitment and learning processes.
Research limitations/implications
The measurement tool was translated into Norwegian, which might affect losing the validity of two out of six dimensions of organizational socialization. Also, the social dimension only explains 25 percent of the factors resulting in organizational commitment. Thus, other factors need further investigation, also to address the complexity in newcomers' learning processes when facilitating organizational socialization.
Practical implications
The paper recognizes the importance of newcomers having access to, and being able to learn from established colleagues through participation and practice in work activities.
Originality/value
There are no previous studies of organizational socialization tactics in Norway, and only limited research combining these tactics with organizational commitment, including recognizing organizational tactics' limitation in sufficiently understanding the complexity of newcomers' learning processes.