Medarbeiderdrevet innovasjon (MDI) (Høyrup, 2010, 2012) kan relateres til uformell læring og kollektiv organisatorisk læring basert på bred deltakelse i utviklingsarbeid på arbeidsplassen (Herbst 1993a, b; Eikeland, 2012a). I aksjonsforskningsprosjektet #Læringslivet kan imidlertid deltakerne også ta studiepoeng i det formelle skolesystemet (Eikeland, 2012b). Dette innebærer organisert læring på arbeidsplassen, der det vi vet om godt læringsmiljø (Fuller & Unwin, 2004) og undervisningsmetoder, vil være suksessfaktorer. Basert på erfaringene i #Læringslivet har vi forskere og ansatte på fire arbeidsplasser også utviklet en håndbok for medarbeiderdrevet innovasjon i omsorgsarbeid.1 I denne artikkelen vil vi presentere og diskutere hvordan forskning kan støtte prosessuell innovasjonskunnskap, hvordan praktisk opplæring kan knyttes sammen med mer teoretisk undervisning samt hva det betyr å støtte sosiale endringsprosesser med forskning.
I denne artikkelen vil vi først presentere
This article describes an action research project in which a collective model for further education was developed and tested in practice at four workplaces in four municipalities, in the municipal health and care service. The research project lasted three years and was funded by the Norwegian Research Council’s FINNUT program. The model developed connected employee-driven innovation work, based on broad participation, and a study section where the employees formalized their new competence in employee-driven innovation and as organizational learning. The article further describes how researchers and employees in these workplaces organized and carried out such processes. 82 employees participated, 74 completed, 37 of these took the exam, 15 credits (ECTS) at Bc level, and of these again 15 employees took 15 ECTS at master’s level. The four workplaces developed, tested and implemented 18 innovations. The model is an example of how workplaces can drive innovation and competence development together in a way that strengthens the working environment and good work, and at the same time functions as new competence formalized in the education system. In this sense, work has become further education and furher education has become work: the classroom and the teachers have moved out into the workplace. A model of collective lifelong learning.
This article refers to the vocational teachers’ reflections from experiences with students on the upper-secondary level health-care worker studies in Norway, who have a different purpose and basis for their education than to train as health-care workers. The study is based on six group interviews with 15 vocational teachers at health-care worker studies and draws attention to the experiences and assessments that the teacher makes in educating health-care students. Knowledge of motivation, self-efficacy, and community of practice form the theoretical foundation for the study. The results show that it is a complex group of students the teachers present in their reflections. Among other things, the teachers describe students who to a large extent do not know what they want with the education, as well as students who during the school year encounter practice and become insecure about their educational choices. The teachers therefore tend to facilitate a somewhat more general presentation of the subject, in order to embrace all the students’ different bases and goals of the education. At the same time, teachers clearly stated that they set clear academic requirements for the students and requirements for active participation, but if the academic focus is general and not specifically aimed for the health-care worker, it may strengthen the understanding that the profession is less important.
This article refers to the vocational teachers’ reflections from experiences with students on the upper-secondary level health-care worker studies in Norway, who have a different purpose and basis for their education than to train as health-care workers. The study is based on six group interviews with 15 vocational teachers at health-care worker studies and draws attention to the experiences and assessments that the teacher makes in educating health-care students. Knowledge of motivation, self-efficacy, and community of practice form the theoretical foundation for the study. The results show that it is a complex group of students the teachers present in their reflections. Among other things, the teachers describe students who to a large extent do not know what they want with the education, as well as students who during the school year encounter practice and become insecure about their educational choices. The teachers therefore tend to facilitate a somewhat more general presentation of the subject, in order to embrace all the students’ different bases and goals of the education. At the same time, teachers clearly stated that they set clear academic requirements for the students and requirements for active participation, but if the academic focus is general and not specifically aimed for the health-care worker, it may strengthen the understanding that the profession is less important.
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