A model of values and actions for personal knowledge management

Zuber‐Skerritt, Ortrun

doi:10.1108/13665620510574450

Cited by 39 publications

(27 citation statements)

References 7 publications

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“…Various authors are in agreement that the cyclical nature of the process followed in AR cycles encourages improved practice (Tripp 2003;Dick 2000;Zuber-Skerritt 2002a;McNiff and Whitehead 2006). Therefore the continual engagement in a ''plan-act-describe-review'' cycle encouraged the researcher to follow a disciplined, systematic process to investigate her own practice while also encouraging reflection by students during their fieldwork education placement.…”

Section: Methodsmentioning

confidence: 91%

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Research and Reflection: Potential Impact on the Professional Development of Undergraduate Occupational Therapy Students

Toit

Wilkinson

2010

Syst Pract Action Res

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In occupational therapy education in South Africa, community service (CS) focuses learning opportunities during fieldwork placements. CS therefore enabled the researcher to utilise successive small scale research projects to guide learning of students during fieldwork while simultaneously developing the occupational therapy service at a residential care facility. This community setting provided a powerful environment through which research, in combination with opportunities for reflection, contributed to nurturing skills needed by these future health professionals. A technical action research (AR) approach incorporated AR cycles and opportunities for structured reflection. Therefore situations were created for the students to embrace experiential learning. Experiential learning in the form of anticipatory reflection, reflection-in-action, reflection on reflection and retrospective reflection impacted on the quality of the students' work. Besides encouraging unique leaning opportunities for students when engaging in research during their fieldwork placement, engagement in AR cycles simultaneously improved service delivery to residents in the facility. Key benefits of this investigation were that fieldwork education utilising AR cycles within a CS situation promoted students to identify voids in their theoretical background as well as practice skills; to apply reflective practice that could contribute to their personal and professional development; and to utilize learning opportunities optimally. Despite positive gains showed by this study, the role of power relations between the researcher as fieldwork educator and the students prohibited the AR cycles from being more emancipatory in nature and should be addressed in follow-up studies.

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Section: Methodsmentioning

confidence: 91%

“…These AR cycles are portrayed in Fig. 2 as a figure eight model, based on the work of both Tripp (2003) and Zuber-Skerritt (2002a). The upper circle delineates the processes that assisted the clinical supervisor as researcher to contribute to the promotion of professional development of the students by:…”

Section: Small Scale Research Project Developmentmentioning

confidence: 99%

Research and Reflection: Potential Impact on the Professional Development of Undergraduate Occupational Therapy Students

Toit

Wilkinson

2010

Syst Pract Action Res

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“…was attended to through purposeful transparency. Critical reflection is a key element that defines action research 36 and an openness to feedback from 'critical friends' enhances the conformability of the research 47 . In this research it was applied throughout the action research cycles and enhanced with participant validation, constantly inviting peer review and experts' critical appraisal.…”

Section: Discussionmentioning

confidence: 99%

An action research approach to profile an occupational therapy vocational rehabilitation service in public health care

Biljon

Ther

Casteleijn

et al. 2015

S. Afr. j. occup. ther

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An effective occupational therapy vocational rehabilitation service assists the transition between injury, illness, impairment, disability and return to optimal functional ability in a work sphere. It bridges the gap between health institutions, which are usually the point of entry for an injured or sick worker, and the labour market 4 . South Africa's Gauteng province has a high demand for vocational rehabilitation services. It is the hub of the country's commerce and industry. Home to 30% of South Africa's (SA) total population, its age distribution shows that 73% of this population is of working age 5 . In South Africa, 68% of the population depend entirely on public healthcare 6 . The effect of no or poor vocational rehabilitaKey words: occupational therapy, vocational rehabilitation services, public healthcare, action research, profile tool ABSTRACT Doi: http://dx.doi.org/10.17159/2310-3833/2015/v45n3/a8 South African Journal of Occupational Therapy, 2015 45 (3): 40-47. ISSN On-line 2310-3833 An Action Research Approach to Profile an Occupational Therapy Vocational Rehabilitation Service in Public Healthcare tion in public healthcare is obvious in a commerce and industry driven province such as Gauteng, with a high prevalence of injury at work, crime and motor vehicle related injury, the impact of Aids and pressure to return to work as quickly and effectively as possible.In the National Health Amendment Bill debate on the 14 August 2012 Dr Aaron Motsoaledi, South Africa's Minister of Health said: "The deteriorating quality of healthcare in our public hospitals has been a thorn in the flesh of our country for quite some time" 7 . Occupational therapy services within public healthcare are included in this and services that require specialised knowledge and experience, like vocational rehabilitation are most affected. A Vocational Rehabilitation Task Team (VRTT) was convened, in 2010 in Gauteng with the aim of resuscitating the province's vocational rehabilitation services. The VRTT is a group of occupational therapists, working in Gauteng's public healthcare sector and concerned with occupational therapy vocational rehabilitation services in the province. In 2013 the first author, a PhD candidate from the University of the Witwatersrand, joined the group with the research aim of transforming occupational therapy vocational rehabilitation services in Gauteng through action research.In keeping with the cyclical nature of action research (i.e. ob- Hester van Biljon, B Occ Ther (UFS), M Occ Ther (UFS)

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“…The theory of personal epistemologies, or one's beliefs about knowledge and learning, is a concept that has the potential to impact employees' knowledge sharing behaviors in the workplace (Bauer et al, 2004;Tickle et al, 2005;Zuber-Skerritt, 2005). The present study introduces the concept of effort-oriented epistemological beliefs and examines how mentors' beliefs affect the extent of mentoring support provided to protégés.…”

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confidence: 96%

The impact of effort-oriented epistemological beliefs on mentoring support

Weinberg

Mulki

Lankau

2015

Journal of Workplace Learning

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Purpose -The purpose of this paper is to examine the role of mentor beliefs about effort related to the knowledge and learning process on their extent of mentoring at work, and to determine the role that the mentor's perception of psychological safety plays in tempering this relationship. Design/methodology/approach -This study was conducted at an 820-member organization maintenance and operations organization consisting of a number of professions in which apprenticeship-style learning is prevalent. Data collection resulted in 570 members self-identifying as having mentored a less experienced colleague. Confirmatory factor analysis was used to confirm that the measurement instrument represents one unified factor, and a structural equation modelling approach was used to assess the relationships among the study's latent variables. Findings -Results reveal that mentors who hold sophisticated effort-oriented beliefs are more likely to offer psychosocial support to their protégés. Further, although the relationship between effort-oriented beliefs and vocational support is not significant, the mentor's perception of a psychologically safe work environment significantly moderates both sets of relationships. Research limitations/implications -As approximately 88 per cent of respondents work in service, as opposed to administrative groups, caution should be exercised in generalizing this study's findings to the general workforce population. Further, the present study did not differentiate mentors who identified a current or previous subordinate as their protégé from those whose protégés were not a subordinate, nor did the authors differentiate formal from informal mentoring relationships. Thus, further investigation is needed to determine whether our hypothesized relationships differ in any unique manifestations of mentoring relationships at work. Practical implications -By providing a better understanding of the relationship between effort-oriented beliefs and mentoring at work, this study may help in the design of more effective mentoring relationships and ultimately enhance knowledge management and workplace learning.Originality/value -There is no previous research that investigates how one's cognitions about the effort associated with the knowledge and learning process, in particular, influence mentoring at work. This study provides a model for understanding and developing enhanced mentoring relationships, which are considered a critical element of organizational learning.

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A model of values and actions for personal knowledge management

Cited by 39 publications

References 7 publications

Research and Reflection: Potential Impact on the Professional Development of Undergraduate Occupational Therapy Students

Research and Reflection: Potential Impact on the Professional Development of Undergraduate Occupational Therapy Students

An action research approach to profile an occupational therapy vocational rehabilitation service in public health care

The impact of effort-oriented epistemological beliefs on mentoring support

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