A resources model for distributed sensemaking

Attfield, Simon; Fields, Bob; Baber, Chris

doi:10.1007/s10111-018-0529-4

Cited by 7 publications

(5 citation statements)

References 33 publications

(29 reference statements)

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“…Differences in these repertoires may explain the differences between nurses’ and doctors’ mindsets towards problems and how they might be solved. Yet a frame can be maintained, or sometimes changed, in light of conflicting experiences or data (Attfield et al , 2018).…”

Section: Workplace Learning and Organisational Learning As A Sensemak...mentioning

confidence: 99%

Doing or calculating lean? A sensemaking perspective on workplace learning

Hermanrud

Haukåsen²

2023

JWL

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Purpose The purpose of this paper is to present and discuss two different learning approaches to lean through a sensemaking lens. Design/methodology/approach This is comparative case study within one organisation, and a qualitative analysis of interview data, participative observations and documents. Findings Although this study found that both practices promoted lean thinking in the organisation, the “calculating lean approach” has an approach oriented towards one profession, namely, medical doctors, whereas “doing lean” has a more multi-professional-oriented approach. Originality/value This research enriches the literature on workplace learning in relation to lean, seen from a practice-based perspective. The authors argue that “The calculating lean approach” and its use of data presentations is best suited to persuade the powerful doctors to join, when working with small improvements. “The doing lean approach,” on the contrary, is more suited to promote more comprehensive changes from the bottom up that require a deeper understanding of lean among all the professions involved.

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Section: Workplace Learning and Organisational Learning As A Sensemak...mentioning

confidence: 99%

Doing or calculating lean? A sensemaking perspective on workplace learning

Hermanrud

Haukåsen²

2023

JWL

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“…However, personal lenses can also refer to attitudes and interests. Values and goals determine whether a sensemaker is motivated to engage in sensemaking in the first place (Attfield et al, 2018). Furthermore, emotion fuels and shapes sensemaking.…”

Section: Sensemaking Leitmotivsmentioning

confidence: 99%

“…Klein and colleagues conceptualise these personal lenses as ‘frames’ that reflect ‘a person’s compiled experiences’ (Klein et al, 2007, p. 118) and serve as explanatory structures. Frames consist of knowledge structures (Attfield et al, 2018), such as schemata and mental models, that is, personal (causal) beliefs about and understanding of how the world works (Klein et al, 2007; Spillane & Miele, 2007). However, personal lenses can also refer to attitudes and interests.…”

Section: Making Sense Of Sensemakingmentioning

confidence: 99%

Teachers' and school leaders' sensemaking of formal achievement data: A conceptual review

Goffin

Janssen

Vanhoof

2022

Review of Education

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Formal achievement data such as test scores and school performance feedback from standardised assessments can be a powerful tool for data‐based decision making and school improvement. However, teachers’ and school leaders’ usage of these data is not necessarily straightforward or predictable. In order to illuminate how educational professionals engage with data in their daily practice, from their own subjective backgrounds and within their own contexts, data use researchers increasingly adopt a sensemaking perspective. Sensemaking, a theoretical construct grounded in psychological and organisational scholarship, offers a framework and a vocabulary to explain how cues such as educational output data are processed in real‐life educational settings. As such, sensemaking research sheds light on reasons why educational professionals’ use of these formal achievement data may deviate from normative expectations. The present study is a conceptual review of how sensemaking is conceived and applied in literature on educational professionals’ use of formal achievement data. In total, 25 empirical and theoretical studies were selected and subjected to thematic analysis. Findings include that sensemaking is used as a lens to study data use, as well as a label for interpretive micro‐processes of data analysis and interpretation, and that formal achievement data can be regarded as sensemaking resources. An integrated conceptual framework on educational professionals’ sensemaking of formal achievement data is presented, including a discussion of critical insights that may inspire future research on data‐based decision making in education.

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“…According to Attfield and Baber (2017), multiple frames are activated simultaneously when one processes data in order to form a personal account. These cognitive frames contain both general knowledge and more specific and situational knowledge and representations (Attfield et al, 2018). Calabretta et al (2017) argued that framing occurs both intuitively and rationally.…”

Section: Interpretingmentioning

confidence: 99%

Sensemaking unraveled: how teachers process school performance feedback data

Gutwirth¹,

Goffin²,

Vanhoof³

2022

Studia paedagogica

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The present study investigates how Flemish middle school mathematics teachers make sense of schoolperformanfeedback data from low-stakes, external standardised tests. We take an in-depth look into the interpretive steps they take, based on a conceptual model that integrates intuitive and rational aspects of individual and collective sensemaking and empirical data collected in semi-structured interviews. We describe the nature of these sensemaking processes and consider the impact of influencing factors. Our findings demonstrate that the mere availability of school performance feedback data does not spontaneously spark sensemaking, nor does it necessarily lead to improvements in instructionalpractice. Teachers' sensemaking of schoolperformancefeedback data appears to be a largely intuitive process, grounded in external attributions and absent of triangulation. Challenges regarding expertise and lack of inquiry-based attitude and commitment result in superficial and often incorrect interpretations of the data that tend to remain uncorrected as teachers barely engage in collaborative professional dialogue about the data.

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A resources model for distributed sensemaking

Cited by 7 publications

References 33 publications

Doing or calculating lean? A sensemaking perspective on workplace learning

Doing or calculating lean? A sensemaking perspective on workplace learning

Teachers' and school leaders' sensemaking of formal achievement data: A conceptual review

Sensemaking unraveled: how teachers process school performance feedback data

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