Adult Education as Theory, Practice and Research

Usher, Robin; Bryant, Ian

doi:10.4324/9780203802656

Cited by 19 publications

(24 citation statements)

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“…Such a response could be described as 'trying to do things right'. The emphasis is on 'techniques, and making techniques more efficient' (Usher and Bryant 1989); it is about making the strategy more effective. Underlying this type of response is the fact that goals, values, plans and rules are operationalised rather than questioned: such a process is described by the framework as single-loop learning.…”

Section: Theories Of Actionmentioning

confidence: 99%

Analysing enterprise architecture maturity models: a learning perspective

Vallerand

Lapalme

Moïse

2015

Enterprise Information Systems

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In order to aid organisations in the adoption of enterprise architecture (EA) best practices, maturity models have been proposed in the literature. These models offer organisational roadmaps and assessment frameworks for increasing EA maturity. However, key questions concerning the implied meaning of the term maturity in the context of these models have been left unexplored by previous research. This research, aided by the field of organisational learning, offers new insights into the implied assumptions of current EA maturity models and offers initial concepts and constructs to guide the conceptualisation, construction and refinement of enterprise maturity models. ARTICLE HISTORY

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Section: Theories Of Actionmentioning

confidence: 99%

Analysing enterprise architecture maturity models: a learning perspective

Vallerand

Lapalme

Moïse

2015

Enterprise Information Systems

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“…Underlying principles are not questioned. The focus is on solving problems and on making techniques more efficient (Westley 2002;Usher and Bryant 1989). Adaptive learning is more discontinuous in time and space.…”

Section: Open and Flexible Epistemic Networkmentioning

confidence: 99%

Key Conditions of Adaptive Governance for Resilient Urban Areas: Insights from the Markermeer-IJmeer Region in the Amsterdam Metropole Region, the Netherlands

Stuiver

Groot²,

Slobbe³

et al. 2019

EMSD

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Climate change, ecological degradation and socio-economic developments are increasingly putting pressure on people"s living environments. Societies, regions and cities need to increase their resilience through adaptive governance, which is their capacity to adapt to changing relationships between society and ecosystems. In this article, we explore how three core conditions for adaptive governance, referred to as; 1) discourse arenas, 2) epistemic networks and 3) leadership, have proved to be useful in the shaping of the Markermeer-IJmeer region, part of the Amsterdam Metropole Region in the Netherlands. We find that discourse arenas and epistemic networks have set the scene for societal actors to invest in a sustainable transformation of the area. Moreover, they were a push factor for the transformation of opinions how to govern and plan the area. Actors identified links to overcome the division between socio-economic development and environmental conservation in the Amsterdam Metropole region. Actors from the industry took steps to include nature conservation. We recommend that adaptive governance should be enhanced with notions such as discourse, learning, trust, responsibility and leadership in future research and policy making for resilient urban areas.

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“…We believe Downloaded by [New York University] at 04:12 13 June 2015 and govern behavior. In single-loop learning, importance is placed on the efficiency and effectiveness of localized problem solving techniques (Usher and Bryant, 1989), but not on systemwide analysis to remove the root causes of a problem. The focus is on fixing what is wrong and moving on.…”

Section: Single-loop Learningmentioning

confidence: 99%

Facilitating Lean Learning and Behaviors in Hospitals During the Early Stages of Lean Implementation

Mazur

McCreery

Rothenberg

2012

Engineering Management Journal

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there are still knowledge gaps in how management should facilitate effective lean learning processes and behaviors in hospitals. Evidence suggests that healthcare administrators and managers may be unprepared to provide their employees with the learning and experience necessary to develop a lean culture and mindset.The intent of this research is to examine the learning and behavioral changes of frontline professionals during a collaborative implementation of the Toyota Production System, or lean methodology, at three hospitals. More specifically, our research question is, "What learning and behavioral changes occur in hospitals in the early stages of implementing lean?" In order to shed light on this question, both qualitative and quantitative research methods were employed at the end of years one and two of the multi-year implementation effort. The collected data came from a survey instrument, direct observation, unstructured and semi-structured interviews, and focus groups. By studying three different hospitals, our results provide insights and guidelines for facilitating lean thinking and behaviors during the early stages of lean implementation.The article is structured as follows. A review is presented of the concepts of single-loop and double-loop learning, which are the underpinning of this research and critical to understanding lean learning. Following this discussion, we describe the design of the study and the types of data collected at the hospitals. The next section presents the steps taken to analyze the data as well as an interpretation of the statistical results. We conclude the article with a detailed discussion that includes recommendations for practitioners, limitations of our research, and suggestions for future work. Background InformationIn the context of lean, learning can be thought of as "the detection and correction of error" (Argyris and Schon, 1978), where error is anything that inhibits healthcare professionals from taking effective action on the job. The successful implementation of lean requires employees to be effective problem solvers and learners, thereby eliminating errors and making operating improvements. In addition, effective problem solvers must be motivated to improve. This in turn requires self-reflective and self-reactive capabilities that empower them to develop personal standards that motivate their process improvement behaviors (Bandura, 1990;Bandura, 2002). To study learning and behavioral changes we used the single-loop and double-loop learning models proposed by Argyris and Schon (1978). Both models and their organizational consequences are explored in detail.

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Adult Education as Theory, Practice and Research

Cited by 19 publications

References 0 publications

Analysing enterprise architecture maturity models: a learning perspective

Analysing enterprise architecture maturity models: a learning perspective

Key Conditions of Adaptive Governance for Resilient Urban Areas: Insights from the Markermeer-IJmeer Region in the Amsterdam Metropole Region, the Netherlands

Facilitating Lean Learning and Behaviors in Hospitals During the Early Stages of Lean Implementation

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