Conceptualizing learning in the public sector: the importance of context

Jarvie, Wendy; Stewart, Jenny

doi:10.1108/ijpsm-08-2016-0137

Cited by 11 publications

(14 citation statements)

References 42 publications

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“…Creating an organization that is learning is challenging, particularly in the public sector. Public organizations operate under conditions that are actually counterproductive to learning (Jarvie 2018;Smith & Taylor 2000). In their research, Smith and Taylor (2000) nevertheless could not establish that accountability pressures in the public organizations they studied impeded learning.…”

Section: Learning In Public Sector Organizations: the Research Gapmentioning

confidence: 93%

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Key Insights into What Makes Public Organizations Learn from Training Programs

Reichborn-Kjennerud

2021

NJWLS

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Public organizations often operate in rigid environments with standardized procedures that are not conducive to learning, yet it is crucial that they continuously improve at solving their societal tasks in a satisfactory way. There is a lack of knowledge about what factors are important for learning to occur in public organizations. Based on a questionnaire, this study looks at how different factors condition the way in which employees perceive standardized training programs in public organizations. The study demonstrates how a training program was perceived by two different professional groups, one being more accustomed to and accepting of standardized procedures than the other. The results show that the child welfare services had a more positive attitude toward the program than did the family counseling services. Employees working in an environment that is positive to employee feedback also perceived the program as more relevant, important and useful. Employees working in an environment that prioritized competence development perceived the program to be better organized and implemented and to be relevant to their work tasks. The article argues that these factors contribute positively to organizational learning and stresses the importance for leaders to develop an environment that is positive to employee feedback.

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Section: Learning In Public Sector Organizations: the Research Gapmentioning

confidence: 93%

“…t is crucial that public organizations continuously evolve and improve at solving their societal tasks in a satisfactory way, but there is a lack of knowledge about how public organizations learn (Betts & Holden 2003;Jarvie 2018;Sitzman & Weinhardt 2015;Smith & Taylor 2000). This paper seeks to close this gap.…”

mentioning

confidence: 99%

Key Insights into What Makes Public Organizations Learn from Training Programs

Reichborn-Kjennerud

2021

NJWLS

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“…The literature clearly demonstrates that the development of organisational knowledge is crucial for improving PSO services (Bate and Robert, 2002;Nutley et al, 2002;Massaro et al, 2015;Mc Evoy et al, 2019). In this context, collaborative practices are critical for efficient use of knowledge, people and processes to improve performance (Jarvie and Stewart, 2018). Indeed, the adoption and use of collaborative practices, particularly CoPs, support sharing and development of practice-embedded knowledge (Amayah, 2013;Diamond and Rush, 2012).…”

Section: Theoretical Background 21 Collaborative Practices and Communities Of Practicementioning

confidence: 99%

“…Knowledge sharing among employees is important for the productivity of public sector organisations (PSOs) (Amayah, 2013;Hislop, 2013;Mc Evoy et al, 2019), but there is limited research on the topic, particularly in comparison with the private sector (Massaro et al, 2015;Sandhu Singh et al, 2011). We do know, however, that collaborative practices characterised by trust and interactions can facilitate the sharing of knowledge in PSOs, especially of the tacit knowledge component (Jarvie and Stewart, 2018;Amayah, 2013;Gillani et al, 2018;Salleh et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Improving public sector knowledge sharing through communities of practice

Jørgensen

Edwards

Scarso

et al. 2020

VJIKMS

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Purpose This paper aims to study the impact of intentionally developed communities of practice (CoPs) on knowledge sharing and practice improvement in an administrative public sector organisation (PSO). Design/methodology/approach A case study approach was used to analyse the impact of the CoPs intentionally developed by four different teams at a Danish PSO. The study applied a CoP development framework suggested by the literature to develop the CoPs. Findings Three out of the four CoPs were successfully developed, and they positively affected knowledge sharing and practice improvement. CoP participants engaged in conversations to explore individual ways of working, share knowledge and ultimately improve practice. Standardisation and boundary spanning were identified as contextual factors influencing the CoP activities. Research limitations/implications The findings verify the framework and contribute to a better understanding of the factors affecting the development of CoPs that positively impact knowledge sharing and practice improvements in a PSO context. Practical implications The study provides operations managers in PSOs with a framework for developing CoPs to improve work performance through better knowledge sharing among employees. Originality/value The paper provides case study evidence for the relevance of CoPs in PSO settings and highlights the necessity of investing resources in employee knowledge-sharing interactions.

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“…14. Although this study analyses the learning that is happened to the individual level, there is a relevant research that tries to understand learning happened in the organizational level by considering particularly to the multifaceted context of organization ( Jarvie and Stewart, 2018).…”

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confidence: 99%

Grounded theory of knowledge process on public ecosystem managers in Seoul

Lee

2019

IJPSM

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Purpose The purpose of this paper is to explore the utility of employing knowledge management (KM) as a framework for understanding how public managers perform ecosystem management. The question of how public managers in Seoul acquire, utilize and share knowledge in managing their ecosystems has been responded to by offering a particular conceptual model. Design/methodology/approach This study applies the grounded theory method to build a conceptual model. The model is generated by applying the concept of knowledge process to an investigation of how the urban ecosystem is publicly managed by civil servants in various offices within the municipality of Seoul, Korea. The case study encompasses the management of the 12 regions of Seoul designated as Eco-scenery Preservation Regions (ESPRs) by the Seoul Metropolitan Government. Findings The knowledge process of public managers in managing the ESPRs can be explained by understanding the conceptual model of “learning-by-doing,” which means public managers cannot count much on their knowledge gained previously through their past experience or education and training. Instead, they learn individually in the process of discharging their duties on a daily basis. Research limitations/implications Although the focus is on the knowledge process of public managers, there is no escaping the fact that managerial activities are not performed in a vacuum. Rather, they take place in a complex policy and government context that is not easily captured as the important variables that influence the knowledge process. Thus, it would be worthwhile to extend this study with group, intra-, and extra-organizational-level analyses. Practical implications Usually different contexts lead to different interpretations on the concept of learning-by-doing. This study supplies such an interpretation that diverse ecosystems in Seoul have been managed by the learning-by-doing of public managers, which is characterized specifically as their reactive response, tinkering and limited personal network. Social implications There has not been a definite consensus on the question of what ecosystem management is. Scientists, policymakers and citizens all have different viewpoints on that question. Nonetheless, this study provides a useful perspective on the issue of how various ecosystems have been managed by public managers, who must be a central entity of ecosystem management particularly under the context of municipality. Originality/value Even though KM has been a popular subject of study in business management rather than public management, KM as a framework of study is promising as a means of understanding and potentially supporting the further development of effective ecosystem management by public managers.

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Conceptualizing learning in the public sector: the importance of context

Cited by 11 publications

References 42 publications

Key Insights into What Makes Public Organizations Learn from Training Programs

Key Insights into What Makes Public Organizations Learn from Training Programs

Improving public sector knowledge sharing through communities of practice

Grounded theory of knowledge process on public ecosystem managers in Seoul

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