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Open Access
Article
Publication date: 12 February 2024

Anna-Leena Kurki, Elina Weiste, Hanna Toiviainen, Sari Käpykangas and Hilkka Ylisassi

The involvement of clients in service encounters and service development has become a central principle for contemporary health and social care organizations. However, in…

Abstract

Purpose

The involvement of clients in service encounters and service development has become a central principle for contemporary health and social care organizations. However, in day-to-day work settings, the shift toward client involvement is still in progress. We examined how health and social care professionals, together with clients and managers, co-develop their conceptions of client involvement and search for practical ways in which to implement these in organizational service processes.

Design/methodology/approach

The empirical case of this study was a developmental intervention, the client involvement workshop, conducted in a Finnish municipal social and welfare center. The cultural-historical activity theory (CHAT) framework was used to analyze the development of client involvement ideas and the modes of interaction during the intervention.

Findings

Analysis of the collective discussion revealed that the conceptions of client involvement developed through two interconnected object-orientations: Enabling client involvement in service encounters and promoting client involvement in the service system. The predominant mode of interaction in the collective discussion was that of “coordination.” The clients' perspective and contributions were central aspects in the turning points from coordination to cooperation; professionals crossed organizational boundaries, and together with clients, constructed a new client involvement-based object. This suggests that client participation plays an important role in the development of services.

Originality/value

The CHAT-based examination of the modes of interaction clarifies the potential of co-developing client-involvement-based services and highlights the importance of clients' participation in co-development.

Details

Journal of Health Organization and Management, vol. 38 no. 9
Type: Research Article
ISSN: 1477-7266

Keywords

Open Access
Article
Publication date: 26 July 2021

Hanna Toiviainen, Sahara Sadik, Helen Bound, Pier Paolo Pasqualoni and Padma Ramsamy-Prat

Technological innovation and the flexibilisation of labour markets have expanded the pool of workers engaged in globally distributed work. This paper aims to propose an analytical…

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Abstract

Purpose

Technological innovation and the flexibilisation of labour markets have expanded the pool of workers engaged in globally distributed work. This paper aims to propose an analytical framework to understand and support the productive professional learning of those engaged in global work. Drawing on the theory of expansive learning in the cultural-historical activity theory tradition the study aims to stimulate and enrich the conceptual notion of work as a learning space in the discussion of workplace learning particularly in global work.

Design/methodology/approach

Iteration between theory and data is applied to identify the dimensions of expansion for the configuration of learning spaces in global work. Data are drawn from the experiences of 10 professionals selected by purposive sampling in Austria, Italy, the Netherlands and Singapore.

Findings

Six dimensions of expansion are identified as challenging and potentially empowering for professionals’ configuration of learning spaces in global work: social-spatial, material-instrumental, moral-ethical, political-economic, personal-professional and temporal-developmental.

Originality/value

The conceptual framework for the dimensions of expansion of learning spaces provides the broad strokes for reflexive curricula that democratise the learning and development of professionals in global work, who are currently underserved given the national orientation of vocational education and training and professional development ecosystems.

Details

Journal of Workplace Learning, vol. 34 no. 1
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 8 February 2016

Meri Jalonen, Päivi Ristimäki, Hanna Toiviainen, Anneli Pulkkis and Mika Lohtander

This paper aims to analyze learning in organizational transformations by focusing on concept-level tensions faced in two young companies, which were searching for a reorientation…

Abstract

Purpose

This paper aims to analyze learning in organizational transformations by focusing on concept-level tensions faced in two young companies, which were searching for a reorientation of activity with a production network between innovative product development and efficient mass production.

Design/methodology/approach

An intervention-based research project was carried out with two manufacturing companies. The data originate from workshops, whose aim was to identify learning needs based on the discussion of practices of networked production. Concept-level learning is analyzed by examining the dynamic relationships between production concepts and product concepts.

Findings

The most influential concept-level tension stemmed from the co-existence of two production concepts, product development and mass production, which manifested as ambiguity about proper actions in the production network. Other focal tensions were identified between the production and product concepts and within the companies’ network relationships. The dominance of the mass production concept restricted the envisioning of new modes of collaboration and mutual learning in the production network.

Research limitations/implications

The workshop participants did not include representatives from the case companies’ production network. Nevertheless, researchers brought the network partners’ conceptions into the workshop discussion through the presented mirror data.

Practical implications

Companies striving to develop novel production concepts that call for continuous collaboration with customers and suppliers need forums for mutual learning to create solutions to concept-level tensions.

Originality/value

Companies may develop two production concepts over lengthy periods. The tensions that manifest due to incoherent guiding logics may be overcome by engaging in incremental and expansive concept-level learning, directed at the identification of relationships between production and product concepts.

Details

Journal of Workplace Learning, vol. 28 no. 1
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 11 September 2009

Hanna Toiviainen, Hannele Kerosuo and Tuula Syrjälä

The paper aims to argue that new tools are needed for operating, developing and learning in work‐life networks where academic and practice knowledge are intertwined in multiple…

Abstract

Purpose

The paper aims to argue that new tools are needed for operating, developing and learning in work‐life networks where academic and practice knowledge are intertwined in multiple levels of and in boundary‐crossing across activities. At best, tools for learning are designed in a process of co‐configuration, as the analysis of one tool, Development Radar, aims to demonstrate.

Design/methodology/approach

The “Development Radar” narrative offers a way to analyse what co‐configuration might mean in the development practices of the learning network. The data consist of the researchers' and participants' tool‐related actions in planning and running a workshop of the Forum of Workplace Development, for which Development Radar was created. Analysis draws from cultural‐historical activity theory by including cultural sources of knowledge beyond the immediate pedagogic interaction.

Findings

Metaphors seem to be facilitative in the early phase of co‐configuration of a tool but not enough for sustainable workplace learning. What is needed is opening up the core concepts for all parties involved and providing ongoing negotiations and elaboration concerning their potential and meaning.

Research limitations/implications

Expansive learning is supported by co‐configuration of tools that simultaneously provide a generic orientation basis of learning and are open to contextual knowledge creation in and across the levels of developmental activities.

Practical implications

The visual co‐configuration of tools may be crucial for understanding learning, development and the implementation of tools in a specific context, and even have an effect on the professional identity of users.

Originality/validity

The significance of tools for the quality of workplace learning is generally acknowledged but the investigation into the pedagogical dynamics and material co‐configuration of tools needs more attention.

Details

Journal of Workplace Learning, vol. 21 no. 7
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 14 August 2007

Yrjö Engeström and Hannele Kerosuo

The purpose of this paper is to show how activity theory transcends the boundary between workplace learning and organizational learning.

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Abstract

Purpose

The purpose of this paper is to show how activity theory transcends the boundary between workplace learning and organizational learning.

Design/methodology/approach

Activity‐theoretical analyses examine collectives and organizations as learners. On the other hand, activity theory is committed to pedagogical and interventionist actions to change and learning characteristic of workplace learning.

Findings

Activity‐theoretical studies put an emphasis on the object, i.e. on what is done and learned together in inter‐organizational networks, instead of studying only connections and collaboration of networks. The theory of expansive learning enables a longitudinal and rich analysis of inter‐organizational learning and makes a specific contribution in outlining the historical transformation of work and organizations by using observational as well as interventionist designs in studies of work and organization.

Originality/value

The paper shows that activity theory and the theory of expansive learning provide useful analytical tools for the enrichment of studies in workplace learning, as reported in the articles included in this special issue.

Details

Journal of Workplace Learning, vol. 19 no. 6
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 14 August 2007

Hanna Toiviainen

The purpose of this paper is to contribute to the research methodology of analyzing learning in inter‐organizational networks based on an object‐oriented approach.

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Abstract

Purpose

The purpose of this paper is to contribute to the research methodology of analyzing learning in inter‐organizational networks based on an object‐oriented approach.

Design/methodology/approach

The paper draws from the cultural‐historical activity theory (CHAT), specifically from the concepts of the object of activity, developmental contradiction, and expansive learning. An intermediate concept, the “learning event,” is elaborated to study in a longitudinal way collaboration in a small‐firm network.

Findings

Learning in inter‐organizational networks is best captured by analyzing historically the expansive object‐creation at multiple levels of activity. Learning takes place in a dialectical movement across the levels of collaboration and across the objects and outcomes created. Transitions across the levels are critical for learning apparently enhanced by a network's innovative capacity to create intermediate levels. This vertical dimension of collaboration alongside the horizontal dimension may enrich the CHAT approach.

Research limitations/implications

The model of learning across levels is a generalization to be applied to analyses of learning in networks. The levels are historically emergent and are to be contextually explored case by case.

Practical implications

Network partners are encouraged to analyze and utilize the learning potential of network activity where models are needed as pedagogic and developmental tools.

Originality/value

The paper introduces a novel way of conceiving the levels of learning, and strengthens the focus on the object of activity accompanied by contradictions and tensions energizing collaboration and learning, which are often omitted in inter‐organizational studies.

Details

Journal of Workplace Learning, vol. 19 no. 6
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 7 September 2012

Hanna Toiviainen, Jiri Lallimo and Jianzhong Hong

This article aims to analyze emergent learning practices for globalizing work through two research questions: “What are the conceptualizations of work represented by the Virtual…

Abstract

Purpose

This article aims to analyze emergent learning practices for globalizing work through two research questions: “What are the conceptualizations of work represented by the Virtual Factory and how do they mediate globalizing work?” and “What is the potential of expansive learning efforts to expand conceptualizations towards the emergent learning practices of globalizing work?”.

Design/methodology/approach

Cultural‐historical activity theory is applied, specifically the historical tool‐mediated activity, concept formation and the zone of proximal development. A dynamic hierarchy of conceptualizations forms the framework for expansive learning efforts. Data were gathered by ethnographic and development interventionist methods from a distributed engineering design project.

Findings

The paper finds that, historically, multi‐layered conceptualizations of work face developmental challenges in globalizing work. Expansive learning efforts enhance the emergent learning practices when orienting global participants to motivating “why” and “where‐to” conceptualizations. In order to turn emergent practices into sustainable learning practices, material representations need to be created to mediate the bottom‐up and top‐down conceptualizations at the interfaces of distributed work.

Research limitations/implications

Emergent learning practices are studied longitudinally through concrete work in transformation. The learning approach emphasizes developmental interventions at global workplaces.

Practical implications

Expansive learning efforts at different levels of conceptualization, may be supported by tools that mediate and sustain emergent learning practices.

Social implications

Global workplace learning should be a concern of those involved with corporate social responsibility.

Originality/value

Emergent learning practices offers a new approach for studies of globalizing work through its multi‐layered conceptualizations of work.

Content available
Article
Publication date: 11 September 2009

Sara Cervai and Tauno Kekale

271

Abstract

Details

Journal of Workplace Learning, vol. 21 no. 7
Type: Research Article
ISSN: 1366-5626

Content available
Article
Publication date: 7 September 2012

Jian Huang and Henning Salling Olesen

189

Abstract

Details

Journal of Workplace Learning, vol. 24 no. 7/8
Type: Research Article
ISSN: 1366-5626

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