Søkelys på nye varslingsregler

Artikkelen drøfter om varslingsbestemmelsene i arbeidsmiljøloven er tilstrekkelige med hensyn til å bedre varslingsaktiviteten og til å gi varsleren vern. «Tilstrekkelig» belyses her både ved en gjennomgang av Varslingsutvalgets mandat om styrking av varslervernet, og empiri om hvordan varslingsbestemmelsene har fungert. Både bestemmelsene som trådte i kraft 1. januar 2020, herunder fjerning av forsvarlighetskravet, og de mindre materielle endringene som ble vedtatt, gjennomgås. Forslagene fra Varslingsutvalget som regjeringen valgte å ikke gå videre med, blir også kommentert.acceptedVersio

Invisible work, making visible differences. Facilitating transformative learning circles.

The paper addresses the facilitation of experience based knowledge sharing through inter-organizational networking and dialog across the Nordic countries. Organizations nowadays look for ways to facilitate new thinking and innovation to develop their organizations. To stay competitive they need leaders and employees who assimilate, develop and share knowledge (Senge, 2006, Filstad & Gottschalk, 2011). Strategies on Knowledge Management therefore seem more important than ever. The Nordic Council of Ministers has initiated several development programs to meet both global, Nordic and national challenges concerning sustainability, citizenship, inclusion, togetherness and democracy. One of the Projects connected to these programs is “Transformative learning circles”. This paper focuses on the role of the facilitator in transformative learning processes in this network. Facilitators can apply different roles to activate groups of people to learn through dialogue. This include elaborating existing frames of reference to learning new frames and moreover transforming habits of mind and transforming points of view (Mezirow, 2000, Kitchenham, 2008). We examine how facilitators understand their roles as facilitators and what competences they consider as important for facilitating. A facilitator’s role includes both attitudes, knowledge and skills. Our empirical investigation uncovers that there is a delicate balance between leading the discussions and letting the participants run the discussions. The facilitator’s work is a kind of invisible when things work out well, but it becomes more obvious if they fail. Research methods were individual interviews, focus group interviews, observation of physical meetings and net meetings. By triangulating different qualitative methods, we consider the validity of the data to be satisfactory (Lincoln & Guba, 1994).publishedVersio

Educating Managers in Knowledge Intensive Organizations

Education boosts leaders’ confidence and competence level. A survey undertaken at Hedmark University of Applied Science shows that managers that enroll in studies in Organization and Management claim that studying has been a support in their development as managers, and has contributed to their confidence and competence level. In an increasingly more competitive marked, strategies on Knowledge Management (KM) seem more important than ever. By being able to assimilate, develop and share knowledge, organizations are able to stay competitive. The organizations thus need managers that accept, understand and can work with KM principles and strategies. KM is defined by Davenport(1994) as being about capturing, distributing and making sense and use of knowledge. In all the courses in the year program, there are elements from KM. However, it is not enough “knowing what”, this needs to be supported by “knowing how”, terms coined by Gilbert Ryle (1949). Supporting the process of going from declarative knowledge to procedural knowledge can be undertaken by e.g. features from Senge’s five disciplines(Senge, 1992), in particular team learning, systems thinking and shared visions. Underlying team learning, systems thinking and sharing visions, are reflection and how to utilize reflective methods. Student active methods embrace activities that facilitate reflection and reflective thinking, and experiencing. This paper presents how KM principles and strategies are supported in the education of leaders using the different student active methods. The data are mainly retrieved from a survey, and are supported by data from interviews and observations. The data from interviews are “member checked” to secure validity and credibility issues

Black Screens

In this article, we ask the question: Why do students choose to turn their cameras off during online teaching? We discuss this issue from the perspective of adaptive structuration theory and media richness theory. We use qualitative data from 169 free text answers from two surveys conducted during the pandemic: in May/June 2020 and May/June 2021. In our analysis, we have developed three categories – “the social context”, “window mirror” and the “noisy classroom” – to better understand why students turn off their cameras. Based on these categories, we describe problems that turning off the camera is a response to. These problems are: too many cues, attributes of the home that might promote negative feelings, disclosure of home and personal activities, and online self-image. Our findings are in line with other research that contends that turning off the camera helps to reduce problems, such as an invasion of privacy that could be distracting and uncomfortable, and “digital fatigue”. We contribute to the research field by describing that some students turn off their camera for another reason: to maintain their self-image. However, although turning off cameras solves problems, the resulting “black screens” create new problems, in the form of less engagement for collaborative learning activities and an increased feeling of isolation among students

Søkelys på nye varslingsregler

Artikkelen drøfter om varslingsbestemmelsene i arbeidsmiljøloven er tilstrekkelige med hensyn til å bedre varslingsaktiviteten og til å gi varsleren vern. «Tilstrekkelig» belyses her både ved en gjennomgang av Varslingsutvalgets mandat om styrking av varslervernet, og empiri om hvordan varslingsbestemmelsene har fungert. Både bestemmelsene som trådte i kraft 1. januar 2020, herunder fjerning av forsvarlighetskravet, og de mindre materielle endringene som ble vedtatt, gjennomgås. Forslagene fra Varslingsutvalget som regjeringen valgte å ikke gå videre med, blir også kommentert

Management position as determinant of leadership roles in police districts

This is the article as published in the journal. The publisher Inderscience states on the journal’s web page that the full text of this article is freely available. http://www.inderscience.com/sample.php?id=89 (sample issue)The job of a manager consists of several parallel roles. A manager may perceive one role as more important than other roles. The goal of this paper is to present results from a survey of police managers in Norway on the relative importance of leadership roles. A questionnaire was developed to measure leadership roles in police districts. Respondents emphasised the role of personnel leader where the manager is responsible for supervising, hiring, training, organising, coordinating and motivating a cadre of personnel to achieve the goals of the organisation

Invisible work, making visible differences. Facilitating transformative learning circles.

The paper addresses the facilitation of experience based knowledge sharing through inter-organizational networking and dialog across the Nordic countries. Organizations nowadays look for ways to facilitate new thinking and innovation to develop their organizations. To stay competitive they need leaders and employees who assimilate, develop and share knowledge (Senge, 2006, Filstad & Gottschalk, 2011). Strategies on Knowledge Management therefore seem more important than ever. The Nordic Council of Ministers has initiated several development programs to meet both global, Nordic and national challenges concerning sustainability, citizenship, inclusion, togetherness and democracy. One of the Projects connected to these programs is “Transformative learning circles”. This paper focuses on the role of the facilitator in transformative learning processes in this network. Facilitators can apply different roles to activate groups of people to learn through dialogue. This include elaborating existing frames of reference to learning new frames and moreover transforming habits of mind and transforming points of view (Mezirow, 2000, Kitchenham, 2008). We examine how facilitators understand their roles as facilitators and what competences they consider as important for facilitating. A facilitator’s role includes both attitudes, knowledge and skills. Our empirical investigation uncovers that there is a delicate balance between leading the discussions and letting the participants run the discussions. The facilitator’s work is a kind of invisible when things work out well, but it becomes more obvious if they fail. Research methods were individual interviews, focus group interviews, observation of physical meetings and net meetings. By triangulating different qualitative methods, we consider the validity of the data to be satisfactory (Lincoln & Guba, 1994)

Educating Managers in Knowledge Intensive Organizations

Education boosts leaders’ confidence and competence level. A survey undertaken at Hedmark University of Applied Science shows that managers that enroll in studies in Organization and Management claim that studying has been a support in their development as managers, and has contributed to their confidence and competence level. In an increasingly more competitive marked, strategies on Knowledge Management (KM) seem more important than ever. By being able to assimilate, develop and share knowledge, organizations are able to stay competitive. The organizations thus need managers that accept, understand and can work with KM principles and strategies. KM is defined by Davenport(1994) as being about capturing, distributing and making sense and use of knowledge. In all the courses in the year program, there are elements from KM. However, it is not enough “knowing what”, this needs to be supported by “knowing how”, terms coined by Gilbert Ryle (1949). Supporting the process of going from declarative knowledge to procedural knowledge can be undertaken by e.g. features from Senge’s five disciplines(Senge, 1992), in particular team learning, systems thinking and shared visions. Underlying team learning, systems thinking and sharing visions, are reflection and how to utilize reflective methods. Student active methods embrace activities that facilitate reflection and reflective thinking, and experiencing. This paper presents how KM principles and strategies are supported in the education of leaders using the different student active methods. The data are mainly retrieved from a survey, and are supported by data from interviews and observations. The data from interviews are “member checked” to secure validity and credibility issues

Whistleblowing and Mindful Organizing in High-Risk Organizations

publishedVersio

Whistleblowing and Mindful Organizing in High-Risk Organizations

publishedVersio