Chapter 10 Weltbürger Perspectives and Samhandling

"The chapter starts with a criticism of management and control concepts that have been rooted in economic or psychological theories and models, although society’s complexity and the pace of change will demand a broader and deeper foundation for the development of effective management systems in the future. Other voices need to be put forward. Immanuel Kant (1795/1991) argued for his idea of the Weltbürger (“world citizen”), also known as “The Cosmopolitan Ideal”. His fundamental philosophy is that all humans are welcome, regardless of time and place, and that all humans are world citizens, regardless of nationality and cultural belonging (Kant, 1795/1991). All people are co-citizens, independent of nationality and cultural affiliation, and the Weltbürger is concerned with global problems and solutions. Another central thinker is Jacques Derrida (1930–2004), a French philosopher and writer particularly known for the term “Deconstruction”, which is about splitting up words and phrases to find out what they really mean, in the light of the culture and underlying attitudes. Human comprehension requires common words and phrases (language), and a cultural and social context, both of which have formed the basis for conceptual analysis of the terms “hospitality” and “threshold of tolerance”. The conclusion is that the concepts of the Weltbürger and “hospitality” have important values in and of themselves, and are ideas that are universal and timeless, providing an important compass for samhandling.

Chapter 10 Weltbürger Perspectives and Samhandling

"The chapter starts with a criticism of management and control concepts that have been rooted in economic or psychological theories and models, although society’s complexity and the pace of change will demand a broader and deeper foundation for the development of effective management systems in the future. Other voices need to be put forward. Immanuel Kant (1795/1991) argued for his idea of the Weltbürger (“world citizen”), also known as “The Cosmopolitan Ideal”. His fundamental philosophy is that all humans are welcome, regardless of time and place, and that all humans are world citizens, regardless of nationality and cultural belonging (Kant, 1795/1991). All people are co-citizens, independent of nationality and cultural affiliation, and the Weltbürger is concerned with global problems and solutions. Another central thinker is Jacques Derrida (1930–2004), a French philosopher and writer particularly known for the term “Deconstruction”, which is about splitting up words and phrases to find out what they really mean, in the light of the culture and underlying attitudes. Human comprehension requires common words and phrases (language), and a cultural and social context, both of which have formed the basis for conceptual analysis of the terms “hospitality” and “threshold of tolerance”. The conclusion is that the concepts of the Weltbürger and “hospitality” have important values in and of themselves, and are ideas that are universal and timeless, providing an important compass for samhandling.

Chapter 6 Apprenticeship Learning in Preparation for Meeting the Unforeseen

"The chapter analyzes teaching where the goal is to enable students at the Armed Forces Staff College to master unforeseen events. The students are all participants in a program for joint operations in which different military branches are placed together to solve complex tasks. How can the supervisor contribute to increased samhandling when facing the unforeseen? The goal is for students to be able to cope with the roles that exist in a normal NATO headquarters and to learn how to use NATO’s operational planning strategy. The group supervisor becomes a form of master who greatly influences the approach of students to the training community. From a sample of one hundred students, five groups consisting of four to five students of both sexes, with varied defense-force affiliations, backgrounds and experience were selected to be interviewed. A total of 23 informants participated in the interviews. In addition, observations were carried out. Apprenticeship Learning as a method is appropriate to prepare the students better for samhandling in anticipation of the unforeseen. The way the supervisor manages his or her role has a great deal of impact on samhandling and learning outcomes. The supervisor’s insight and expertise in what is needed to make groups work together is decisive. Strengthening and developing samhandling in exercises is a suitable educational method for military forces in meeting unforeseen events, provided that it is done properly.

The case of the football club Rosenborg in the Norwegian region Trøndelag: Insights from a regional – global organizational model emphasizing how improvisation can lead to outstanding results using insights from “total football” and “flow theory”

The Norwegian football club Rosenborg is used as the empirical setting in the article. Improvisation and good routines are the foundations for success in the soccer field is a finding in this piece of research. We link improvisation to “total football” and “flow theory as means to achieve high performance using a regional-global organizational model as our illustration. We focus at qualitative methods when interviewing the former coach Mr. Niels Arne Eggen and former top players. For this purpose we use thematic analysis and secondary sources to gain deep insights.publishedVersio

Balancing Structure and Learning in an Open Prison

Leira Prison is a branch of Trondheim Prison, functioning as a relatively small,open prison with a maximum capacity of only 29 inmates. Leira Prison appliesthe method ‘consequence pedagogy.’ This article aims to pinpoint howconsequence pedagogy is executed at Leira. 50% of the Leira inmates arereleased back into society, while new ones enter the prison. It is thereforeinteresting to see how they balance structure and at the same time adjust tochanges, enabling Leira Prison to continue as a learning organization. This articleidentifies three items, consequence pedagogy and the view of humans,maintenance of the philosophy and coherence in the community, and selfregulationof justice through interaction. The use of consequence pedagogyis deeply aligned to their positive view of humans and has generated a constructiveorganization based on empowerment and involvement of both staffand inmates. Consequently, management, staff and inmates maintain thephilosophy of consequence pedagogy through interaction and self-regulation.However, questions regarding the fundamentals of the consequence pedagogyare not raised

Preparedness and Multiagency Collaboration: Lessons Learned from a Case Study in the Norwegian Armed Forces.

The objective of this study is to investigate the structure for learning and the learning outcomes from a paper exercise based on multiagency collaboration, and point to potential benefits for crisis leadership and management in civil organizations. The current study was conducted by participant observation in one exercise and a questionnaire was handed out in the following exercise to measure outcomes. Social interaction and concurrent learning are used as the theoretical foundation in the current study. The exercise can be used as an input for multiagency collaboration when linked to the strategic and operative context. The Norwegian Armed Forces operate from a leadership perspective of intention-based leadership. The organization has also developed a pedagogical platform that guides learning activities. In a complex world, we aim at finding training areas that can prepare the cadets for scenarios that also heavily involve the unforeseen. Improvisation is seen as important for military leaders and the exercise provides a sound arena for this purpose. We have seen that even for a table exercise, important lessons can be learned. The current study makes suggestions as well as improvements that could be performed based on the lessons learned for both the Norwegian Armed Forces as well as for other organizations that find the experiences interesting. The article identified five management principles for interaction under unforeseen conditions: (1) develop a pedagogical view for the organization, (2) facilitate and train using processes for complementary process development, (3) develop precise and common language, (4) train the organization in concurrent learning, (5) develop tolerance and mutual respect

Chapter 22 Learning from Sports

"This study shows some generic characteristics from sports that are of relevance to samhandling structures under risk. The findings are based on a case study of the concept of “Total Football” and the Rosenborg Football Club (RBK) in Norway. Football is a dynamic sport with several factors that come into play and where flexible solutions are demanded. The case is also of relevance for organizations in handling risk. RBK’s samhandling is based on “Total Football” and flow theory. In analyzing RBK, we also apply theories of improvisation. RBK created a platform that gave both direction to choices and a clear playing pattern. This platform further ensured that tasks could be executed at high speed and high intensity, described as “flow”. Flow contributed to both speed and precision in the playing pattern. It is concluded that the following is relevant for other organizations: 1) Forming a deeper understanding of samhandling and ensuring top management commitment; 2) Creating, establishing and maintaining samhandling in a manner that suits the organization; and 3) Minimal structures can be of great importance for organizations in unforeseen and risky situations.

Chapter 22 Learning from Sports

"This study shows some generic characteristics from sports that are of relevance to samhandling structures under risk. The findings are based on a case study of the concept of “Total Football” and the Rosenborg Football Club (RBK) in Norway. Football is a dynamic sport with several factors that come into play and where flexible solutions are demanded. The case is also of relevance for organizations in handling risk. RBK’s samhandling is based on “Total Football” and flow theory. In analyzing RBK, we also apply theories of improvisation. RBK created a platform that gave both direction to choices and a clear playing pattern. This platform further ensured that tasks could be executed at high speed and high intensity, described as “flow”. Flow contributed to both speed and precision in the playing pattern. It is concluded that the following is relevant for other organizations: 1) Forming a deeper understanding of samhandling and ensuring top management commitment; 2) Creating, establishing and maintaining samhandling in a manner that suits the organization; and 3) Minimal structures can be of great importance for organizations in unforeseen and risky situations.

On Formal and Informal Factors: Enabling Learning for Safe Offshore Drilling Operations

Traditional safety thinking has been concerned with investigating accident causations in order to learn from these. However, successful operations constitute the great majority of all the operations. It would thus be interesting to add a focus towards learning from operations that go well. The purpose of the current study is to identify factors that might contribute to successful operations in terms of safety. This purpose is approached by an empirical study consisting of 10 interviews with people who work on board a drilling rig currently operating in Norway. The informants who participated in the interviews hold different positions and come from different companies represented on board the rig. The findings in this study show that it can be difficult to characterize or define successful operations. The definition will be subjective; however, there are some common features of successful operations. Maintaining the life and health of people are the number one priority. A successful operation should also result in the intended product even though it might take some more time than planned. A successful operation is created by many factors and conditions. This study identified 27 factors that might contribute to successful operations in terms of safety. A lot of the theory explaining successful operations focuses on informal factors related to humans and their actions. However, the findings in this study implies that there must be both formal and informal factors present

Chapter 6 Apprenticeship Learning in Preparation for Meeting the Unforeseen

"The chapter analyzes teaching where the goal is to enable students at the Armed Forces Staff College to master unforeseen events. The students are all participants in a program for joint operations in which different military branches are placed together to solve complex tasks. How can the supervisor contribute to increased samhandling when facing the unforeseen? The goal is for students to be able to cope with the roles that exist in a normal NATO headquarters and to learn how to use NATO’s operational planning strategy. The group supervisor becomes a form of master who greatly influences the approach of students to the training community. From a sample of one hundred students, five groups consisting of four to five students of both sexes, with varied defense-force affiliations, backgrounds and experience were selected to be interviewed. A total of 23 informants participated in the interviews. In addition, observations were carried out. Apprenticeship Learning as a method is appropriate to prepare the students better for samhandling in anticipation of the unforeseen. The way the supervisor manages his or her role has a great deal of impact on samhandling and learning outcomes. The supervisor’s insight and expertise in what is needed to make groups work together is decisive. Strengthening and developing samhandling in exercises is a suitable educational method for military forces in meeting unforeseen events, provided that it is done properly.