Browsing by Subject "muutospaja"

Objectives: The Finnish Institute of Occupational Health has developed a method of Change Workshop to promote occupational well-being in organizations. Change Workshop is based on the activity theory and developmental work research methodology. The aim of this study was to analyse the emergence of an expansive learning cycle in the Change Workshop and to ascertain what share interventionists and participants have in the learning process. The second objective was to analyse the developmental cycle of one developmental project called "Annual Clock" during the different phases of the Change Workshop. The Annual Clock was developed as a tool to distribute work load among persons in different Services. Methods: The research data was from a Change Workshop conducted for the Finnish Forest Centre during 2012-2013. The Change Workshop consisted of five sessions each lasting about three hours and which were attended by 12-25 persons and 2-3 interventionists. The Change Workshop sessions were videotaped and audio-recorded. Transcriptions were made from video and audio recordings. There were a total of 1,190 speaking turns. Thematic analysis was applied to analyse the transcriptions. Since the first objective of the study was to examine the emergence of an expansive learning cycle (questioning, historical- and actual - empirical analysis, modelling, examination of the new model, implementation of the new model, reflection on the process and consolidating the new practice), so these formed part of the coding. This was supplemented by some additional codes based on the data: non-expansive learning, organizational issue, Change Workshop method and off-topic or non-related issue. Each speaking turn was first analysed to ascertain if it could represent any phase of the expansive learning cycle. If this was the case, a closer analysis was made to decide which phase in the expansive learning cycle. Quite a number of speaking turns were classified into several classes of expansive learning cycle, e.g. including elements of questioning, the prevailing situation, analysing the actual empirical situation and modelling. If the speaking turn did not indicate any traces of expansive learning, it was coded under the other headings: non-expansive learning, organizational issue, Change Workshop method or off topic (non-related) issue, and only in one of these headings. Since one speaking turn could be coded under several subcategories of expansive learning actions, the number of discursive elements was 1,378. In addition, a distinction in coding was made between interventionists and participants (except for the off-topic). For the analysis of the developmental cycle of the Annual Clock, a separate table was constructed by collecting all the speaking turns including the word "Annual Clock" and all such disturbances expressed in which the Annual Clock provided a solution. Results and conclusions: Expansive learning comprised 52% of the discursive elements. The learning process proceeded mainly according to the expansive learning cycle, but some of the learning actions, such as questioning, historical, actual-empirical and modelling, appeared throughout the Change Workshop process. The consolidating phase was not discovered during the Change Workshop, but was discussed in an evaluation meeting of the Change Workshop process two months later. The share of participants in discursive elements was 60% and the share of interventionists 37%. In the expansive learning category, the share of discursive elements by the participants was 81% and the share of interventionist was 19%. The Annual Clock as a germ cell appeared already during the first Change Workshop meeting, but it was mentioned not at all in the assignment for the second Change Workshop meeting, whereas afterwards the Annual Clock was again appearing in the discussions and the development of the idea continued according the expansive learning cycle until the 5th Change Workshop meeting.

The aim of the Master´s Thesis was to examine and describe prison staff´s transformative agency. The working life is constantly changing and pushing staff for developing know-how and expanding professional identity. The models of work need to be changed so that work meet society´s demands. In this thesis, Developmental work research offered a method which gave an opportunity for prison staff to develop their work models and practices. When staff developed their work, they embodied transformative agency. This thesis was carried out with qualitative research extract. The ready-made data was used in this thesis which was collected by Finnish Institution of Occupational Health in Interactive Work project in 2013–2016. Data was collected using a modification of Change Laboratory in where the staff developed their work. Three Finnish prisons took a part of this project and their staff members. Five Change Laboratory sessions were arranged for each prison and their staff, and those sessions were recorded. The discussion data was analysed with content analysis method. The analysis was made with data-based analysis and with abductive reasoning. Prison staff embodied seven different forms of transformative agency: resisting, criticising, explicating, envisioning, committing to actions, taking actions, and tackling a problem. Tackling a problem is a new form of transformative agency which reflects a sorting way of talking about the roots of disturbances, conflicts, and problems. In developmental work research it is important to examine this more. Each form of transformative agency was found in fifth workshops but committing to actions and taking actions were not found in first workshops. Most embodied form of transformative agency was criticising and least embodied was taking actions.