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Societal Impact Assessment of a Cyber Security Network Project
... Impact assessment can be facilitated through organizational learning and stakeholder engagement approached, in turn making social learning outcomes visible [45]. Sánchez and Mitchell categorized group learning outcomes as: 1) acquisition of knowledge and skills, 2) developing new behaviors and 3) developing sustainabilityoriented norms and values -wherein outcomes may be achieved using a 'learning organization approach', including education, training, experiential learning, learning through participation and social learning. ...
... 66). Aaltola & Ruoslahti [45] noted that development of professional expertise must comply with network complexity and technological innovations: "Beyond relevant Societal Impact Assessment processes, complex network reality requires people who are committed on both organizational and individual levels to learn and adopt the knowledge, skills and competences required by the network co-creation and communities that there are involved in." (p. ...
... Self-assessment can be complemented with external assessment measures, which highlights the need for such SIA methodology that encompasses rigour and relevance to provide practical and objective results. As Aaltola and Ruoslahti [45] posited, the path of development will look for ways to account for elements of complexity [48], working within the process [47] to understand SIA in the context of, not only individual ECHO assets, but also of the entire project. Further studies are recommended to incorporate societal impacts with cyber and e-skills. ...
Solutions on both consumer and state levels have become increasingly vulnerable to sophisticated cyberattacks by e.g. malware, phishing, machine learning and artificial intelligence. As the adoption and integration of information technologies are increasing and solutions are developing, the need to invest in cyber-security is at an all-time high. Investment in cybersecurity is a chief priority within the European Union, and project ECHO is a one initiative that put emphasis on devising, elaborating, implementing and enhancing a series of technological solutions (assets) to counteract cyber-attacks. The research problem of this study is what societal impacts do the ECHO assets have as product, as knowledge use, and as benefits to society. The literature review includes theory and practice from academic papers, EU innovation project and professional reports, and some ECHO project workflows. Relevant academic theoretical approaches that provide a basis for this task are: e-skills and training, Organisational Learning (OL), Societal Impact (SI), Societal Impact Assessment (SIA). This is a qualitative pilot study that evaluates the usefulness of employing a Product/ Knowledge/ Benefit Societal Impact framework to assessment of societal impacts. Data collection involved qualitative participatory observation of a co-creative expert hackathon workshop. This pilot study shows that the methodology path, where societal impact of ICT and AI solutions (e.g. the ECHO assets) are examined as these three elements (product, knowledge use, societal benefit). This pilot study serves as a step to validate this path and design and select practical, rigorous and relevant quantitative methodology to further the understanding of both societal impact assessment of cyber, e-, and AI-based solutions and services. To incorporate societal impacts with cyber and e-skills this study recommends developing and refining actual key performance indicators (KPI) to provide a basis for rigorous and relevant qualitative and quantitative questionnaire based inquiry of cyber, e-, and AI-based solutions and services.
The European Union (EU) promotes collaboration across functions and borders in its funded innovation projects, which are seen as complex collaboration to co-create knowledge. This requires the engagement of multiple stakeholders throughout the duration of the project. To probe complexity in EU-funded innovation projects the research question is: How does complexity affect the co-creation of knowledge in innovation projects, according to project participants? The data for this study was collected from project experts in the form of short narratives, using a questionnaire based on the elements of complexity of Mitleton-Kelly (2003). The results indicate that complexity characterises the co-creation of knowledge in innovation projects in various ways. Most emphasis was put on the elements Self-organisation, Connectivity and interdependence, Co-evolution, and Creation of new order. Thus, although this study demonstrates that the elements of complexity can be used to gain insight into innovation projects, the results show that not all elements of complexity are equally important in this context and that they appear in a certain order. Moreover, understanding the complexity of collaboration for innovation in relation to the input-throughput-output model of organisational communication is a contribution to theory that may help future projects achieve faster innovation.
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Purpose
– The purpose of this paper is to analyse a series of engineering services partnerships to better understand requisites needed in building high value co-creation alliances – especially where innovation is the strategic goal.
Design/methodology/approach
– Using a combination of quantitative surveys, qualitative “deep-dive” assessments and a small number of in-situ mini-case investigations this research sets out to analyse 99 joint-venture innovation partnerships. These ventures represent a variety of asymmetric and symmetric alliances within the engineering services sector. Particular emphasis is given to those where the prerequisites for co-creative innovation are either in place or could be built.
Findings
– Partnering and progressing innovative ideas are important behaviours for organisations seeking higher levels of commercial success and competitive advantage. Navigating the partnering dynamic can also be harder than expected, potentially hindered by misunderstandings and differing expectations between enterprises. Particularly for symmetric endeavours, success often hinges upon not only having clarity in the degree of innovation sought but also alignment as to the depth and stage of the partnering dynamic itself. However, when such collaboration works customer satisfaction and associated contract retention can increase significantly.
Originality/value
– Most inter-company innovation projects historically seem to occur where one firm is significantly larger than the other. In contrast, this study highlights issues encountered when innovation co-creation projects are undertaken by a mature (as opposed to maturing) organisation in collaboration with partners where the power balance is similar between the two enterprises. In such cases, customer satisfaction surveys can be useful tools for objectively navigating the innovation co-creation experience.
Experiential learning theory (ELT) has been widely used in management learning research and practice for over thirty-five years. Building on the foundational works of Kurt Lewin, John Dewey and others, experiential learning theory offers a dynamic theory based on a learning cycle driven by the resolution of the dual dialectics of action/reflection and experience/abstraction. These two dimensions define a holistic learning space wherein learning transactions take place between individuals and the environment. The learning space is multi-level and can describe learning and development in commensurate ways at the level of the individual, the group, and the organization. This approach is illustrated by reviewing current research on individual learning styles and managerial problem solving/decision making, the process of team learning and organizational learning. We describe how ELT can serve as a useful framework to design and implement management education programs in higher education and management training and development.
This handbook is the third in the eight volume series published by Wiley Blackwell covering the domain of I/O Psychology. The Wiley Blackwell Handbook of Organizational Psychology uses a psychological perspective, and a uniquely global focus, to review the latest literature and research in the interconnected fields of training, development, and performance appraisal.
The handbook maintains a truly global focus on the field with top international contributors exploring research and practice from around the world
The handbook is aimed at academics, researchers and professionals and provides detailed critical literature reviews ideal for a starting point for a research project, or a basis for a paper or book chapter.
It includes a diverse range of topics: needs analysis, job design, active learning, self-regulation, simulation approaches, 360-degree feedback, and virtual learning environments.
Table of contents
1 The Psychology of Training, Development, and Performance Improvement 1
Kurt Kraiger, Jonathan Passmore, Nuno Rebelo dos Santos, and Sigmar Malvezzi
Section I Training 11
2 The History of Training 13
Sigmar Malvezzi
3 Training Needs Analysis at Work 32
Rodrigo R. Ferreira, Gardênia da Silva Abbad, and Luciana Mourão
4 Training and Workplace Learning 50
Karen Evans and Natasha Kersh
5 Transfer of Socialization 68
Alan M. Saks
6 Encouraging Active Learning 92
Nina Keith and Christian Wolff
7 The Competencies of Effective Trainers and Teachers 117
Darryl Gauld
8 Training Evaluation 136
Jonathan Passmore and Maria Joao Velez
9 Knowledge Transfer and Organizational Learning 154
Linda Argote
Section II E-Learning 171
10 Facilitation in E-Learning 173
Annette Towler and Tyree Mitchell
11 Effective Virtual Learning Environments 188
Jean-Luc Gurtner
12 Game- and Simulation-Based Approaches to Training 205
Rebecca Grossman, Kyle Heyne, and Eduardo Salas
Section III Personal and Professional Development in Organizations 225
13 Training and Personal Development 227
Kurt Kraiger and Thomas M. Cavanagh
14 The Contribution of Talent Management to Organization Success 247
David G. Collings
15 Action Learning: Approaches, Applications, and Outcomes 261
Lisa Anderson and Charlotte Coleman
16 Knowledge-Sharing, Cooperation, and Personal Development 278
Leonor Pais and Nuno Rebelo dos Santos
17 Using Competences in Employee Development 303
Robert A. Roe
18 Personal Development Plan, Career Development, and Training 336
Simon Beausaert, Mien Segers, and Therese Grohnert
19 Leadership Development and Organizational Success 354
Thomas Garavan, Fergal O’Brien, and Sandra Watson
20 Structured Actions of Intentional Development 398
Nuno Rebelo dos Santos and Leonor Pais
21 Informal Learning and Development 419
Valéria Vieira de Moraes and Jairo Eduardo Borges-Andrade
Section IV Performance Management 437
22 Performance Appraisal and Development 439
Jeffrey R. Spence and Patricia L. Baratta
23 Designing Feedback to Achieve Performance Improvement 462
Manuel London and Edward M. Mone
24 Using 360-Degree Feedback as a Development Tool 486
Clive Fletcher
25 Feedback, Development, and Social Networks 503
Piet Van den Bossche, Sara van Waes, and Janine van der Rijt
Index 521
Purpose
– An important task for all strategy leaders contemplating the use of co-creation is to determine how well the numerous co-creation project-design choices available to them align with their strategic priorities.
Design/methodology/approach
– In order to implement co-creation, firms need to assess how their projects or initiatives support their strategic commitments and priorities. To this end, the authors offer managers a practical, easy-to-use assessment framework.
Findings
– Executives should consider their approach to co-creation in terms of crafting and managing a portfolio of initiatives to be categorized and managed differently according to their strategic significance – high, medium or low.
Practical implications
– A six-question assessment framework was inductively derived from an extensive literature review (113 articles) focusing on practices associated with co-creation and stakeholder involvement. Though they do not represent an exhaustive list of categories for assessment, they do, however, identify strategically important choices involved in designing co-creation ventures.
Originality/value
– The six-question assessment framework is applied to the case of the Xerox-P&G co-innovation partnership, which illustrates how such significant co-creation initiatives might be profiled, and their main design choices analyzed.
Purpose
– This paper seeks to contribute to the field of corporate communication by clarifying the theoretical basis of communication in issue arenas and proposing an agenda for research on issue arenas.
Design/methodology/approach
– Drawing on insights from stakeholder thinking, network theory, issues management, and agenda-setting theory, the authors identify different levels of analysis that could explain the behaviour of organisations in the public debate on current issues.
Findings
– The organisation-centred approach is replaced by a strong emphasis on interaction in networks of organisations, groups and individuals. Decision-making on communication strategies can be further developed by analysing the particularities of each issue arena, in particular the characteristics of the issue and the actors involved as well as the course of the debate and the communication strategies utilised in stakeholder interaction.
Research limitations/implications
– This theoretical approach calls for further research, but offers an agenda and suggests four starting levels for analysis.
Practical implications
– This paper provides a timely approach to the analysis of corporate communication that may help understand the complexities of a rapidly changing organisational environment and, ultimately, assist organisations in developing customised communication strategies suited to each issue arena relevant to their operations.
Originality/value
– Insights from various theories are brought together to serve as a starting point for the further analysis of communication in issue arenas.
This paper presents the Futurium platform used by Digital Futures, a foresight project launched by the European Commission's Directorate General for Communications Networks, Content and Technology (DG CONNECT). Futurium was initially developed with the primary purpose of hosting and curating visions and policy ideas generated by Digital Futures (Digital Futures was launched in July 2011 by DG CONNECT's Director General Robert Madelin following a prior DG CONNECT exercise called Digital Science.). However, it has turned into a platform on which to experiment with new policymaking models based on scientific evidence and stakeholder participation, referred to in this paper as ‘Policy Making 3.0’. The platform hosts an online foresight toolkit to facilitate the joint creation of ideas to help design future policies. It leverages the potential of social networks, open data, semantic and knowledge mining technologies as well as participatory brainstorming techniques to engage stakeholders and harness their views and creativity to better inform policies that matter to them. The Futurium distinguishes between different variables, reflecting the emotional vs. rational mindsets of the participants, and offers the possibility to frame the engagement and co-creation process into multiple phases of a workflow. Futurium was developed to support Digital Futures, but its open architecture makes it easily adaptable to any policymaking/decision-making context where thinking ahead, participation, scientific evidence and agility are needed. Futurium is an early prototype implementation of the Policy Making 3.0 model, which is a long-term vision requiring further investigation and experimentation. The Futurium production website can be seen here: ec.europa.eu/digital-agenda/futurium.
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Open innovation, which refers to combining internal and external ideas and internal and external paths to market in order to achieve advances in processes or technologies, is an attractive paradigm for structuring collaborations between developed and developing country entities and people. Such open innovation collaborations can be designed to foster true co-creation among partners in rich and poor settings, thereby breaking down hierarchies and creating greater impact and value for each partner. Using an example from Concern Worldwide's Innovations for Maternal, Newborn & Child Health initiative, this commentary describes an early-stage pilot project built around open innovation in a low resource setting, which puts communities at the center of a process involving a wide range of partners and expertise, and considers how it could be adapted and make more impactful and sustainable by extending the collaboration to include developed country partners.
Kolb's experiential learning theory is one of the best known educational theories in higher education. The theory presents a way of structuring a session or a whole course using a learning cycle. The different stages of the cycle are associated with distinct learning styles. Individuals differ in their preferred learning styles, and recognizing this is the first stage in raising students' awareness of the alternative approaches possible. This article presents some case studies of ways in which the theory can be applied in university geography.
The purpose of this paper is to develop a framework for performance indicators to measure and improve crisis communication preparedness of public authorities. Such an instrument supporting organizational learning has not yet been developed for crisis communication. Literature is used to create a basis and the framework is derived from a process model with various phases integrating communication activities with crisis management. In the paper, the development of the instrument is explained and justified. Furthermore, an example of its use is provided in which the instrument is used for an auditor evaluation of a water contamination case. A next step for future research could be to analyze and compare a number of measurements.
Knowledge has widely been acknowledged as one of the most important factors for corporate competitiveness, and we have witnessed an explosion of IS/IT solutions claiming to provide support for knowledge management (KM). A relevant question to ask, though, is how systems and technology intended for information such as the intranet can be able to assist in the managing of knowledge. To understand this, we must examine the relationship between information and knowledge. Building on Polanyi's theories, the author argues that all knowledge is tacit, and what can be articulated and made tangible outside the human mind is merely information. However, information and knowledge affect one another. By adopting a multi perspective of the intranet where information, awareness, and communication are all considered, this interaction can best be supported and the intranet can become a useful and people-inclusive KM environment.
This paper is a contribution to the development of normative criteria for evaluating models of the participation process. The concept of social learning is described and an effort to show how communities of people with both diverse and common interests can reach agreement on collective action to solve a shared problem. The authors have developed the idea of “cooperative discourse” as a method to achieve consensus. The authors utilize the case study of the siting of a municipal waste disposal facility in the eastern region of the Canton of Aargau in Switzerland, to demonstrate the applicability of “cooperative discourse”. They argue that successful public participation must yield not only fair and competent decisions, but also uncover common needs and understandings that transcend egoistic aims, and contribute to the development of democracy.
Drawing on the foundational theories of John Dewey and Kurt Lewin, we examine recent developments in theory and research on experiential learning and explore how this work can enhance experiential learning in higher education. We introduce the concept of learning space as a framework for understanding the interface between student learning styles and the institutional learning environment. We illustrate the use of the learning space framework in three case studies of longitudinal institutional development. Finally, we present principles for the enhancement of experiential learning in higher education and suggest how experiential learning can be applied throughout the educational environment by institutional development programs, including longitudinal outcome assessment, curriculum development, student development, and faculty development.
This entry clarifies the issue arenas approach to communication. This approach suggests how to conceptualize a more dynamic stakeholder approach and emphasizes that multi‐stakeholder interaction is centered on issues rather than organizations as such. Organizations function in a competitive environment where issues arise and spread fast. Stakeholder and network theory, agenda setting, and issues management form the theoretical basis of the issue arena approach. The current emphasis is on understanding the interplay among the different actors, the framing of issues in the discourse, and the dynamics of issues discourse in the online environment. Future directions for research are outlined, including roles and power relations in the network, the features of the virtual media involved, and the development of the discourse over time as influenced by the communication strategies employed.
This paper explores how project developers and their consultants, government regulators and stakeholders can learn from the impact assessment (IA) process, thus potentially improving its effectiveness and enhancing project sustainability. Despite the benefits that learning can bring to an organization, failure to learn appears commonplace both within the IA process and, once approved, subsequent industrial development. To nurture organizational learning through IA, enabling structures that foster information sharing and interpretation and enhance organizational memory are needed. In this paper learning outcomes are grouped into three categories: acquisition of knowledge and skills, developing new behaviors and developing sustainability-oriented norms and values. Means to achieve such outcomes include education and training, experiential learning, learning through public participation (social learning) and a ‘learning organization approach’. Societal expectations increasingly demand not only projects that ‘pass’ the review criteria of regulators, financiers and the community, but IA processes capable of delivering sustainable outcomes that include learning and sharing of knowledge. It is proposed that learning be treated as a purposeful – not as an accidental – outcome of IA, and facilitated by adopting a ‘learning organization approach’ coupled with best practice such as early stakeholder engagement.
Prologue Part I. Practice: Introduction I 1. Meaning 2. Community 3. Learning 4. Boundary 5. Locality Coda I. Knowing in practice Part II. Identity: Introduction II 6. Identity in practice 7. Participation and non-participation 8. Modes of belonging 9. Identification and negotiability Coda II. Learning communities Conclusion: Introduction III 10. Learning architectures 11. Organizations 12. Education Epilogue.
Purpose
– The article explains how innovating with customers and other stakeholders to achieve co-creation of value requires companies to marry their collaborators' interests with corporate knowledge and resources. The process starts with setting objectives and proceeds through four additional steps: selection of arenas, engagement with collaborators, choice of project tools and processes and defining contracts with stakeholders.
Design/methodology/approach
– The authors describe how leading firms have developed best-practice processes, tools and technologies to better enable and expedite value co-creation.
Findings
– The article offers managers guidelines for deciding which customers to select for participation in specific co-creation programs. The choices are: Customers who have extraordinary passion for their brands; customers in attractive or untapped market segments; customers that exhibit a high co-creation potential; innovators and early adopters; lead users looking to develop solutions to solve their own needs.
Practical implications
– Collaborative innovation projects need to define “What's in it for the collaborators?” Customer collaboration rarely operates independent of incentives.
Originality/value
– The article offers practical guidance for companies that engage in co-creation projects because they want to them to foster the discovery of customer interest and value, which they can turn into innovation and competitive advantage.
Scientific and technological policy issues are not and should not be exempt from the norms of democratic governance. This article examines two major theories of democracy, analyzes their commonalities and differences, and derives criteria for evaluating various forms of public participation in policymaking. The author argues for a new category of participation, participatory analysis, that includes forms of participation that satisfy democratic criteria and emphasizes the importance of learning among participants. Different types of participatory analysis may be best suited to different kinds of policy problems.
Standard approaches to defining and evaluating environmental risk tend to reflect technocratic rather than democratic values. One consequence is that institutional mechanisms for achieving citizen participation in risk decisions rarely are studied or evaluated. This article presents a survey of five institutional mechanisms for allowing the lay public to influence environmental risk decisions: public hearings, initiatives, public surveys, negotiated rule making, and citizens review panels. It also defines democratic process criteria for assessing these and other participatory mechanisms.
The basic requirements for an effective leading-learning (LL) experience include (1) a real problem that requires solution and implementation of the solution, (2) a description of the problem that includes actual (or proposed) conversations, and (3) an accompanying scenario of the thoughts and feelings not discussed. The context of the learning experience is the discussion of the case. The focuses include analyzing the conversation to get at the theories-in-use and the defensive reasoning of the participants; the conversation crafted by participants as they attempt to help each other become more effective; group dynamics and problem-solving processes; and the resulting organizational defensive routines. The objective of learning how to craft conversation is not to select the right words, but to learn to select the action strategies and values that will facilitate LL. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
If one wishes to use the facts concerning development, personality, social relations, cognition, and motivation which are discussed in the various chapters of this book for the purpose of understanding, guiding, or predicting the behavior of the child, these data will have to be linked in such a way that they become applicable to a particular child at a particular time. This chapter discusses procedures and concepts which have been found to be instrumental for this purpose. Some of the relevant methodological questions are considered and certain problems of cognition, motivation, and development are treated as examples. The following topics are addressed: analysis, concepts, and theory in child psychology; the behavior in a given psychological field; and factors determining the field and its change. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This chapter provides a theory of informal and incidental learning and updates this theory based on recent research.
Theory construction is in part an exercise in 'disciplined imagination'. One way to discipline our imaginations around the topic of organizational learning, it is to pay special attention to things we forget, values we slight, goals we neglect, facts we avoid and questions we fear. Each aspect of this framework is explored in the paper through a variety of stories and examples. These include Charles Handy's first job, fighting fires, medical diagnosis, Winston Churchill's reflections on the fall of Singapore and the identification of dangerous viruses. These rich and evocative stories offer moments for reflection on underlying issues involved in sense-making, and provide the reader with insights into the relationship between leadership and learning.
Japanese companies have become successful because of their skill and expertise at creating organizational knowledge. Organizational knowledge is not only the creation of new knowledge, but also disseminating it throughout the organization, and embodying it in products, services, and systems. Knowledge is the new competitive resource, and its creation and utilization is a dynamic, interactive process. Knowledge is used as the basic unit of analysis to explain firm behavior; a business creates and processes knowledge. Knowledge may be explicit or tacit; this study treats them as complements that form a dynamic relationship. The individual interacts with the organization through knowledge; knowledge creation occurs at the individual, group, and organizational levels. The forms of knowledge interaction (between tacit and explicit, and between individual and firm) produce four major processes of knowledge conversion: from tacit to explicit, explicit to explicit, explicit to tacit, and tacit to tacit. Japanese companies create new knowledge by converting tacit knowledge to explicit knowledge. The book has three goals: to formalize a generic model of organizational knowledge creation, explain why certain Japanese companies have been continuously successful in innovation, and develop a universal model of company management based on convergence of knowledge practices in Japan and the world. First presents a philosophical exposition of knowledge and its application to managemen, then the core concepts of knowledge creation, with four modes of knowledge conversion. The Matsushita company is used to illustrate the process model of organization knowledge creation. The two traditional styles of management (top-down and bottom-up) are shown not to be effective in fostering the dynamic necessary to create organizational knowledge, and a new organization structure considered most conducive to knowledge creation is proposed. (TNM)
Knowledge about locomotor task performance and learning in the elderly is important in optimizing rehabilitation strategies. The aim of this study was to evaluate differences between young and elderly subjects in the acquisition and performance of a precision locomotor task, with full and restricted vision.
The subjects walked on a treadmill and had to step as low as possible over an obstacle, without touching it. They received acoustic warning and feedback signals, indicating obstacle appearance and foot clearance, respectively. Full vision was provided during the first two runs and became restricted during the third run. The number of obstacle hits and adaptations in foot clearance, leg muscle activity, range of motion of leg joints and swing phase duration were assessed.
With vision, the performance improved in both groups. Restricted vision reduced the task accuracy in both the young and the elderly. However, only the young subjects regained optimal foot clearance with practice.
Elderly subjects rely more on visual control when acquiring and performing a precision locomotor task. We suggest that this is due to an impaired function of proprioceptive feedback mechanisms, which can replace visual information in young subjects.
In the elderly, therapeutical attention should be directed towards optimizing the use of the remaining proprioceptive inputs.
- Chris Argyris
- David Schön
Chris Argyris and David Schön, Organizational Learning II: Theory, Method and Practice (Reading, MA: Addison-Wesley, 1996).
Knowledge Management - Value Creation Through Organizational Learning
- Klaus North
- Gita Kumta
Klaus North and Gita Kumta, Knowledge Management -Value Creation Through Organizational Learning, second edition (Springer Nature, 2018), https://doi.org/
10.1007/978-3-319-59978-6.
Enhancing ICT Supported Distributed Learning through
- Lauri Saarinen
Lauri Saarinen, "Enhancing ICT Supported Distributed Learning through Action Design Research," Aalto University publication series, Doctoral Thesis 92 (Helsinki,
2012).
A review of Kolb's learning styles in the context of emerging interactive learning environments
- Rui Wang
- Sidney Newton
Rui Wang and Sidney Newton, "A review of Kolb's learning styles in the context of
emerging interactive learning environments," In: AUBEA 2012: Proceedings of the
37th International Conference of the Australasian Universities Building Educators Association, University of New South Wales, Sydney, N.S.W. (2012), pp. 191-199.