Session Information
SES G 10, Paper Session
Paper Session
Contribution
This study builds a new activity theoretical interpretation of evaluation of organizational change efforts. In today’s economic reality, organizational resources are carefully allocated in the public sector. Evaluation in the public sector organizations usually follows linear, goal-effect-oriented logic which seeks for evidence on the quality of and of the cost effectiveness of programs and provided services. Evaluations are usually conducted by professional evaluators and managers, quite far removed from front line work. The goal-effect-oriented logic usually concentrates on perceiving tightly focused processes leaving the employees estranged from evaluation of their own practices. The division of evaluation and front line work creates a situation where evaluations and assessment tools often manifest as restricting rules of cost efficiency to the front line workers and do not serve educational and developmental purposes. On the other hand the information managers get by using the well-bounded evaluation tools usually provides only a very partial view of front line work and therefore does not serve organizational development. Simultaneously complexity of work has increased and organizations face developmental challenges which need to be answered. This study asks 1) what are the prerequisites for and obstacles to connecting evaluation and the development of front line work? and 2) how can organizational learning be promoted via evaluation?
The aim of the study is to theoretically and methodologically expand the linear goal-effect-oriented logic of evaluation, especially in the field of health care, and to find bridges between the separate worlds of evaluation and front line work. The study explores organizations through the lenses of activity theory, which is an international line of research studying human activity in various fields such as education, learning and teaching. In the study organizations are seen as historically evolving, constantly changing complex systems whose activity is directed towards a common object. In activity theory collective activity is always seen as directed towards an object and driven by a motive attached to an object of an activity (Engeström, 1987). In constructing the evaluation approach the study applies and enrichens models and concepts from activity theory and especially its Finnish tradition called Developmental Work Research (DWR). The theory of expansive learning crucial to DWR has been developed by Yrjö Engeström (1987; 2000). Historically new advanced type of learning, which is called expansive learning (Engeström, 1987) may be achieved with aid of research assisted developmental interventions.
From Developmental Work Research viewpoint, joint analysis, critical reflection, modelling and argumentation of activities, taking place in local settings are needed to build shared language, knowledge and object of work. Work researchers having theoretical and methodological expertise provide a useful resource in facilitating organizational developmental processes. The approach takes a system level view and brings about the multi-perspectives in organizational settings. The methodology of this study highlights that capturing of qualitative transformations of work requires a historical perspective. The historical transformation of work and increasing complexity of work challenges organizations to constantly change and improve their practices.
Method
Expected Outcomes
References
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