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Learning how to learn from each othe...

Severson, David Irving.

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Learning how to learn from each other: The educational possibilities of a company work improvement team.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning how to learn from each other: The educational possibilities of a company work improvement team./
Author:	Severson, David Irving.
Description:	304 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2024.
Contained By:	Dissertation Abstracts International67-06A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3221627
ISBN:	9780542744228

Learning how to learn from each other: The educational possibilities of a company work improvement team.
Severson, David Irving.

Learning how to learn from each other: The educational possibilities of a company work improvement team. - 304 p.

Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2024.

Thesis (Ed.D.)--Harvard University, 2006.

The purpose of this study was to contribute to our understanding of work improvement as conducted by a manufacturing improvement team, and in particular, to our understanding of the role that reflection might play in team members' learning and the success of the initiative. An agricultural marketing cooperative, owned by member food-processing cooperatives, was selected as the site for this study because tasks and reflection on practices might be more observable in work done by natural competitors engaged in cooperation. The following questions guided this research: (1) How do team members prospectively and retrospectively describe and understand their project work and the role that learning plays in achieving project objectives? (2) What work tasks are actually performed by the team during their work together, and how do the tasks compare with those prescribed by the literature? (3) According to Schon's ladder of reflection, which "rungs" of reflectivity are engaged by or accessible to project team members while conducting their improvement work? (4) How, if at all, does teamwork performed at different rungs of reflectivity seem to connect with a qualitatively more or less comprehensive kind of learning?

ISBN: 9780542744228Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Learning how to learn from each other: The educational possibilities of a company work improvement team.
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245 1 0 $a Learning how to learn from each other: The educational possibilities of a company work improvement team.
300 $a 304 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2024.
500 $a Adviser: Robert G. Kegan.
502 $a Thesis (Ed.D.)--Harvard University, 2006.
520 $a The purpose of this study was to contribute to our understanding of work improvement as conducted by a manufacturing improvement team, and in particular, to our understanding of the role that reflection might play in team members' learning and the success of the initiative. An agricultural marketing cooperative, owned by member food-processing cooperatives, was selected as the site for this study because tasks and reflection on practices might be more observable in work done by natural competitors engaged in cooperation. The following questions guided this research: (1) How do team members prospectively and retrospectively describe and understand their project work and the role that learning plays in achieving project objectives? (2) What work tasks are actually performed by the team during their work together, and how do the tasks compare with those prescribed by the literature? (3) According to Schon's ladder of reflection, which "rungs" of reflectivity are engaged by or accessible to project team members while conducting their improvement work? (4) How, if at all, does teamwork performed at different rungs of reflectivity seem to connect with a qualitatively more or less comprehensive kind of learning?
520 $a Open-ended qualitative interviews were conducted with all team members immediately before, immediately after, and then again seven weeks after teamwork sessions. Interviews were analyzed along with data from observation and tape-recording of the team's meetings and review of relevant documents.
520 $a Participants hold expansive prospective aspirations about what the group might accomplish, hoping or even expecting that teamwork will identify problems at "root cause" of the work process under review. Despite the expansive aspirations, the teamwork process effectively narrows the scope of its work. It redefines an "adaptive" challenge (problem known, solution and implementation unknown; learning required) into a "technical" one (problem, solution and implementation known; learning not required). It also prevents reflection from taking place at any but the lowest rungs. The group's suppression of a single dramatic instance of higher rung reflection is crucial to its maintaining a narrower focus that produces success as a modest procedural remedy rather than a substantive engagement of systemic improvement.
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791 $a Ed.D.
792 $a 2006
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