This page has only limited features, please log in for full access.
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.
Trygve Steiro; Glenn-Egil Torgersen. Preparedness and Multiagency Collaboration—Lessons Learned from a Case Study in the Norwegian Armed Forces. Sustainability 2020, 12, 7240 .
AMA StyleTrygve Steiro, Glenn-Egil Torgersen. Preparedness and Multiagency Collaboration—Lessons Learned from a Case Study in the Norwegian Armed Forces. Sustainability. 2020; 12 (18):7240.
Chicago/Turabian StyleTrygve Steiro; Glenn-Egil Torgersen. 2020. "Preparedness and Multiagency Collaboration—Lessons Learned from a Case Study in the Norwegian Armed Forces." Sustainability 12, no. 18: 7240.
Integrated operations (IO) is an ongoing change process in the oil and gas industry. New technological opportunities enable working in new ways that involve an integration of onshore and offshore personnel. This paper analyzes the results of two rounds of data gathering in an onshore drilling support center, in terms of the development of resilience. The first round took place in 2004/2005 and the second in 2012. This study presents a framework for the analysis of resilience and has used the case company as a mean of testing the framework. Our findings indicate that the support center has taken a huge step in the direction of becoming more resilient. The drilling company has tested a number of designs and sizes of support centers, each of which has different pros and cons. For the drilling discipline to develop resilience, it is essential that the number of rigs supported by a center is not too large, as they must not become involved in too many rigs and drilling operations. Our findings also indicate that the suggested framework provides a good overall picture of the development of resilience in the case company.
Grethe O. Ose; Trygve J. Steiro. An Analytical Framework for Resilience Exemplified With a Real-Time Operational Center. ASCE-ASME J Risk and Uncert in Engrg Sys Part B Mech Engrg 2019, 6, 1 .
AMA StyleGrethe O. Ose, Trygve J. Steiro. An Analytical Framework for Resilience Exemplified With a Real-Time Operational Center. ASCE-ASME J Risk and Uncert in Engrg Sys Part B Mech Engrg. 2019; 6 (1):1.
Chicago/Turabian StyleGrethe O. Ose; Trygve J. Steiro. 2019. "An Analytical Framework for Resilience Exemplified With a Real-Time Operational Center." ASCE-ASME J Risk and Uncert in Engrg Sys Part B Mech Engrg 6, no. 1: 1.
Purpose This paper aims to revive the old idea of the Learning Organisation by providing a fresh conceptualisation and illustration. The New Learning Organisation is conceptualised, focussing on the common good through responsible action. It is positioned as responding to the VUCA (Volatility, Uncertainty, Complexity and Ambiguity, Bennett and Lemoine, 2014) conditions with a VUCA approach to Learning Leadership fostering Institutional Reflexivity and High Agility Organising . Design/methodology/approach The paper presents a new organisational learning framework – the 8As – Sensuous Organisational Learning framework. It illustrates the operationalisation of this framework in PART II through the educational practices and learning culture of the Norwegian Defence University College, Royal Norwegian Air Force Academy’s (RNoAFA) approach to growing (Military) leaders. Findings The Sensuous Organisational Learning – 8As – framework illustrates how attentiveness, alertness, awareness, appreciation, anticipation, alignment, activation and agility form an integral part of the New Learning Organisation. Their unique contribution as aspect of a Sensuous Organisational Learning framework is that they explicate how the three principles of Institutional Reflexivity, High Agility Organising and Learning Leadership can be operationalised to serve the common good. Research limitations/implications The paper presents a novel way of reviving the Learning Organisation beyond an ideology as a practical approach to responding to VUCA conditions. It introduces a new learning theory and injects a fresh perspective in our understanding of the role and impact of learning in the workplace. Practical implications By focussing on Learning Leadership practices that extend previous Organisational Learning frameworks, The New Learning Organisation promoted here focuses on responsible action to serve the common good through Institutional Reflexivity and High Agility Organising. Social implications By focussing on how the common good can be better served, the New Learning Organisation becomes a mantra for social change to identify the higher purpose that social actions must serve. Originality/value The need for fresh contributions in the Organisational Learning debate is long overdue. This paper marks a new chapter in Organisational Learning research and practice by demonstrating the value of sensousness as a foundation for improving the practical judgements across professional practices.
Elena P. Antonacopoulou; Christian Moldjord; Trygve J. Steiro; Christina Stokkeland. The New Learning Organisation. The Learning Organization 2019, 26, 304 -318.
AMA StyleElena P. Antonacopoulou, Christian Moldjord, Trygve J. Steiro, Christina Stokkeland. The New Learning Organisation. The Learning Organization. 2019; 26 (3):304-318.
Chicago/Turabian StyleElena P. Antonacopoulou; Christian Moldjord; Trygve J. Steiro; Christina Stokkeland. 2019. "The New Learning Organisation." The Learning Organization 26, no. 3: 304-318.
Purpose The purpose of this paper – PART II – is to present the lived experiences of Sensuous Organisational Learning drawn from the educational practices and learning culture of the Norwegian Defence University College, Royal Norwegian Air Force Academy’s (RNoAFA) approach to growing (Military) leaders. Design/methodology/approach The paper reflects the co-creation of actionable knowledge between military officers, academics at the RNoAFA and international scholars engaged as research collaborators. The objective is to present the benefits of “practising knowing through dialogical exchange” (MacIntosh et al., 2012) as an approach to co-creating knowledge for responsible action. In this case, the authors present the conceptualisation and illustration of the idea of the New Learning Organisation they advance. Findings The Sensuous Organisational Learning – 8As framework explains how Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility form an integral part of the educational strategy that enables the RNoAFA to respond to the wider Educational Reforms and Modernisation programme of Norwegian Defence. The RNoAFA is presented as an illustration of how the New Learning Organisation serves the common good if Institutional Reflexivity and High Agility Organising were key aspects of the Learning Leadership it fosters. Research limitations/implications Consistent with MacIntosh et al.’s (2012) dialogical exchanges the authors present the relational and intersubjective nature of meaningful dialogue between the co-authors that provides scope for integrative stories of practice. The resulting illustrative example of the New Learning Organisation, is an account of the learning experienced. Hence, this paper is presented neither as a traditional empirical paper nor as a self-disclosing or even auto-ethnographic account. Instead, it is one of a series of research outputs from innovative research collaboration between the authors all committed to “practising knowing”. Practical implications The New Learning Organisation promoted here focuses on responsible action to serve the common good. Investing in Institutional Reflexivity becomes critical in continuing to broaden the ways of being and becoming. As individuals, communities and organisations, that comprise the institution (in this case Norwegian Defence) grow and elevate their practical judgements to serve the common good the capacity to engage in reflexive critique heightens organisational agility and leadership. Social implications Embedding care as the essence of learning not only enables accepting mistakes and owning up to these mistakes, but reinforcing the strength of character in doing so demonstrating what it means to be resilient, flexible and ready to respond to the VUCA. This is what permits High Agility Organising to foster learning on an ongoing basis driving the commitment to continually renew operational and professional practices. By focussing on how the common good can be better served, the New Learning Organisation cares to pursue the higher purpose that social actions must serve. Originality/value Advancing leadership as a personal, relational and organisational quality supported by an orientation towards practising goes beyond single, double and triple loop learning. In doing so, the Learning Leadership that drives the New Learning Organisation energises Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility. This paper marks a new chapter in Organisational Learning research and practice by demonstrating the value of sensuousness as a foundation for improving the practical judgements across professional practices.
Elena P. Antonacopoulou; Christian Moldjord; Trygve J. Steiro; Christina Stokkeland. The New Learning Organisation: PART II - Lessons from the Royal Norwegian Air Force Academy. The Learning Organization 2019, 27, 117 -131.
AMA StyleElena P. Antonacopoulou, Christian Moldjord, Trygve J. Steiro, Christina Stokkeland. The New Learning Organisation: PART II - Lessons from the Royal Norwegian Air Force Academy. The Learning Organization. 2019; 27 (2):117-131.
Chicago/Turabian StyleElena P. Antonacopoulou; Christian Moldjord; Trygve J. Steiro; Christina Stokkeland. 2019. "The New Learning Organisation: PART II - Lessons from the Royal Norwegian Air Force Academy." The Learning Organization 27, no. 2: 117-131.