Term
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Definition
A-->B
Top down
One best solution |
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Term
| Organizational development |
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Definition
A ? B
Top down & bottom up
Management decides, employees help |
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Term
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Definition
.. >/Everyone is equal
Small steps made by employees, always happening. Everyone same goal |
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Term
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Definition
Employees as instruments
Create economic value
Formal structure and system
Top down |
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Term
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Definition
Employees as purposeful beings
Optimize social and technical systems |
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Term
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Definition
Employees as sense makers
Development approach. |
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Term
First order learning
Single loop |
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Definition
Changing rules, practices and competencies
Learning by conditioning, imitation and teaching
Teachers knows it all |
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Term
Second order learning
Double loop |
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Definition
Changing rules & insights
Knowledge can be developed through experience and reflection |
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Term
Third order learning
Deutero learning |
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Definition
Initiated by organizational networks and reflection on principles
Learners question the validity of activities, relationships and meaning.
Principles are inquired, deconstructed and reconstructed |
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Term
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Definition
| The worldview guiding the methodological, epistemological and ontological choices made by researchers |
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Term
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Definition
| when does one produce/measure valid knowledge |
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Term
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Definition
theory of knowledge
what is knowledge, when can it be seen as valid in nature |
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Term
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Definition
| what is the nature of reality |
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Term
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Definition
Reality is seen as existing independently from us. Possible to objectify, describe knowledge so others know the same.
Kennis is onafhankelijk van context.
Onderzoeker en onderwerp hebben geen relatie, geen invloed op elkaar.
Vragen/hypotheses kunnen empirisch worden getoetst. |
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Term
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Definition
Way of looking at something depending on your own values, beliefs. Multiple realities can exist.
Kennis is sociaal en ervaring gevoelig.
Bevindingen worden gecreeerd oor onderzoeker en onderwerp.
Samenhang tussen onderzoeker en onderwerp is groot. Beinvloeden elkaar. |
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Term
| Differences between positivism and constructivism |
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Definition
Studying can be seen as passive or active.
Relationship between the scientist who studies the world and how the world influences the scientist. |
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Term
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Definition
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Term
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Definition
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Term
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Definition
| Planned and systematic activities designed to promote the acquisition of knowledge, skills and attitudes. |
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Term
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Definition
| acquiring the knowledge and skills |
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Term
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Definition
Can you apply knowledge and skills in work environments?
near-far transfer (similarity)
lateral-vertical transfer (complexity) |
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Term
| Before training characteristics |
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Definition
Training needs analysis (job task analysis, organizational analysis, personal analysis)
Learning climate (expectations, attendance policy, supervisor support, reduce skill decay) |
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Term
| During training characteristics |
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Definition
Individual characteristics (self efficacy, goal orientation, motivation to learn)
Training characteristics (information, demonstration, practice, feedback, error training, behavioral role-modeling, self regulatory activity) |
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Term
| After training characteristics |
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Definition
Factors influencing transfer (supportive climate, debriefing, maximize knowledge elicitation on the job)
Training evaluation (did it realize the objectives, did it lead to better job performance?) |
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Term
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Definition
| The extent to which changes brought about by training persist over time. |
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Term
Predictors ---------> transfer
^
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moderators |
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Definition
| Conceptual model of predicting transfer. Conclusions: support and transfer climate most important components of work environment, posttraining self-efficacy and knowledge make a modest contribution. |
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Term
Predictors ---------> transfer
^
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moderators
Implications |
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Definition
Increase motivation of trainees
Provide peer & climate support
Design so to increase post-training knowledge & self-efficacy |
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Term
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Definition
Learning without educational setting 'on the job'
implicit, reactive or deliberative |
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Term
| Traditional perspective on learning |
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Definition
| Learning is producing/transferring abstract knowledge |
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Term
| Alternative for traditional learning: Situated learning |
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Definition
Framework to look at function and importance of relations in learning.
Developing ones identity through participation. |
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Term
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Definition
Type of work with its own tools, langue, artifacts, relations, customs, assumptions and values.
Together with others in social and historical context. |
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Term
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Definition
| Proces in which participants in the practices of social communities construct their identity in reaction to these communities. |
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Term
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Definition
| Who you are/need to be in order to be accepted in a community. |
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Term
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Definition
| Home of a set of practices, a social organization, |
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Term
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Definition
| Implicit - Reactive - Deliberative |
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Term
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Definition
*collective work actively
*shared objects by individuals
*using (historically informed) tools/signs
*guided by protocol and informed rules, division of labor and communities |
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Term
| Discontinuities (boundary crossing) |
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Definition
When sociocultural differences between practices mismatch in interaction.
Solutions can be: brokers, boundary objects, boundary meetings. |
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Term
| Identification (boundary crossing) |
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Definition
Define your own organization
O|O |
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Term
| Coordination (boundary crossing) |
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Definition
Helps to coordinate, but don't change, no attempts, but there is communication
O<->O |
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Term
| Reflection (boundary crossing) |
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Definition
Looking at yourself from a different way
O<-->O
^ ^ |
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Term
| Transformation (boundary crossing) |
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Definition
| Creating new practices, absorbing from others. |
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Term
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Definition
*sound technical base (knowledge)
*normative guidelines (how its done)
*professional association (regulated who can be a professional)
*autonomy (own choices) |
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Term
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Definition
1. Everyone is an expert because they enjoyed education themselves.
2. Increased accountability (defining what teachers should do) |
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Term
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Definition
Organized, mostly initiated by others, implementing new knowledge.
--> acquisition metaphor |
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Term
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Definition
self-directed, mostly informal, people wanting to become better/expert.
-->participation metaphor |
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Term
| Schools change in macro context. What counts as macro context? |
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Definition
Policy, societal demands.
Changes on national or district level. |
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Term
| Successful teacher professional development (Desimone, 2009) |
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Definition
| Program and policies to foster better instruction and student achievement. |
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Term
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Definition
Professional development features:
*content
*activity
*coherence
*duration
*collective practice |
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Term
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Definition
How does the activity lead to learning and change in teachers. Transfer from learning activity to changes.
Step 1 and 2 in model |
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Term
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Definition
How do the instructional information lead to change.
Step 3 and 4 in model |
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Term
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Definition
| How can you prepare the school environment so the change will stick, overlap of all 4 levels. Context matters!! |
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Term
Stringfield study (2008).
First to report successful, multi school, sustainable, achievement enhancing secondary reform. |
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Definition
| It was very successful because the school co-constructed. Made it sustainable --> lasting measurable changes. |
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Term
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Definition
| Workplace conditions that are seen to help learning, e.g. money, time to study, supervisor support.` |
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Term
| Process of sense making (teachers) |
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Definition
1. Filtered perception (your framework in which you see the world/changes)
2.Identity/history of individual
3.Social and ongoing (collaborating with colleagues, trying to make sense, talk)
4. enacting the environment (trying it out in practice. |
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Term
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Definition
| proces to keep your economic value, acquiring and maintaining qualifications to be cope with the chaning labor market. |
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Term
| Employability orientation |
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Definition
| employees openness to develop themselves and to adapt to changing work requirement |
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Term
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Definition
| Mangers stimulate constant dialogue between employees and direct superviosors about self-development, create challenging work, learning opperunities and invest time/money in training and development. |
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Term
| Employability culture effects |
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Definition
++ on Employability orientation
-- on turnover intention |
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Term
| Role-breath self efficacy |
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Definition
| extend to which people feel confident to be able to carry out a broader, proactive role beyond their traditional prescribed requirements |
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Term
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Definition
Follow less formal education on job.
factors for prediction learning intentions: self-efficacy, self-directness, financial benefits, job autonomy |
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Term
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Definition
tend to become more and more experienced in a narrow area. Stuck in their own safe expertise, learning strategy and social-cultural preference.
In general prefer informal learning. |
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Term
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Definition
| Configuration of norms and values, insights and rules that steer the actions of one in an organization. |
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Term
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Definition
'praat theorie'
hoe je uitlegt/ervaart wat je doet |
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Term
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Definition
'doe theorie'
wat je echt doet, wat anderen kunnen zien |
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Term
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Definition
| Not the absence of intelligence, but it allows to not question the status quo. Let things be the way they are. |
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Term
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Definition
| Current organizational BELIEFS and PRACTICES (rules and routines) are taken for granted, self-evident. |
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Term
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Definition
ACTIONS taken and choices made are not questioned.
-> no explanations are required, asked or given
->no dialogue concerning why one does things he does. |
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Term
| Lack of substantive reasinging |
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Definition
| means that any intelligent action is focused on a limited number of concerns prescribed by organization, profession, work itself. (niet naar het grotere geheel kijken, reden achter de reden). |
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Term
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Definition
| exploring NEW ways to learn/do things |
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Term
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Definition
| IMPROVING the we do things/learning |
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