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Mirijamdotter, A. & Somerville, M. M. (2014). Dilemmas: Leadership in Public Services: Bridging the Management Gap. In: : . Paper presented at 17th International Research Conference, Dilemmas for Human Services 2014.
Open this publication in new window or tab >>Dilemmas: Leadership in Public Services: Bridging the Management Gap
2014 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Developments in information technology have produced enormous changes for many professions. This leads to dilemmas, i.e., situations where professionals have to make difficult choices. Difficulties often arise because information technology implementations both require and enable new ways of acting. Such changes may be neither desired nor welcomed.

Organizational dilemmas are now commonplace in academic libraries worldwide. Traditional library roles have been irreversibly altered by technology-enabled information search and retrieval systems. Coincidental with the evolution of the Internet and Google, these systems have transformed both library services and user workflows.

These contemporary leadership dilemmas have been addressed for over a decade in three North American academic libraries. In response, an inclusive and systemic leadership model, the Informed Systems Methodology, places an explicit emphasis on using information to learn within the workplace. The methodology incorporates ‘soft’ systems design tools to guide co-creation of communication systems and professional practices that enable information sharing and knowledge creation among co-workers.

The Informed Systems Methodology fosters principles of systems thinking and Informed Learning which catalyst holistic learning processes. In combination, co-designed systems, processes, and practices are co-created to engage individuals and groups in raising awareness, furthering collective understanding, promoting shared vision, and realizing shared leadership opportunities.

National Category
Information Systems
Identifiers
urn:nbn:se:lnu:diva-43494 (URN)
Conference
17th International Research Conference, Dilemmas for Human Services 2014
Note

Presentation at 17th International Research Conference, Dilemmas for Human Services 2014, hosted by the London School of Hygiene & Tropical Medicine, 10-12 September 2014.

Available from: 2015-05-30 Created: 2015-05-30 Last updated: 2018-01-11Bibliographically approved
Somerville, M. M. & Mirijamdotter, A. (2014). Information experiences in the workplace: Foundations for an Informed Systems Approach. In: C. Bruce, H. Partridge, H. Hughes, & K. Davis (Ed.), Information Experience: Approaches to Theory and Practice (pp. 203-220). Bingley, United Kingdom: Emerald Group Publishing Limited
Open this publication in new window or tab >>Information experiences in the workplace: Foundations for an Informed Systems Approach
2014 (English)In: Information Experience: Approaches to Theory and Practice / [ed] C. Bruce, H. Partridge, H. Hughes, & K. Davis, Bingley, United Kingdom: Emerald Group Publishing Limited, 2014, p. 203-220Chapter in book (Refereed)
Abstract [en]

Informed learning can be enlivened through explicit and persistent attention to using information to learn during collaborative design activities. The resulting information experiences and accompanying information practices in the workplace, when combined with systems principles, can produce transferable individual and group (and, ultimately, organizational) capacity to advance knowledge in ever expanding professional contexts.

In development in North America since 2003, the Informed Systems Approach incorporates principles of systems thinking and informed learning though an inclusive, participatory design process that fosters information exchange, reflective dialogue, knowledge creation, and conceptual change in workplace organizations. It also furthers expression of collaborative information practices that enrich information experiences by simultaneously advancing both situated domain knowledge and transferable learning capacity. Integrated design activities support participants’ developing awareness of the conceptions of information experience and informed learning, in a cyclical and iterative fashion that promotes and sustains continuous learning.

A shared learning focus evolves through intentional use of information to learn, including collective reflection on information sources, collaborative practices, and systems functionalities, which further participants’ topical understandings and enrich their information experiences. In addition, an action oriented intention and inclusive participatory disposition ensures improvements of real world situations.

Place, publisher, year, edition, pages
Bingley, United Kingdom: Emerald Group Publishing Limited, 2014
Series
Library and Information Science, ISSN 1876-0562 ; 9
Keywords
Informed learning, organizational learning, systems design, informed systems approach
National Category
Information Systems
Identifiers
urn:nbn:se:lnu:diva-33635 (URN)10.1108/S1876-056220140000010010 (DOI)9781783508150 (ISBN)
Available from: 2014-04-06 Created: 2014-04-06 Last updated: 2018-01-11Bibliographically approved
Mirijamdotter, A. & Somerville, M. M. (2014). Information: The ‘I’ in 21st Century Organizational IT Systems: An Informed Systems Methodology. In: Rathbone, F. von Schéele & S. Strijbos (Ed.), Social Change in Our Technology-Based World: Proceedings of the 19th Annual Working Conference of the IIDE, 6-9 May 2014, Maarssen. Paper presented at Social Change: Philosophy, Theory, Practice, International Institute for Development and Ethics, Working Conference, May 6 – 9, 2014 (pp. 125-136). Amsterdam: Rozenberg Publishers
Open this publication in new window or tab >>Information: The ‘I’ in 21st Century Organizational IT Systems: An Informed Systems Methodology
2014 (English)In: Social Change in Our Technology-Based World: Proceedings of the 19th Annual Working Conference of the IIDE, 6-9 May 2014, Maarssen / [ed] Rathbone, F. von Schéele & S. Strijbos, Amsterdam: Rozenberg Publishers, 2014, p. 125-136Conference paper, Published paper (Refereed)
Abstract [en]

In development for over a decade in three North American academic libraries, the Informed Systems Methodology offers a transferable organizational development model for fostering workplace learning enabled by catalytic relationships among information, technology, and people. With an explicit emphasis on using information to learn, ‘soft’ systems design tools enable co-creation of communication systems and professional practices that enable information sharing and knowledge creation processes. When contextualized by local values, experiences, and purposes, the Informed Systems Methodology fosters organizational transformation and creative innovation.

With the aim to initiate and sustain workplace learning, the Informed Systems Methodology employs four complementary theories that enable and enliven workplace possibilities. Christine Bruce’s Informed Learning theory catalyzes experiences of ‘using information to learn’ as applied through intentional co-design processes and professional practices. Peter Checkland’s Soft Systems Methodology guides ‘collaborative design’ (co-design) of multi-level communication, decision-making, and planning systems and associated practices for purposeful workplace activities that inform ‘action to improve’. Ikujiro Nonaka’s framework of socialization, externalization, combination, and internalization (SECI) offers an explanation for individual learning processes. Nonaka also offers the conceptual notion of ba, a physical and virtual workplace environment wherein tacit information is transformed into explicit knowledge. Finally, Mary Crossan’s 4i framework of intuiting, interpreting, integrating, and institutionalizing elaborates necessary elements for multi-level organizational learning.

The capacity building Informed Systems Methodology offers a theory-based framework for application of proven ‘soft’ systems design methods that make possible new ways of seeing, being, and knowing in 21st Century organization amidst persistent and uncertain environmental changes. Generative organizational systems and associated professional practices, harnessed to produce holistic worker insights and new creative abilities through iterative evaluation and continuous improvement, enable this information experience-based approach.

By fostering principles of systems thinking and informed learning though an inclusive, participatory design process that advances information exchange, reflective dialogue, and knowledge creation, the Informed Systems Methodology promotes conceptual change in workplace organizations. It also furthers expression of collaborative information practices that enrich information experiences by simultaneously advancing both situated domain knowledge and transferable learning capacity. Design activities well integrated into the workplace culture and expressed through ‘habits of mind’ support participants’ developing awareness of the conceptions of information experience and informed learning, in a cyclical and iterative fashion that promotes and sustains continuous learning. A shared learning focus evolves through intentional use of information to learn, including collective reflection on information sources, collaborative practices, and systems functionalities, which further transferable topical understandings and enrich information experiences. In addition, action oriented intention and inclusive participatory disposition ensure improvements of real world situations.

Place, publisher, year, edition, pages
Amsterdam: Rozenberg Publishers, 2014
National Category
Information Systems
Research subject
Computer and Information Sciences Computer Science, Information Systems
Identifiers
urn:nbn:se:lnu:diva-34176 (URN)9789036104203 (ISBN)
Conference
Social Change: Philosophy, Theory, Practice, International Institute for Development and Ethics, Working Conference, May 6 – 9, 2014
Available from: 2014-05-13 Created: 2014-05-13 Last updated: 2018-01-11Bibliographically approved
Somerville, M. M., Mirijamdotter, A., Bruce, C. S. & Farner, M. (2014). Informed Systems Approach: New Directions for Organizational Learning. In: Jaabæk, M. and Gjengstø, H. (Ed.), OLKC 22-24 April 2014: Theme: Circuits of knowledge. Paper presented at OLKC 22-24 April 2014. International Conference on Organizational Learning, Knowledge and Capabilities. Oslo, Norway: BI Norwegian Business School
Open this publication in new window or tab >>Informed Systems Approach: New Directions for Organizational Learning
2014 (English)In: OLKC 22-24 April 2014: Theme: Circuits of knowledge / [ed] Jaabæk, M. and Gjengstø, H., Oslo, Norway: BI Norwegian Business School , 2014Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The Informed Systems Approach offers models for advancing workplace learning within collaboratively designed systems that promote using information to learn through collegial exchange and reflective dialogue. This systemic approach integrates theoretical antecedents and process models, including the learning theories of Peter Checkland (Soft Systems Methodology), which advance systems design and informed action, and Christine Bruce (informed learning), which generate information experiences and professional practices. Ikujiro Nonaka’s systems ideas (SECI model) and Mary Crossan’s learning framework (4i framework) further animate workplace knowledge creation through learning relationships engaging individuals with ideas.

Place, publisher, year, edition, pages
Oslo, Norway: BI Norwegian Business School, 2014
Keywords
organizational learning; informed learning; SSM; SECI; multi-level learning; participatory design
National Category
Information Systems
Identifiers
urn:nbn:se:lnu:diva-34002 (URN)
Conference
OLKC 22-24 April 2014. International Conference on Organizational Learning, Knowledge and Capabilities
Available from: 2014-04-27 Created: 2014-04-25 Last updated: 2018-01-11Bibliographically approved
Mirijamdotter, A., Somerville, M. M. & Holst, M. (2012). An Interactive and Iterative Evaluation Approach for Creating Collaborative Learning Environments. In: Egon Berghout (Ed.), Leading Issues in ICT Evaluation: (pp. 60-81). Reading, U.K: Academic Publishing International
Open this publication in new window or tab >>An Interactive and Iterative Evaluation Approach for Creating Collaborative Learning Environments
2012 (English)In: Leading Issues in ICT Evaluation / [ed] Egon Berghout, Reading, U.K: Academic Publishing International, 2012, p. 60-81Chapter in book (Refereed)
Abstract [en]

Inspired by a three-year Creative University ‘arena' initiative at Luleå University of Technology in Sweden, an international team of faculty researchers conducted an exploratory study in 2005, which aimed to investigate the efficacy of an interactive design and evaluation process for technology-enabled collaborative learning environments. This applied research approach was designed as a collaborative evaluation process for co-creation of technology-enabled, learningfocused physical and virtual ‘learning commons.' Faculty researchers from Sweden and the United States used Soft Systems Methodology tools, including the Process for Organisational Meanings (POM) model, to guide sixty-two students' participatory co-design and evaluation activities. In this paper, the POM evaluation model is explained and related to the Japanese concept Ba. Application of the models is illustrated within the context of student learning through boundary crossing information exchange and knowledge creation. As evidenced in their iterative and interactive evaluative recommendations, students' learning outcomes included development of improved capabilities for identifying socio-technical elements of distributed learning environments, suggesting that student beneficiaries can successfully reflect upon their experiences and provide valuable evaluation insights. In addition, when this evaluation is iterative, students' insights into project management, software needs, and services design can improve their technology-enabled learning experiences. Concluding comments explore the efficacy of the POM model implementation for guiding other learning-focused, user-centric initiatives, which aim to promote interdisciplinary, or boundary crossing, exchanges concurrent with advancing team-based knowledge creation proficiencies among project participants.

Place, publisher, year, edition, pages
Reading, U.K: Academic Publishing International, 2012
Keywords
interactive formative evaluation, learning commons, soft systems methodology, process for organisational meanings (POM) model, Ba, higher education pedagogy
National Category
Information Systems
Research subject
Computer and Information Sciences Computer Science, Information Systems
Identifiers
urn:nbn:se:lnu:diva-17961 (URN)978-1-906638-90-0 (ISBN)
Note

Reprint from EJISE, vol. 9 (2).

Available from: 2012-03-11 Created: 2012-03-10 Last updated: 2018-01-12Bibliographically approved
Mirijamdotter, A. & Somerville, M. M. (2011). From Vision to Action: a Collaborative Organizational Informatics Initiative. In: Skaržauskienė, A., Paražinskaitė, G., Tamošiūnaite, R. (Ed.), Social Technologies '11,: ICT for Social transformations, Conference Proceedings 2011. Paper presented at Social Technologies '11: ICT for Social transformations, Vilnius, Nov. 17-18, 2011 (pp. 31-32).
Open this publication in new window or tab >>From Vision to Action: a Collaborative Organizational Informatics Initiative
2011 (English)In: Social Technologies '11,: ICT for Social transformations, Conference Proceedings 2011 / [ed] Skaržauskienė, A., Paražinskaitė, G., Tamošiūnaite, R., 2011, p. 31-32Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Since July 2008, North American workers in a complex public/government organization have collaboratively re-invented their organizational structures and communication systems. The new workplace culture is characterized by shared leadership, appreciative inquiry, informed learning, and action research principles and practices. Illustrative of the potential of collaborative workplace design, a wiki intranet initiative was begun in March 2009, employing Soft Systems Methodology (SSM) tools. This paper will describe and illustrate transferable research tools which convene stakeholders and beneficiaries to co-create transformative ICT systems.

Keywords
Soft Systems Methodology, SSM, wiki intranet
National Category
Computer and Information Sciences
Research subject
Computer and Information Sciences Computer Science, Information Systems
Identifiers
urn:nbn:se:lnu:diva-16683 (URN)978-9955-19-378-4 (ISBN)
Conference
Social Technologies '11: ICT for Social transformations, Vilnius, Nov. 17-18, 2011
Available from: 2012-01-09 Created: 2012-01-09 Last updated: 2018-05-31Bibliographically approved
Mirijamdotter, A. & Somerville, M. M. (2010). Collaborative Design: An SSM-Enabled Organizational Learning Approach. In: Scott Rummler och Kwong Bor Ng (Ed.), Collaborative Technologies and Applications for Interactive Information Design : Emerging Trends in User Experiences (pp. 202-221). IGI Global
Open this publication in new window or tab >>Collaborative Design: An SSM-Enabled Organizational Learning Approach
2010 (English)In: Collaborative Technologies and Applications for Interactive Information Design : Emerging Trends in User Experiences / [ed] Scott Rummler och Kwong Bor Ng, IGI Global, 2010, p. 202-221Chapter in book (Other (popular science, discussion, etc.))
Abstract [en]

Within the context of a three year applied research project conducted from 2003-2006 in a North American university library, staff were encouraged to reconsider organizational assumptions and design processes. The project involved an organizational leader and an external consultant who introduced and collaboratively applied Soft Systems Methodology (SSM) practice. Project results suggest the efficacy of using ‘soft’ systems thinking to guide interaction (re)design of technology-enabled environments, systems, and tools. In addition, participants attained insights into their new roles and responsibilities within a dynamically changing higher education environment. Project participants also applied SSM to redesign ‘in house’ information systems. The process of employing systems thinking practices to activate and advance organizational (re)learning, and initiating and elaborating user-centered interaction (re) design practices, culminated in a collaborative design (co-design) approach that readied participants for nimble responsiveness to continuous changes in the dynamic external environment.

Place, publisher, year, edition, pages
IGI Global, 2010
National Category
Information Systems Other Social Sciences not elsewhere specified
Research subject
Computer and Information Sciences Computer Science, Information Systems; Humanities, Library and Information Science
Identifiers
urn:nbn:se:vxu:diva-5740 (URN)978-1-60566-727-0 (ISBN)
Note

Reprint from International Journal of Information Technologies and the Systems Approach, 2009, vol 2 (1), pp. 48-69.

Available from: 2009-08-30 Created: 2009-08-30 Last updated: 2018-01-13Bibliographically approved
Mirijamdotter, A. & Somerville, M. M. (2009). Collaborative Design: An SSM-Enabled Organizational Learning Approach. International Journal of Information Technologies and Systems Approach, 2(1), 48-69
Open this publication in new window or tab >>Collaborative Design: An SSM-Enabled Organizational Learning Approach
2009 (English)In: International Journal of Information Technologies and Systems Approach, ISSN 1935-570X, E-ISSN 1935-5718, Vol. 2, no 1, p. 48-69Article in journal (Refereed) Published
Abstract [en]

Within the context of a three year applied research project conducted from 2003-2006 in a North American university library, staff were encouraged to reconsider organizational assumptions and design processes. The project involved an organizational leader and an external consultant who introduced and collaboratively applied Soft Systems Methodology (SSM) practice. Project results suggest the efficacy of using ‘soft’ systems thinking to guide interaction (re)design of technology-enabled environments, systems, and tools. In addition, participants attained insights into their new roles and responsibilities within a dynamically changing higher education environment. Project participants also applied SSM to redesign ‘in house’ information systems. The process of employing systems thinking practices to activate and advance organizational (re)learning, and initiating and elaborating user-centered interaction (re)design practices, culminated in a collaborative design (co-design) approach that readied participants for nimble responsiveness to continuous changes in the dynamic external environment.

Place, publisher, year, edition, pages
IGI Publishing (Hershey, New York), 2009
Keywords
action research, interaction design, governmental IS, participative design, process design, soft systems methodology, user-centered design, user participation
National Category
Information Systems
Research subject
Computer and Information Sciences Computer Science, Information Systems
Identifiers
urn:nbn:se:vxu:diva-3909 (URN)10.4018/jitsa.2009010104 (DOI)
Available from: 2009-01-05 Created: 2009-01-05 Last updated: 2018-01-13Bibliographically approved
Pan, D., Howard, Z., Somerville, M. M. & Mirijamdotter, A. (2009). From Evidence to Action:: A Shared Leadership Approach. In: The 5th Evidence Based Library and Information Practice Conference : (EBLIP5) Bridging the Gap.
Open this publication in new window or tab >>From Evidence to Action:: A Shared Leadership Approach
2009 (English)In: The 5th Evidence Based Library and Information Practice Conference : (EBLIP5) Bridging the Gap, 2009Conference paper, Published paper (Refereed)
National Category
Other Social Sciences not elsewhere specified Information Systems
Research subject
Computer and Information Sciences Computer Science, Information Systems; Humanities, Library and Information Science
Identifiers
urn:nbn:se:vxu:diva-5695 (URN)
Note

Paper presented at the 5th Evidence Based Library and Information Practice Conference (EBLIP5) June 29th – July 3rd, 2009, Stockholm, Sweden

Available from: 2009-08-16 Created: 2009-08-16 Last updated: 2018-01-13Bibliographically approved
Mirijamdotter, A. & Somerville, M. M. (2009). Systems Thinking as a Leadership Tool for Organizational Effectiveness:: A North American Case Study. In: Basden, A., Eriksson, D.M., and Strijbos, S. (Ed.), The Problem of System Improvement: : Proceedings of the 13th and 14th Annual Working Conference of CPTS. Paper presented at 13th and 14th Annual Working Conference of CPTS (pp. 82-105). Maarssden, The Netherlands: CPTS
Open this publication in new window or tab >>Systems Thinking as a Leadership Tool for Organizational Effectiveness:: A North American Case Study
2009 (English)In: The Problem of System Improvement: : Proceedings of the 13th and 14th Annual Working Conference of CPTS / [ed] Basden, A., Eriksson, D.M., and Strijbos, S., Maarssden, The Netherlands: CPTS , 2009, p. 82-105Conference paper, Published paper (Refereed)
Abstract [en]

Within the context of a three year organizational learning initiative conducted from 2003-2006 at a North American university, nineteen project participants were introduced to rethinking, repurposing, and retooling through guided application of Soft Systems Methodology (SSM) tools. Research findings suggest the efficacy of using ‘soft’ systems thinking for interactive (re)design of technology-enabled environments, systems, and tools. Practice with SSM tools, such as Rich Pictures and interaction models, also expanded participants’ awareness of their potential new roles and responsibilities within a dynamically changing higher education environment. These insights informed project participants’ initiation of user-centric, inquiry based relationships with both co-workers and system users. Results suggest that participatory design processes enabled by leader-led systems thinking practices can advance inclusive workplace dialogue and, thereby, collective (re)learning capabilities.

Place, publisher, year, edition, pages
Maarssden, The Netherlands: CPTS, 2009
Keywords
Soft Systems Methodology, Participatory Action Research, Participatory Design, Leadership Model, University Library
National Category
Information Systems Other Social Sciences not elsewhere specified
Research subject
Computer and Information Sciences Computer Science, Information Systems; Humanities, Library and Information Science
Identifiers
urn:nbn:se:vxu:diva-5693 (URN)978-90-807718-6-4 (ISBN)
Conference
13th and 14th Annual Working Conference of CPTS
Available from: 2009-08-16 Created: 2009-08-16 Last updated: 2018-01-13Bibliographically approved
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4201-8335

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