Digital Transformation of Learning Organizations
This open access volume provides insight into how organizations change through the adoption of digital technologies. Opportunities and challenges for individuals as well as the organization are addressed. It features four major themes: 1. Current research exploring the theoretical underpinnings of d...
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| Hauptverfasser: | , , , |
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| Format: | E-Book |
| Sprache: | Englisch |
| Veröffentlicht: |
Cham
Springer Nature
2021
Springer International Publishing AG German Federal Ministry of Education and Research |
| Ausgabe: | 1 |
| Schlagworte: | |
| ISBN: | 3030558770, 9783030558772, 9783030558789, 3030558789 |
| Online-Zugang: | Volltext |
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Inhaltsangabe:
- Intro -- Preface -- Acknowledgement -- Contents -- Contributors -- Editors -- About the Editors and Contributors -- Part I: Digital Transformation in the Project #ko.vernetzt -- Chapter 1: #ko.vernetzt: Digital Transformation of an Educational Organization from a Media Educational Viewpoint -- 1.1 #ko.vernetzt: Assumptions and Leading Concept -- 1.1.1 Connected Organization: Connected Learning? -- 1.1.2 Four Areas of Activity -- 1. Qualification Tailored to the Needs of the Employees and the Organization -- 2. Individual Media Development Projects -- 3. Documentation, Networking, and Mentoring -- 4. Scientific Documentation, Evaluation, and Reflection -- 1.5 Qualification -- 1.5.1 1.2.1 Work-Related Digital Competence -- 1.5.2 1.2.2 Topics of Qualification -- 1.5.3 1.2.3 Qualification Formats -- 1.5.4 1.2.4 Critical Reflection on the Qualification Measures -- 1.6 #ko.vernetzt: Digitization from Three Perspectives -- 1.6.1 1.3.1 The Organizational Perspective -- 1.6.2 1.3.2 The Employees' Perspective -- 1.6.3 1.3.3 The Media Educational Perspective -- 1.7 An Interim Conclusion: #ko.vernetzt as Pulse Generator -- References -- Chapter 2: Multi-Stakeholder Dialogues as Instrument for Design and Qualitative Research in Educational Organisations -- 2.1 Introduction -- 2.2 Double Meaning of Dialogue Formats -- 2.2.1 Framework and Basic Assumptions -- 2.2.2 Mediating Group Discussions -- 2.2.3 Investigative Group Discussions -- 2.2.4 Unifying Concept: Multi-Stakeholder Dialogues -- 2.3 Design Dimensions of Dialogue Formats in Learning Organisations -- 2.4 Empirical Dimensions of Dialogue Formats -- 2.5 Results from the Dialogue Formats in the Project #ko.vernetzt -- 2.5.1 Description of the Study -- 2.5.2 Individualisation of Digitisation -- 2.5.3 Technology-Driven Digitisation -- 2.5.4 Rigid Organisational Culture -- 2.6 Conclusion -- References
- Chapter 6: The Concept of a Digital Twin and Its Potential for Learning Organizations -- 6.1 Introduction -- 6.2 Approaches to the Learning Organization -- 6.2.1 Learning to Change, Changing to Learn -- 6.2.1.1 Learning as Change from within -- 6.2.1.2 Team Learning -- 6.2.1.3 Continuous Learning and Change -- 6.2.1.4 Specific Activities Fostering Individual Change and Learning -- 6.2.2 Conclusion -- 6.3 The Digital Twin -- 6.3.1 Approaches to a Definition of the Digital Twin -- 6.3.2 Purpose of the Digital Twin -- 6.3.2.1 Technological Purpose -- 6.3.2.2 Economic Purpose -- 6.3.3 The Digital Twin for and of Humans -- 6.3.4 Conclusion -- 6.4 Learning with the Digital Twin -- 6.5 Discussion and Outlook -- References -- Chapter 7 Individualizing Workplace Learning with Digital Technologies -- 7.1 Introduction -- 7.2 Theoretical Foundations -- 7.3 Method -- 7.4 Findings -- 7.4.1 Digital Tools Embedded in the Specific Work and Training Structures -- 7.4.2 Tools Easing Communication in a Modern Learning Culture -- 7.4.3 How Learning and Competence Development Change -- 7.5 Conclusion -- References -- Chapter 8: Responsible Digital Transformation of Social Welfare Organizations -- 8.1 Introduction -- 8.2 Organizational Development and Innovation in the Context of Social Services -- 8.3 Frameworks for Responsible Development and Implementation of Digital Technologies -- 8.4 Practical Experiences: A Case Study -- 8.5 Conclusion -- References -- Chapter 9: Leading Transformation with Digital Innovations in Schools and Universities: Beyond Adoption -- 9.1 Introduction -- 9.2 Formal Leaders in Formal Organizations: Limiting Space for Innovation -- 9.2.1 Formal Leadership: Doing Things Right with People, Power, Systems, and Change -- 9.2.2 Formal Organization: Restricting Adaptive Space for Innovation
- 12.2 Literature Review -- 12.2.1 Organizational Context -- 12.2.2 Leadership -- 12.2.3 People -- 12.3 Implementing the Model: A Case Study -- 12.3.1 Stuck in the Analog -- 12.3.2 Elements of Organizational Context as a Barrier -- 12.3.3 Building Leadership Able to Create and Sustain the Change -- 12.3.4 Using Resources to Begin Moving Forward -- 12.3.5 The People, the Competencies, the Culture -- 12.3.6 A Few Adjustments -- 12.4 Implications and Recommendations -- References -- Chapter 13: Resistance to (Digital) Change -- 13.1 Introduction: Resistance to Change - A Topic for the Digital Sphere? -- 13.2 Change and Resistance -- 13.2.1 Change and Resistance - Current Understandings -- 13.2.2 Employee Resistance to Organizational Change -- 13.2.3 Resistance to Change as a Systemic Phenomenon -- 13.3 Addressing Resistance to Digital Change as a Learning Challenge -- 13.3.1 Knut Illeris: Dimensions, Processes, and Types of Learning -- 13.3.2 "Nonlearning" as Resistance to (Digital) Change -- 13.3.3 Mismatches in Learning - An Undetected Form of "Resistance"? -- 13.4 Resistance to Digital Change - Unanswered Questions -- References -- Chapter 14 Digital Transformation in Learning Organizations -- 14.1 Introduction -- 14.2 Dimensions of Digital Transformation in Learning Organizations -- 14.3 Theoretical Perspectives on Digital Transformations in Learning Organizations -- 14.3.1 Individual Participation and Organizational Change -- 14.3.2 Leadership between Professionalization and Strategy -- 14.3.3 Resistance and Inertia -- 14.4 Considerations to #ko.vernetzt -- References -- Index
- 9.3 Informal Leaders in Less Formal Organizations: Creating Adaptive Spaces -- 9.3.1 Informal Leadership: Doing the Right Things with People, Power, Systems, and Change -- 9.3.2 Informal Organization: Creating Adaptive Spaces for Digital Innovation Teams with People, Power, Systems, and Change -- 9.4 Toward a New Theory for Practicing Organization Transformation Through Digitization Innovations -- 9.4.1 Formal Innovation: An Addiction to Adopting Technology in Closed Systems -- 9.4.2 Getting Digital Innovation Experiments Done: Developing Digital Innovation Teams -- 9.4.3 Identifying the Cusp of Change on Our Way to Organization Transformation: A Critical Moment for Innovation Team Leaders -- 9.4.4 Leading Learning Organization Transformation/Emergence with Digital Innovations: A Guide for Leaders -- 9.4.5 Concluding Remarks -- References -- Chapter 10: The "Digital Facilitator": An Extended Profile to Manage the Digital Transformation of Swiss Vocational Schools -- 10.1 Introduction -- 10.2 Digitalisation and Vocational Education in Switzerland -- 10.3 Teachers' Digital Competence -- 10.3.1 The Concept of Digital Competence: A Brief Overview of Its Evolution -- 10.3.2 Digital Competence and Teachers' Professional Profile -- 10.4 Towards a Digital Facilitator Profile -- 10.4.1 Procedure -- 10.4.2 Results -- 10.5 Discussion -- 10.6 Conclusion -- References -- Chapter 11 Sustainability in a Digital Age as a Trigger for Organizational Development in Education -- 11.1 Introduction -- 11.2 Sustainability in a Digital Age -- 11.3 About Crises and Wicked Problems -- 11.4 Transformations of Educational Organizations? -- 11.5 Conclusion -- References -- Chapter 12: Competencies, Culture, and Change: A Model for Digital Transformation in K-12 Educational Contexts -- 12.1 Introduction -- 12.1.1 Digital Transformation and Second-Order Change
- Chapter 3: Tracing Digital Transformation in Educational Organizations -- 3.1 Introduction -- 3.2 Research Background -- 3.2.1 The Joint Research Project #ko.vernetzt -- 3.2.2 Research Context: Kolping-Bildungswerk Paderborn -- 3.3 Tracing the State of Digitalization: Development and Application of a Maturity Model -- 3.3.1 Background and Rationale -- 3.3.2 Operationalization -- 3.4 Results -- 3.4.1 Discussion -- 3.5 Tracing Developments in the Field of Digitalization: A Multi-Perspective Evaluation of a Professional Development Program -- 3.5.1 Background and Rationale -- 3.5.2 Operationalization -- 3.6 Results -- 3.6.1 Discussion -- 3.7 Conclusion and Outlook -- References -- Part II: International Perspectives on Digital Transformation of Learning Organizations -- Chapter 4: Organizational Learning and Digital Transformation: A Theoretical Framework -- 4.1 Introduction -- 4.2 Digital Transformation: An Inventory -- 4.2.1 Organizations and Digital Transformation -- 4.2.2 Coping with Digital Transformation -- 4.2.3 Opportunities and Challenges of Digital Transformation -- 4.3 Organizational-Theoretical Considerations: The Relationship Between Actor and Organization -- 4.4 The Crisis: An Occasion for Learning and Educational Processes -- 4.5 Conclusion -- References -- Chapter 5: Learning Organizations in the Age of Smart Machines -- 5.1 Resurgence of the "Learning Organization" -- 5.2 Smart Machines and the Locus of Learning -- 5.2.1 The Role of Technology -- 5.2.2 Learning at the Intersection of Smart Machines and Humans -- 5.3 Humans + Machines -- 5.3.1 Hybrid Activities -- 5.3.2 Fusion Skills as Success Factors for Learning and Performance -- 5.4 Augmentation Strategies -- 5.5 The Contribution of Human Resource Development -- 5.6 The Learning Organization in the age of Smart Machines -- References