Allison Littlejohn & Anoush Margaryan Caledonian Academy Glasgow Caledonian University, UK

work & learning

Personalised Social Continual Redefined relationships Self-regulated Littlejohn, A., & Margaryan, A. (2013) Technology-Enhanced Professional Learning: Processes, Practices, and Tools. Routledge

work trends agency transferring from people to systems producer and consumer of data may be the same person new forms of governance of data present issues around how individuals and organisations learn from incidents What are effective ‘knowledge-governing practices’ in relation to LFI?

technology trends data tracking becomes part of daily practice analytics based on metrics and ontologies bottom up systems based on sematic web technologies top down systems designed around organisational view of knowledge and data bottom up knowledge production at odds with top down structured activities How can technologies support knowledge governance to improve learning from incidents?

learning trends LFI links different people with different epistemic cultures and values Knowledge/ data interpreted and analysed in different ways LFI knowledge governance can be viewed as a ‘judgment’ rather than developmental process What unit of analysis of learning can improve LFI?

What are effective ‘knowledge-governing practices’ in relation to LFI? How can technologies support knowledge governance to improve learning from incidents? What unit of analysis of learning can improve LFI? questions

tensions and ambiguities Our framing of LFI shapes each learning event. LFI is both top down and bottom up (whether we recognize this or not). LFI may embody a process of ‘judgement’ that shapes the outcome (i.e. ‘political’ considerations influence the process). LFI activities tend to focus on cognitive aspects of learning, but sensemaking involves other factors.

“employees, and the organisation as a whole, seek to understand any negative safety events that have taken place (for example, an explosion in a refinery furnace) to prevent similar future events” Lukic, 2012, p. 12. learning from incidents

LFI Engage Framework

LFI Engage Process Model

LFI-Engage Toolkit LFI Process LFIQ LFI Guidelines Engagement Workshops The LFI Process Model helps companies map their current LFI initiatives against the phases of effective LFI and identify potential gaps. The LFI Process Model includes six main phases of LFI: Reporting, Investigating, Developing incident alerts, Disseminating, Contextualising and Implementing actions. The model helps frontline and safety managers integrate all LFI initiatives in ways that support learning throughout LFI. LFIQ (Learning from Incidents Questionnaire) helps companies diagnose the quality of their LFI practices and processes by measuring employee perceptions. The results of LFIQ can help frontline managers, supervisors and safety managers identify which areas to prioritise to make LFI as effective as possible. LFI Guidelines can be used by frontline managers, supervisors and safety managers to improve the local work environment and LFI processes and practices. The LFI Guidelines are organised around each of the phases of the LFI Process Model. Engagement workshops are workshop-style activities that can help engage employees with leaning from incidents and create an opportunity for making sense of incident information and relating it to the employees’ own work.

LFI-Engage Questionnaire

LFI-Engage Guidelines

LFI-Engage Actvities

Unit of analysis of learning system network community individual

system: activity theory

community: trialogical learning monologicaldialogicaltrialogical

community: situated learning

individual: self –regulated learning ForethoughtPerformance Self- reflection ForethoughtPerformanceSelf-reflection Task analysis Goal setting Strategic planning Self-motivation belief Self-efficacy Task interest/value Self-control Task strategies Elaboration Critical Thinking Help seeking Interest enhancement Self-judgement Self-evaluation Self-reaction Self-satisfaction/affect

focuses on immediate task, sets goals with others, networks internally looks beyond immediate task, sets own goals, networks internally & externally answer questions SRL scorefeedback individual: self –regulated learning

network: actor network theory

system network community individual theoretical framing of LFI?

Allison Littlejohn & Anoush Margaryan Caledonian Academy Glasgow Caledonian University, UK