Sage Journals: Discover world-class research

Abstract

This study examines learning in an exceptional situation. The study was carried out during the 2020 COVID-19 pandemic, when the organisations’ operations changed suddenly as the crisis broke out. The aim of the study is to structure activities during the crisis and the learning related to the adaptation of organisations. The study compares organisational learning in two different types of organisations, one in the health care sector and the other in the social construction and property sector.

Keywords

coronavirus pandemic complexity expansive learning learning in a crisis the zone of proximal development

Get full access to this article

View all access options for this article.

References

Alharthi

S. A.

Lalone

N. J.

Sharma

H. N.

Dolgov

Toups

Z. O.

(2021). An activity theory analysis of search & rescue collective sensemaking and planning practices. Proceedings of the 2021 CHI Conference on human factors in computing systems, Tokyo, Japan, May 8–13, 2021.

Antonacopoulou

E. P.

Sheaffer

(2014). Learning in crisis: Rethinking the relationship between organizational learning and crisis management. Journal of Management Inquiry, 23(1), 5–21. https://doi.org/10.1177/1056492612472730

Anttila

(2012). Enhancing human security through crisis management - opportunities and challenges for learning. [Doctoral Thesis]. National Defence University.

Anttila

(2014). Human security and learning in crisis management. Journal of Humanitarian Logistics and Supply Chain Management, 4(1), 82–94. https://doi.org/10.1108/jhlscm-04-2013-0014

Argyris

(1977). Double loop learning in organizations. Harvard Business Review, 55(5), 115–125.

Argyris

(1997). Learning and teaching: A theory of action perspective. Journal of Management Education, 21(1), 9–26. https://doi.org/10.1177/105256299702100102

Argyris

Schön

D. A.

(1978). Learning organizations: A theory of action perspective. Addison-Westley.

Boddy

C. R.

(2016). Sample size for qualitative research. Qualitative Market Research: An International Journal, 19(4), 426–432. https://doi.org/10.1108/qmr-06-2016-0053

Boeren

Roumell

E. A.

Roessger

K. M.

(2020). COVID-19 and the future of adult education: An editorial. Adult Education Quarterly, 70(3), 201–204. https://doi.org/10.1177/0741713620925029

10.

Bohmer

Shand

Allwood

Wragg

Mountford

(2020). Learning systems: Managing uncertainty in the new normal of Covid-19. NEJM catalyst. https://catalyst.nejm.org/doi/full/10.1056/CAT.20.0318

11.

Daniels

(2008). Reflections on points of departure in the development of sociocultural and activity theory. In Van Oers

Wardekker

Elbers

Van Der Veer

(Eds.), The transformation of learning. Advances in cultural-historical activity theory (pp. 58–75). Cambridge University Press.

12.

Engelbrecht

Gilson

Barker

Vallabhjee

Kantor

Budden

Parbhoo

Lehmann

(2021). Prioritizing people and rapid learning in times of crisis: A virtual learning initiative to support health workers during the COVID-19 pandemic. International Journal of Health Planning and Management, 36(S1), 168–173. https://doi.org/10.1002/hpm.3149

13.

Engeström

(1987). Learning by Expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit.

14.

Engeström

(1999). Innovative learning in work teams: Analyzing cycles of knowledge creation in practice. In Engeström

Miettinen

Punamäki

R.-L.

(Eds.) Perspectives on activity theory (pp. 377–406). Cambridge University Press.

15.

Engeström

(2001) Expansive learning at work: Toward an activity theoretical reconceptualization, Journal of Education and Work, 14(1), 133–156. https://doi.org/10.1080/13639080020028747

16.

Engeström

(2008). From teams to Knots: Activity-theoretical studies of collaboration and learning at work. Cambridge University Press.

17.

Engestrom

(2016). Studies of expansive learning: foundations, findings and future challenges. In Studies in expansive learning (pp. 35–78). Cambridge University Press.

18.

Engeström

(2018). Toward a new framework for understanding expertise. In Expertise in Transition: Expansive Learning in Medical Work (pp. 3–32). Cambridge University Press.

19.

Eriksson

Kovalainen

(2016). Qualitative Methods in Business research, A practical Guide to social research (first repr). SAGE Publications Ltd.

20.

Fulmer

R. M.

Keys

J. B.

(1998). A conversation with Peter Senge: New developments in organizational learning. Organizational Dynamics, 27(2), 33–42. https://doi.org/10.1016/S0090-2616(98)90022-5

21.

Goniewicz

Khorram-Manesh

Hertelendy

A. J.

Goniewicz

Naylor

Burkle

F. M.

(2020). Current response and anagement decisions of the European union to the COVID-19 outbreak: A review. Sustainability, 12(9), 3838. https://doi.org/10.3390/su12093838

22.

Government Author . (2020). Government, in cooperation with the President of the Republic, declares a state of emergency in Finland over coronavirus outbreak. Government of Finland Webpage. https://valtioneuvosto.fi/en/-/10616/hallitus-totesi-suomen-olevan-poikkeusoloissa-koronavirustilanteen-vuoksi

23.

Hedegaard

(2005). The zone of proximal development as basis for instruction. In An introduction to Vygotsky (pp. 234-258). Routledge.

24.

Janssen

van der Voort

(2020). Agile and adaptive governance in crisis response: Lessons from the COVID-19 pandemic. International Journal of Information Management, 55(1), 102180. https://doi.org/10.1016/j.ijinfomgt.2020.102180

25.

Koronis

Ponis

(2018). Better than before: The resilient organization in crisis mode. Journal of Business Strategy, 39(1), 32–42. https://doi.org/10.1108/jbs-10-2016-0124

26.

Kuusisaari

(2016). Kehittävä kollaboraatio. Uuden tiedon tuottaminen opettajien lähikehityksen vyöhykkeellä. Diss. University of Helsinki, Faculty of Educational Sciences, Department of Education.

27.

Laitinen

(2009). Tietoperustainen johtaminen – case Helsinki. (eng. Evidence based management), acta nr 216. The Association of Finnish Local and Regional Authorities.

28.

Lee

Hwang

Moon

M. J.

(2020). Policy learning and crisis policy-making: quadruple-loop learning and COVID-19 responses in South Korea. Policy and Society, 39(3), 363–381. https://doi.org/10.1080/14494035.2020.1785195

29.

(2010). Understanding computer supported collaborative medical problem solving: Diverse perspectives and multiple methods. In Luzzatto

DiMarco

(Eds.), Collaborative learning: methodology, types of interactions and techniques (pp. 165–196. Nova Science Publishers.

30.

Marshall

Cardon

Poddar

Fontenot

(2013). Does sample size matter in qualitative research?: A review of qualitative interviews in IS research. Journal of Computer Information Systems, 54(1), 11–22. https://doi.org/10.1080/08874417.2013.11645667

31.

Mason

(2010). Sample size and saturation in PhD studies using qualitative interviews (Vol. 11, p. 3). Forum qualitative Sozialforschung/Forum: qualitative social research.

32.

McCullough

(1996). National blood programs in developed countries. Transfusion, 36(11–12), 1019–1032. https://doi.org/10.1046/j.1537-2995.1996.36111297091749.x

33.

McMillan

(2004). Complexity, organizations and change – an essential introduction. Routledge.

34.

Newman

Holzman

(1993). Lev Vygotsky - revolutionary scientiest. Routledge.

35.

Orth

Schuldis

P. M.

(2021). Organizational learning and unlearning capabilities for resilience during COVID-19. The Learning Organization.

36.

Roberts

K. H.

Madsen

Desai

(2007). Organizational Sensemaking during Crisis. In Pearson

C. M.

Roux-Dufort

Clair

J. A.

(Eds.), International Handbook of Organizational Crisis Management. SAGE Publications.

37.

Sandelowski

(1995). Sample size in qualitative research. Research in Nursing & Health, 18(2), 179–183. https://doi.org/10.1002/nur.4770180211

38.

Senge

(1990). The fifth discipline: The art and practice of organizational learning. Doubleday/Currency.

39.

Shaw

(2002). Changing conversations in organizations: A complexity approach to change. Psychology Press.

40.

Smith

Elliott

(2007). Exploring the barriers to learning from crisis organizational learning and crisis. Management Learning, 38(5), 519–538. https://doi.org/10.1177/1350507607083205

41.

Stacey

(1992). Managing the unknowable – strategic boundaries between order and chaos in organizations. Jossey-Bass Publishers.

42.

Stacey

(1995). The Role of chaos and self-organizaion in the development of creative organization. In Albert

(Ed.), Chaos and Society (pp. 239–252). Presses de l´Université du Quebec.

43.

Stacey

R. D.

(1996). Complexity and creativity in organizations. Berrett-Koehler Publishers.

44.

Stacey

(2001). Complex responsive processes in organizations, Routledge London.

45.

Stacey

(2003). Learning as an activity of independent people. The Learning Organization, 10(6), 325-331. https://doi.org/10.1108/09696470310497159.

46.

Stacey

R. D.

(2007). Strategic management and organisational dynamics: The challenge of complexity to ways of thinking about organisations. Pearson education.

47.

Stacey

(2010). Complexity and organizational reality: Uncertainty and the need to rethink management after the Collapse of investment capitalism, Routledge.

48.

Stenvall

Kinder

Kuoppakangas

Laitinen

(2018). Unlearning and public services-a case study with a vygotskian approach. Journal of Adult and Continuing Education, 24(2), 188–207. https://doi.org/10.1177/1477971418818570

49.

Stern

(1997). Crisis and Learning: A Conceptual Balance Sheet. Journal of Contingencies and Crisis Management, 5(2), 69–86. https://doi.org/10.1111/1468-5973.00039

50.

Stevenson

(2007). Making meaning in workplace settings. In Osborne

Houston

Toman

(Eds.), The pedagogy of lifelong learning. Understanding effective teaching and learning in diverse contexts (pp. 41–53). Routledge.

51.

Streatfield

P. J.

(2001). The paradox of control in organizations, Routledge.

52.

Timmermans

Tavory

(2012). Theory Construction in qualitative research: From grounded theory to abductive analysis. Sociological Theory, 30(3), 167–186. https://doi.org/10.1177/0735275112457914

53.

Uusikylä

Tommila

Uusikylä

(2020). Disaster management as a complex system: Building resilience with new systemic tools of analysis. In Society as an Interaction Space (161–190). Springer.

54.

Valecha

Rao

H. R.

Upadhyaya

S. J.

Sharman

(2019). An activity theory approach to modeling dispatch-mediated emergency response. Journal of the Association for Information Systems, 20(1), 33–57. https://doi.org/10.17705/1jais.00528

55.

Van Der Veer

(2011). Lev Vygotsky: Continuum Library of Educational Thought. Bailey

(Ed.). Continuum International Publishing Group.

Organisational learning during the coronavirus pandemic: A case study on models for extended learning and complexity management

Abstract

Keywords

Get full access to this article

References