Results The individual variation was considerable. Duration and frequency of different types of work activities were analysed. Ten first- and second-line managers in different health care settings were studied in detail from 3.5 and 4 days each. Methods Structured and unstructured observations were used. Hence, the social/emotional learning dimension is of great importance, and should be utilised, in the development of arranged SME learning groups.Īim The aim of the present study was to explore and describe what characterizes first- and second-line health care managers’ use of time.īackground Many Swedish health care managers experience difficulties managing their time. This paper, therefore, concludes that the mere focus on cognitive learning outcomes is not enough to successfully act upon business opportunities. This paper proposes a two-dimensional framework of cognitive and social/emotional learning outcomes where both are strongly correlated to internal efficiency but only the social/emotional outcomes are correlated to external effectiveness. Based on a survey of owners/managers who took part in the government-supported learning programme, krAft, an exploratory factors analysis and a regression analysis were conducted. The aim of this paper is, therefore, to develop an assessment framework for entrepreneurial learning and empirically illustrate its potential on a specific small- and medium-sized enterprises (SME) learning programme. The unique features of entrepreneurial learning, which involves multiple dimensions, are not easily captured and today few appropriate assessment frameworks exist. It is important to acknowledge managers' fragmented working situation and to recognize that management should be seen as collective process, or as part of an administrative system. Using biophysical measures, the research finds that stress reported by the managers is caused by (a) interruptions during challenging tasks and (b) personal situations such as private dilemmas and conflict-loaded or ineffective meetings. ![]() None of the managers' approaches for handling the multiple legitimation processes and delimiting their workload boundaries really challenges the complexity of the coexistence of the multiple logics or the boundlessness of their working hours. Activities deal with the coexisting and competing logics of employeeship, administration, and strategy and risk handling. ![]() The timeuse patterns vary individually though some patterns are related to position and unit type. The qualitative and quantitative evidence reveals the fragmentation in their nine-hour working days where each activity, on average, lasts only ten minutes. This chapter reports on the work activities, time-use patterns, and stress patterns of ten health care managers in Sweden. We identify two ambidextrous learning logics, within complex work processes, based on either the executional or developmental mode, as a complement to existing knowledge on learning in organisations. An in-depth qualitative approach was used, where four learning processes were identified and analysed. The purpose of this study is to understand learning processes during unplanned managerial work in practice, from an ambidextrous perspective. These logics are interpreted as an interdependent duality and not only as two equally important entities. A theoretical framework with two learning logics, developmental and executional learning were used. Managerial work is ad hoc and full of daily disturbances, and as learning in organisations often occurs unplanned, it is of interest to study learning processes during unplanned managerial work. For this, managerial work has been identified as crucial. ![]() Learning processes have an impact on both specific problems and provide wider knowledge of different work processes.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |