DEVELOPMENTAL WORK RESEARCH AS COLLABORATION BETWEEN RESEARCHERS, ORGANIZATIONS AND COMMUNITIES

DEVELOPMENTAL WORK RESEARCH AS COLLABORATION BETWEEN RESEARCHERS, ORGANIZATIONS AND COMMUNITIES Yrjö Engeström CRADLE, University of Helsinki 1

MODELS OF INTERACTION BETWEEN UNIVERSITY RESEARCH AND WORK ORGANIZATIONS: TRADITIONAL ACADEMIC RESEARCH UNIVERSITY RESEARCHER PROBLEM FINDINGS IMPACT ON SCIENTIFIC COMMUNITY AND SOCIETY POSSIBLE PRACTICAL APPLICATIONS AND INNOVATIONS 2

MODELS OF INTERACTION BETWEEN UNIVERSITY RESEARCH AND WORK ORGANIZATIONS: COMMISSIONED CONTRACT RESEARCH SERVICES CUSTOMER ORDER AND PAYMENT PROBLEM DELIVERED RESEARCH SERVICE RESEARCHER UNIVERSITY 3

MODELS OF INTERACTION BETWEEN UNIVERSITY RESEARCH AND WORK ORGANIZATIONS: COMMERCIALIZATION UNIVERSITY RESEARCHER RESEARCH IDEA PATENT SPINOFF BUSINESS MONETARY GAIN 4

LIMITS OF COMMERCIALIZATION ANALYSES OF COMMERCIALIZATION OF UNIVERSITY RESEARCH QUESTION THE BENEFITS OF THE COMMERCIALIZATION MODEL IT OFTEN LEADS TO TENSIONS BETWEEN THE LOGIC OF RESEARCH (OPENNESS, CRITICAL PUBLIC SCRUTINY OF DATA AND FINDINGS) AND THE LOGIC OF PROFIT (PRIVATE OWNERSHIP OF KNOWLEDGE, SECRECY) ECONOMIC GAINS FOR UNIVERSITIES ARE OFTEN RATHER MARGINAL MANY SOCIETALLY IMPORTANT PROBLEMS ARE NOT PROMISING FROM A SHORT-TERM COMMERCIAL POINT OF VIEW; THE LOGIC OF PROFIT TENDS TO IGNORE SUCH RESEARCH CHALLENGES 5

KNOWLEDGE AS PUBLIC GOOD THE CLASSIC IDEA OF UNIVERSITY RESEARCH: KNOWLEDGE IS COMMON GOOD, OPEN TO EVERYBODY THE OPEN SOURCE SOFTWARE MOVEMENT HAS REVITALIZED THIS IDEA (Linux as example) ESPECIALLY IN SEARCH FOR SOLUTIONS TO COMPLEX SOCIETAL PROBLEMS, KNOWLEDGE NEEDS TO BE SHARED AND SYNTHESIZED BETWEEN MULTIPLE ACTORS AND STAKEHOLDERS WE NEED MODELS FOR COLLABORATION BASED ON KNOWLEDGE AS PUBLIC GOOD 6

IN CRADLE AT UNIVERSITY OF HELSINKI, WE HAVE DEVELOPED AND PRACTICED THIS KIND OF COLLABORATION SINCE 1994 FOUR KEY IDEAS 1. OBJECT-ORIENTATION 2. CO-CONFIGURATION 3. TRADING ZONES 4. EXPANSIVE LEARNING 7

OBJECT-ORIENTATION LEONT EV: THE IS NO ACTIVITY WITHOUT AN OBJECT THE OBJECT GIVES DURABLE DIRECTION AND PURPOSE TO ACTIVITY: IT IS THE TRUE MOTIVE OF ACTIVITY (NOT REDUCIBLE TO CONSCIOUS GOALS) OBJECT IS A MOVING TARGET, NEVER FULLY ACCOMPLISHED: A HORIZON OF POSSIBLE ACTIONS OBJCET IS MULTI-FACETED, A MOSAIC OF MULTIPLE INTERPRETATIONS, VOICES AND POSITIONINGS OBJECT RESISTS AND KICKS BACK THE DECISIVE FACTOR IN COLLABORATION IS THE RECOGNITION AND CONTINUOUS ELABORATION OF THE (PARTIALLY) SHARED OBJECT 8

Two COLLABORATING ACTIVITY SYSTEMS Instruments Potentially shared object Instruments Subject Subject Rules Community Division of labor Division of labor Community Rules Source: Engeström, Y. (2001) Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 133-156. 12.11.2012 9

CO-CONFIGURATION ADAPTIVE CUSTOMER-INTELLIGENT PRODUCT/SERVICE COMBINATIONS... WITH LONG LIFE CYCLES: THEY ARE NEVER FINISHED ONGOING CONFIGURATION OF THE PRODUCT/SERVICE IN MUTUAL EXCHANGE BETWEEN CUSTOMERS, PRODUCERS, AND THE PRODUCT/SERVICE ACTIVE CUSTOMER INVOLVEMENT AND INPUT INTO THE CONFIGURATION MULTIPLE COLLABORATING PRODUCERS MUTUAL LEARNING FROM INTERACTIONS BETWEEN THE PARTIES 2006 Center for Activity Theory and Developmental Work Research 10

HISTORICAL FORMS OF WORK (adapted from Victor & Boynton, 1998, p. 6 and p. 233)

CO-CONFIGURATION REQUIRES FLEXIBLE KNOTWORKING IN WHICH NO SINGLE ACTOR HAS THE SOLE, FIXED AUTHORITY: THE CENTER DOES NOT HOLD (Engeström, Engeström & Vähäaho, 1999) 2006 Center for Activity Theory and Developmental Work Research 12

NEW KIND OF WORK - NEW KIND OF KNOWLEDGE STANDARDIZED MASS PRODUCTION AND BUREAUCRATIC ORGANIZATION OF WORK REQUIRE STABLE, CLEARCUT CATEGORIES AND PROCEDURES IN CO-CONFIGURATION, THE CLIENT S NEEDS CHANGE AND THE OBJECT MUST BE CONSTANTLY RENEGOTIATED AND RESHAPED; THIS REQUIRES FORWARD-LOOKING CONCEPTUALIZATION OF POSSIBLE ALTERNATIVE FUTURES 2006 Center for Activity Theory and Developmental Work Research 13

TRADING ZONE (GALISON, 1997) "Two groups can agree on rules of exchange even if they ascribe utterly different significance to the objects being exchanged; they may even disagree on the meaning of the exchange process itself. Nonetheless, the trading partners can hammer out a local coordination, despite vast global differences. In an even more sophisticated way, cultures in interaction frequently establish contact languages, systems of discourse that can vary from the most function-specific jargons, through semispecific pidgins, to full-fledged creoles rich enough to support activities as complex as poetry and metalinguistic reflection" (Galison 1997, p. 783) 14

BUILDING AND MAINTAINING TRADING ZONES PHYSICAL AND VIRTUAL SPACES FOR EXCHANGE MUTUAL BENEFIT: BOTH PARTIES CAN OFFER SOMETHING THE OTHER FINDS USEFUL BOUNDARY LANGUAGE 15

EXPANSIVE LEARNING LEARNING EMBEDDED IN TRANSFORMATIONS IN ACTIVITY SYSTEMS LEARNING ORIENTED AT THE OBJECT OF ACTIVITY LEARNING AS COLLABORATIVE CREATION OF NEW PATTERNS OF ACTIVITY LEARNING DRIVEN BY CONTRADICTIONS IN PRESENT ACTIVITY LEARNING INITIATED BY MUNDANE DISTURBANCES AND DEVIATIONS LEARNING AS LONGITUDINAL JOURNEY THROUGH A COLLECTIVE ZONE OF PROXIMAL DEVELOPMENT LEARNING REALIZED BY MEANS OF EXPANSIVE LEARNING ACTIONS INTERVENTIONIST METHODOLOGY; THE CHANGE LABORATORY CENTER FOR RESEARCH ON ACTIVITY, 12.11.2012 DEVELOPMENT AND LEARNING CRADLE 16 2012

EXPANSIVE LEARNING LEARNING WHAT IS NOT YET THERE: THE OBJECT OF ACTIVITY IS QUALITATIVELY TRANSFORMED SO AS TO OPEN UP A HORIZON OF WIDER POSSIBILITIES AND NEW ACTIONS COLLABORATIVE CREATION OF NEW CONCEPTS AND PATTERNS OF ACTIVITY, DRIVEN BY CONTRADICTIONS IN PRESENT ACTIVITY LENGTHY JOURNEY THROUGH A COLLECTIVE ZONE OF PROXIMAL DEVELOPMENT SOCIO-SPATIAL DIMENSION: THE OBJECT BECOMES BIGGER IN SIZE AND ENCOMPASSES MORE ACTORS TEMPORAL DIMENSION: THE OBJECT BECOMES MORE DURABLE AND SPANS A LONGER PERIOD OF TIME ETHICAL-POLITICAL DIMENSION: THE CONSEQUENCES OF THE NEW OBJECT REQUIRE NEW KINDS OF RESPONSIBILITY CENTER FOR RESEARCH ON ACTIVITY, 12.11.2012 DEVELOPMENT AND LEARNING CRADLE 17 2012

EXPANSIVE LEARNING IS ALSO MULTI-VOICED SIDEWAYS LEARNING STRUGGLE, NEGOTIATION AND PARTIAL HYBRIDIZATION BETWEEN ALTERNATIVE, COMPETING AND COMPLEMENTARY CONCEPTUALIZATIONS OF THE PHENOMENA UNDER INVESTIGATION CENTER FOR RESEARCH ON ACTIVITY, 12.11.2012 DEVELOPMENT AND LEARNING CRADLE 18 2012

EXPANSIVE LEARNING CYCLE 7. CONSOLIDATING WHAT DOES THIS MEAN FOR OUR PARTNERS 6. REFLECTING ON AND ASSESSING THE PROCESS WHAT DID WE ACHIEVE 1. QUESTIONING CHANGE IS NEEDED 5. IMPLEMENTING RESISTANCE AND REVISION OF THE MODEL 2. ANALYSIS WHAT IS BEHIND THE PROBLEMS 4. EXAMINING THE MODEL HOW WOULD THIS MODEL WORK IN REAL ACTIVITY 3. MODELING HOW DO WE WANT TO FUNCTION AFTER FIVE YEARS CENTER FOR RESEARCH ON ACTIVITY, 12.11.2012 DEVELOPMENT AND LEARNING CRADLE 19 2012

EXAMPLE: COLLABORATION BETWEEN CRADLE AND THE PRIMARY HEALTH CARE OF THE CITY OF HELSINKI 1994: MY DOCTORAL STUDENT RIITTA SIMOILA DEFENDS HER PhD THESIS AND BECOMES DEVELOPMENT MANAGER OF HELSINKI PRIMARY CARE 1997-1999: HELSINKI CHILDREN S HOSPITAL AND HELSINKI PRIMARY CARE FUND A CRADLE RESEARCH PROJECT FOR DEVELOPING COLLABORATIVE CARE FOR CHRONICALLY ILL CHILDREN; THE IDEA OF CARE AGREEMENT IS GENERATED 2000-2002: HELSINKI PRIMARY CARE AND THE HELSINKI HOSPITAL DISTRICT FUND A CRADLE PROJECT FOR DEVELOPING COLLABORATION BETWEEN PRIMARY AND SPECIALIZED CARE FOR CHRONIC PATIENTS WITH MULTIPLE ILLNESSES; CARE AGREEMENT IS TESTED, TOOLS AND PROCEDURES ARE DVELOPED 2006: MY DOCTORAL STUDENT ANNA-LIISA NIEMELÄ DEFENDS HER PhD THESIS AND BECOMES SPECIAL PLANNER AT HELSINKI PRIMARY CARE 20

2006-2009: HELSINKI PRIMARY CARE FUNDS A CRADLE PROJECT FOR DEVELOPING NEW INNOVATIVE PRACTICES FOR THE HOME CARE OF THE ELDERLY; ONE OF THE HOME CARE MANAGERS BECOMES DOCTORAL STUDENTS AT CRADLE 2009: BOOK PROMISING HOME CARE: NEW MODELS FOR WORK WITH THE ELDERLY IS PUBLISHED, BASED ON THE RESULTS OF THE PROJECT 2010: THE MAYOR S PRIZE ACCOPLISHMENT OF THE YEAR IS AWARDED TO THE HOME CARE DEPARTMENT FOR THE DEVELOPMENT AND IMPLEMENTATION OF THE INNOVATIVE PRACTICE OF MOBILITY AGREEMENT AIMED AT NURTURING PHYSICAL MOBILITY AMONG OLD PEOPLE LIVING AT HOME WITH ILLNESSES 2010-2012:CRADLE RESEARCH PROJECT (FUNDED BY THE FINNISH TECHNOLOGY AGENCY) FOLLOWS UP AND SUPPORTS THE IMPLEMENTATION OF INNOVATIONS DEVELOPED IN HELSINKI HOME CARE 2011-2015: CRADLE RESEARCH PROJECT ON CONCEPT FORMATION IN COLLABORATIVE WORK (FUNDED BY ACADEMY OF FINLAND) FOLLOWS THE COLLECTIVE FORMATION OF THE NEW CONCEPT OF SUSTAINABLE PHYSICAL MOBILITY FOR ELDERLY HOME CARE CLIENTS 21

HOW ARE THE FOUR KEY IDEAS USED IN THE COLLABORATION BETWEEN CRADLE AND HELSINKI PRIMARY CARE? 1. OBJECT-ORIENTATION: * COLLABORATION HAS BEEN BUILT AROUND TWO CONCRETE OBJECTS: (1) CHRONICALLY ILL PATIENTS WHO NEED COORDINATION BETWEEN MULTIPLE FRAGMENTED CAREGIVERS (1997->2002); (2) OLD SICK PEOPLE LIVING AT HOME, NEEDING MORE HOLISTIC SERVICES TO DEAL WITH LOSS OF MOBILITY, MEMORY AND SOCIAL TIES (2006->ONGOING). * THESE ARE NOT ADMINISTRATIVE PSEUDO-OBJECTS! 22

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2. CO-CONFIGURATION: * MULTIPLE PARTIES AND TYPES OF EXPERTISE HAVE BEEN INVOLVED IN EACH PROJECT -PRIMARY CARE GENERAL PRACTITIONERS, HOSPITAL PHYSICIANS OF MULTIPLE SPECIALTIES, NURSES, ADMINISITRATORS, AND ABOVE ALL PATIENTS THEMSELVES -HOME CARE NURSES, SUPERVISORS AND MANAGERS, PHYSICAL THERAPISTS AND MOBILITY EXPERTS, AND ABOVE ALL ELDERLY CLIENTS THEMSELVES * LONGITUDINAL TRAJECTORIES OF CARE HAVE BEEN JOINTLY ANALYZED AND DESIGNED WITH THE HELP OF MUTUAL AGREEMENTS -CARE AGREEMENT PRACTICE AND TOOLS -MOBILITY AGREEMENT PRACTICE AND TOOLS 24

3. TRADING ZONES: * SPACES OF EXCHANGE: PROJECT GROUPS AND STEERING GROUPS; CRADLE DOCTORAL PROGRAM - SEVERAL HELSINKI HEALTH CARE MANAGERS AND EXPERTS HAVE BEEN OR ARE CURRENTLY DOCTORAL STUDENTS AT CRADLE * THE LANGUAGE OF RESEARCH (ACTIVITY THEORY AND DEVELOPMENTAL WORK RESEARCH) TRANSLATED FOR PRACTITIONERS IN THE FORM OF DIAGRAMS AND VISUALIZATIONS, USED AS WORKING TOOLS IN ANALYSIS AND DESIGN 25

4. EXPANSIVE LEARNING: * SYSTEMATIC USE OF CHANGE LABORATORY INTERVENTIONS TO GENERATE EXPANSIVE LEARNING BOTH AMONG MANAGERS AND FRONTLINE PRACTITIONERS & CLIENTS/PATIENTS * MULTIPLE CYCLES OF EXPANSIVE LEARNING: BUILDING LONG-TERM CONTINUITY; BRIDGES BETWEEN CYCLES * MINI-CYCLES AT THE LEVEL OF CRITICAL ENCOUNTERS BETWEEN CLIENTS AND PRACTITIONERS ARE OBSERVED, ANALYZED AND DEVELOPED 26

CONCLUSION RESEARCHERS NEED COLLABORATION PARTNERS WILLING TO ENGAGE IN LONG-TERM EFFORTS TO RESOLVE COMPLEX SOCIETAL PROBLEMS AND CHALLENGES SUCH FUTURE-MAKING MANAGERS AND LEADERS NEED TO BE NURTURED AT THE SAME TIME, SUCCESS DEPENDS ON FOCUSING ON CONCRETE OBJECTS AND REAL ACTORS; PEOPLE AT THE BOTTOM OF THE HIERARCHY NEED TO BE GIVEN VOICE AND AGENCY IN THESE KINDS OF COLLABORATIVE PROJECTS 27