Abstract
AbstractThis chapter offers a synthesis of the conceptual and methodological considerations of the previously presented frameworks and instruments. It adjusts the methodological concepts for eliciting, representing, and processing work knowledge for practical use. Based on elementary modeling constructs we provide a unifying framework that guides the design of organizational interventions when enabling the emergence of novel digital workplace designs and work practices. According to the architecture, support systems for organizational learning enable augmenting processes with work-relevant knowledge, including the execution of specified behavior representations. Overall goal is developing consensually shared workflow designs—developed for and by the actual set of people executing a workflow. The structured procedure allows a generalized architecture based on a common organizational memory and dedicated components for articulation, informed alignment through organizational learning support, and process prototyping.
Highlights
Business processes describe how actors work together and perform their work in an organization to pursue a common goal
The roles and activities of stakeholders involved in explicit Articulation Work need to be clarified, as they go beyond implicit Articulation Work and prevention of “problematic” situations
Behavioral requirements refer to orders or interdependencies among collaboration brackets and constraints and guidelines of how an actor may implement a subject’s activities
Summary
Work is an inherently cooperative phenomenon (Helmberger and Hoos 1962). Whenever people work, they have interfaces to others, either cooperating directly to perform a task or mediated via artifacts of work, which they share (Strauss 1985). The act of negotiation and development of a common understanding of the cooperative work processes has to be carried out deliberately and consciously in such cases This act has been termed “explicit” Articulation Work by Strauss (1988). The roles and activities of stakeholders involved in explicit Articulation Work need to be clarified, as they go beyond implicit Articulation Work and prevention of “problematic” (as termed by Strauss) situations. Research in the field of Articulation Work and its methodological support has hardly ever addressed the roles of the involved individuals in the alignment process Both Herrmann et al (2002) and Jørgensen (2004) present approaches that state that explicitly considering the individuals’ views on work is crucial for successful Articulation Work, but it does not explicitly consider complex work situations. From how “thought processes” are described by Strauss (1993), they correspond to instances of the concepts of “schemes” and “mental models” in cognitive sciences (Johnson-Laird 1981)
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