Abstract
When developing organizations their stakeholders are increasingly involved in structuring and adapting work processes. Understanding process design as open learning facility allows promoting organizational structures and change proposals in an informed and bottom-up way. In this work the constitutive elements and processes of such a participatory infrastructure are studied from an open educational resource and open access perspective on the individual and collective level. Besides providing OER the focus is on generating work process-relevant knowledge from an individual perspective, disseminating it for collective reflection, and propagating it to organizational practice. Creating, sharing, and finally, processing this knowledge in open organizational learning environments targeting business process development requires federating social media, semantic content management, business process modelling and execution systems. Stakeholders contribute through (i) articulating proposals on how to organize work, (ii) annotating content in the course of exploiting, sharing and reflecting on these proposals, and (iii) executing process models to experience a certain structure of work. Applying this approach in a healthcare setting could reveal organizational benefits due to the contextualized and traceable sharing of (generated) content with other stakeholders. In particular, the interactive execution of work processes from each stakeholder’s perspective (enabled through subject orientation) ensures timely involvement in development fitting stakeholder capabilities and needs.
Highlights
Many organizations have accepted the need to re-structure their work continuously and dynamically to keep up their corporate performance and to develop anti-fragile or resilient behavior (Hamel & Valikangas, 2013)
Open Participatory Learning Infrastructure (OPLI) facilities for organizational development are designed (i) to inform stakeholders on content qualifying them for Business Process Management (BPM) activities as fundamental carriers of organizational development (Becker, Kugeler, & Rosemann, 2013), and (ii) to activate stakeholders to create, comment, share and probe various forms of organizing work tasks (Aschoff, Bernardi, & Schwarz, 2003; Silva & Rosemann, 2012)
Thereby, qualified stakeholder involvement in organizational learning processes is a matter of preparing fundamental content of business process development, e.g., Open Educational Resources (OER), and applying and further developing domain knowledge in the sense of open material for other members of an organization
Summary
Many organizations have accepted the need to re-structure their work continuously and dynamically to keep up their corporate performance and to develop anti-fragile or resilient behavior (Hamel & Valikangas, 2013). OPLI facilities for organizational development are designed (i) to inform stakeholders on content qualifying them for Business Process Management (BPM) activities as fundamental carriers of organizational development (Becker, Kugeler, & Rosemann, 2013), and (ii) to activate stakeholders to create, comment, share and probe various forms of organizing work tasks (Aschoff, Bernardi, & Schwarz, 2003; Silva & Rosemann, 2012). Stary (2016) operations is in contrast to decomposing business entities, as it avoids isolated data manipulations It facilitates the use of representations, as the authors state ‘it enables strong communication between a business’s stakeholders in ways that traditional approaches do not. Thereby, qualified stakeholder involvement in organizational learning processes is a matter of preparing fundamental content of business process development, e.g., OER, and applying and further developing domain knowledge in the sense of open material for other members of an organization. Back end tools (right side) enable experiencing results from developing process variants, e.g., executing business process models
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