Twice I have already tried to say goodbye to project work in our EU-funded Learning Layers (LL) project – in vain. Having completed the reporting on the construction pilot with the the forthcoming web documents (impact cards, learning scenarios and methodology documents) I thought that I could step to a follow-up phase. However, at that point I had not realised that there is one more pending task that we need to address in the context of our reporting. We need to have a closer look at the efforts, achievements and experiences in the two sectoral pilots – construction and healthcare – with a comparative view. We need to see, what specific lessons we have learned in each of them and what conclusions we can draw on the basis of both sectoral pilots. So, now I am working with my colleagues Tamsin Treasure-Jones and Graham Attwell to summarise the picture of the two pilots in one document and to outline common conclusions.
In this series of posts I present some extracts from our draft document – firstly the starting points, then some insights into project work and some reflections on the parallel pilots and finally some emerging conclusions across the pilots. I hope that my colleagues accept my way of ‘thinking aloud’ in blogs and ‘blogging through’ the draft texts to maturity – this is the way of work I have learned during the LL project. So, here we go with the first extract:
“Challenges for research & development activities and for valuing the achievements
The Learning Layers project has worked in two pilot sectors – construction sector and healthcare sector. The aim has been to develop and introduce appropriate tools and technology solutions that support the application partners in workplace-based learning, knowledge sharing and networking – given the sectoral boundary conditions. However, during the project work the pilot teams have encountered also several hindrances as well as organisational and cultural barriers.
In the reporting of the project this has been taken into account by providing a picture on the progress in both pilot sectors. This may easily lead to particularisation of the view – the achievements of the project are to be judged on the basis of success in particular pilot organisations with the respective tools and measures introduced there. This would leave to margins the fact that the project worked towards integrative tool development and that the sectoral pilot teams tried to learn from each others’ experiences. Therefore, this document provides comparative insights into project work in the two pilot sectors and reflects on lessons learned when comparing the experiences and achievements.
Starting points for the sectoral pilots
Starting points for Construction pilot
In the beginning phase of the project following kinds challenges, problems and interests were identified in the initial interviews and stakeholder talks in the construction sector:
- Recent innovation campaigns of construction industry and trades (see e.g. the joint document of construction sector stakeholders “Leitbild Bau”2009) highlighted improvement of human productivity as a major innovation factor. At the same time construction sector was suffering from lack of skilled workers and apprentices.
- Construction companies that had pioneered with digital tools, mobile offices and first-generation apps at construction sites had made negative experiences with non-mature technologies, less user-friendly software solutions and compatibility problems between different tools and apps. Construction sector trainers had mostly encountered such ‘domain-specific’ apps that were designed for laymen users but were not adequate for professional use (or as support for learning).
- Apprentices were not familiar with domain-specific apps and had mainly become familiar with digital tools, web resources via private use of Internet.
- Most construction companies were very restrictive regarding the use of mobile devices at construction sites – partly due to data privacy issues, partly due to hazard risks and partly because use of such devices was perceived as distraction.
Given this background, the training centre Bau-ABC was interested in starting pilot activities that would give mobile technologies a new role in construction work, training and learning.
Starting points for Healthcare pilot (Prepared by Tamsin Treasure-Jones)
In the healthcare sector the Learning Layers project was working with General Practices within the UK National Health Service. These General Practices are independent, SME organisations (usually owned by a partnership of doctors) employing doctors, nurses and other healthcare professionals to deliver first-line healthcare services to their registered patients. In the early stages of the project the following issues were identified from the empirical work (interviews, focus groups, observations) and stakeholder meetings with these healthcare professionals:
- There was an increased emphasis on collaboration both within General Practices (working in interprofessional teams) and between General Practices (working in the newly set-up Clinical Commissioning Groups and Federations).
- This collaboration was currently being facilitated mainly through email and face-to-face meetings but healthcare professionals felt that this was not effective, was contributing to their information overload and was inhibiting the work.
- The General Practice work was mainly office-based, using PCs, and the General Practices did not have wifi installed nor any plans to add this.
- The key driver for the General Practices was healthcare service delivery and improvement, particularly through collaboration.
I think this is enough of the challenge that we are facing when comparing our project experiences and process histories in the two pilots. In my next post I will give insights into the processes – and into the findings that we are considering.
More blogs to come …