Informed Systems: Enabling Collaborative Evidence Based Organizational Learning

• Published in: Evidence based library and information practice 2015-01, Vol.10 (4), p.24-39
• Main Authors: Somerville, Mary M, Chatzipanagiotou, Niki
• Format: Article
• Language: English
• Subjects: Biblioteks- och informationsvetenskap; Collaboration; collaborative evidence-based practice; Computer and Information Sciences Computer Science; Data- och informationsvetenskap; Decision making; Informatik; Information Systems; Informed Systems; Informed Systems leadership model; Library and Information Science; Organizational learning; Scholarly publishing
• ISSN: 1715-720X; 1715-720X
• DOI: 10.18438/B8VP4X

Abstract Objective – In response to unrelenting disruptions in academic publishing and higher education ecosystems, the Informed Systems approach supports evidence based professional activities to make decisions and take actions. This conceptual paper presents two core models, Informed Systems Leadership Model and Collaborative Evidence-Based Information Process Model, whereby co-workers learn to make informed decisions by identifying the decisions to be made and the information required for those decisions. This is accomplished through collaborative design and iterative evaluation of workplace systems, relationships, and practices. Over time, increasingly effective and efficient structures and processes for using information to learn further organizational renewal and advance nimble responsiveness amidst dynamically changing circumstances. Methods – The integrated Informed Systems approach to fostering persistent workplace inquiry has its genesis in three theories that together activate and enable robust information usage and organizational learning. The information- and learning-intensive theories of Peter Checkland in England, which advance systems design, stimulate participants’ appreciation during the design process of the potential for using information to learn. Within a co-designed environment, intentional social practices continue workplace learning, described by Christine Bruce in Australia as informed learning enacted through information experiences. In addition, in Japan, Ikujiro Nonaka’s theories foster information exchange processes and knowledge creation activities within and across organizational units. In combination, these theories promote the kind of learning made possible through evolving and transferable capacity to use information to learn through design and usage of collaborative communication systems with associated professional practices. Informed Systems therein draws from three antecedent theories to create an original theoretical approach. Results – Over time and with practice, as co-workers design and enact information-focused and evidence based learning experiences, they learn the way to decision-making and action-taking. Increasingly more complex experiences of information exchange, sense making, and knowledge creation, well supported by workplace communication systems and professional practices, further dialogue and reflection and thereby enrich analysis and interpretation of complexities and interdependencies. Conclusions -