|
The Governmental Learning Spiral is a technique used to solve specific governance challenges.〔Blindenbacher and Watts 2003, pp. 19–20; Blindenbacher and Saunders 2005, p. 4; Blindenbacher and Nashat 2010, p. 15, p.178〕 It is used during prearranged educational events such as conferences, e-learning, and trainings to improve performance in democratic governance.〔March and Olsen. 1995; Doornbos, 2003. p. 3–17〕〔Finer 1997〕 The Governmental Learning Spiral—a heuristic and multidisciplinary tool—has been developed and implemented at international governmental learning events throughout the past decade. ==Concept== The technique consists of an eight-stage learning process, which includes the planning and aftermath as well as the learning event itself. A major characteristic of this type of governmental learning event is facilitation by a ''learning broker''〔Rose 1991 pp. 3–30; Dolowitz and Marsh 2000. p. 9. Blindenbacher and Nashat 2010, pp. 105–107〕 who oversees all aspects of event organization. These include logistics, content preparation, drafting and implementation of the agenda, moderation of the learning sessions, and follow-up activities. The learning broker designs the learning process according to the specific governance challenge at hand. The event must be structured based on several factors: * The specific challenge a government is facing * An analysis of the kind of knowledge a government needs to address it * The particular political and institutional environment, which determines who will participate in the activity〔Blindenbacher and Nashat 2010, pp. 84–88〕 The participants invited to the event must represent different substantive and organizational perspectives and play a precisely defined role as both knowledge holders and knowledge seekers. When this is achieved, participants have unlimited access to the collective wealth of the shared tacit and explicit knowledge. The effects of applying the Governmental Learning Spiral technique are threefold: The primary effect is that governments gain access to the latest knowledge in democratic governance, which they can then apply to specific governance challenges with concrete, practical action. A second effect is that—because of the iterative character of the learning process—the knowledge being learned is always validated and updated in real time to include the latest experiences on the subject. A third effect is that participation in the learning process evokes a sense of social belonging among the learning actors, which often leads to the creation of networks and communities of practice where governments continue to share their latest experiences and by doing so launch the next spin of the Governmental Learning Spiral. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Governmental Learning Spiral」の詳細全文を読む スポンサード リンク
|