Video-Based Action Learning and Research: Increased Transformative Capacity among Team Leaders of a Youth Care Protection Agency

Arnout Ernst Bunders (), Emma Emily de Wit (), Marcus Antonius Henricus Maria Dinkgreve (), Jacqueline Elisabeth Willy Broerse () and Barbara Johanna Regeer ()
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Arnout Ernst Bunders: Researcher at Athena Institute, VU University Amsterdam
Emma Emily de Wit: Researcher at Athena Institute, VU University Amsterdam
Marcus Antonius Henricus Maria Dinkgreve: Knowledge Ambassadeor at Jeugdbescherming Regio Amsterdam (Youth Protection Agency Greater Amsterdam), Jeugdbescherming
Jacqueline Elisabeth Willy Broerse: VU University and Director of the Athena Institute, VU University Amsterdam
Barbara Johanna Regeer: Researcher at Athena Institute, VU University Amsterdam

Systemic Practice and Action Research, 2022, vol. 35, issue 6, No 7, 855-876

Abstract: Abstract Public organizations need to learn and evolve continuously to keep up with emerging complexities. This may require a transformational organizational change, including culture, strategy, structure and working methods for service delivery. The aim of the study is to understand how a video-based reflection method could support an action learning (AL) and action research (AR) process to enhance transformative capacity among a group of team leaders in a changing youth care organization. Sixteen team leaders participated in the video-reflection process. The steps were: (1) all leaders were filmed leading a team meeting; (2) each leader reflected on a peer’s video; and (3) reflections were analyzed, and themes were abstracted. (4) Related to these themes, video fragments were compiled to share with the leaders in Focus Group Discussions (FGDs), where the leaders discussed the videos and formulated key lessons. (5) Key lessons were summarized in a report. Data collection included: video-recordings, evaluation sheets and field notes acquired during the process of video-reflection and seven months later, interviews with team leaders (n = 11) about their learning experiences. This study shows greater transformative capacity in most of the team leaders. Awareness of their work practice, as well as the process of reflexive monitoring during the FGDs, contributed to widening the scope of their reflective reality, and thus their sense of agency in adapting their practices, such as moderating their occasionally controlling behavior, being able to structure the team meetings effectively, and understanding when to use specific leadership roles.

Keywords: Video; Action; Peer-learning; Research; Leadership; Transformation; Capacity (search for similar items in EconPapers)
Date: 2022
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DOI: 10.1007/s11213-022-09594-z

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