Altered decision-making in multiple sclerosis: a sign of impaired emotional reactivity?

We assessed decision-making capacity and emotional reactivity in 20 patients with multiple sclerosis (MS) and in 16 healthy subjects using the Gambling Task (GT), a model of real-life decision making, and the skin conductance response (SCR). Demographic, neurological, affective, and cognitive parameters were analyzed in MS patients for their effect on decision-making performance. MS patients persisted longer (slope, -3.6%) than the comparison group (slope, -6.4%) in making disadvantageous choices as the GT progressed (p < 0.001), suggesting significant slower learning in MS. Patients with higher Expanded Disability Status Scale scores (EDSS >2.0) showed a different pattern of impairment in the learning process compared with patients with lower functional impairment (EDSS </=2.0). This slower learning was associated with impaired emotional reactivity (anticipatory SCR 3.9 vs 6.1 microSiemens [microS] for patients vs the comparison group, p < 0.0001; post-choice SCR 3.9 vs 6.2 microS, p < 0.0001), but not with executive dysfunction. Impaired emotional dimensions of behavior (assessed using the Dysexecutive Questionnaire, p < 0.002) also correlated with slower learning. Given the considerable consequences that impaired decision making can have on daily life, we suggest that this factor may contribute to handicap and altered quality of life secondary to MS and is dependent on emotional experience. Ann Neurol 2004.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

The Arts (Music, Arts&Crafts and Drama) as a procedure for learning pre-school content: Grupo Edebé Project

There is nothing as amazing and fascinating as children learning process. Between 0 and 6 years old, a child brain develops in a waythat will never be repeated. At this age, children are eager to discover and they have great potential of active and affective life.Because of this, their learning capacity in this period is incalculable. (Jordan-Decarbo y Nelson, 2002; Wild, 1999).Pre-school Education is a unique and special stage, with self identity, which aims are:attending children as a whole,motivate them to learn,give them an affective and stable environment in which they can grow up and get to be balanced and confident people and inwhich they can relate to others, learn, enjoy and be happy.Arts, Music, Visual Arts and Drama (Gardner, 1994) can provide a framework of special, even unique, personal expression.With the aim of introducing qualitative improvements in the education of children and to ensure their emotional wellbeing, and havingnoticed that teachers had important needs and concerns as regards to diversity in their student groups, we developed a programbased on the detection of needs and concerns explained by professionals in education.This program of Grupo edebé, object of our research, is a multicultural, interdisciplinary and globalizing project the aims of which are:developing children's talent and personality,keeping their imagination and creativity and using these as a learning resource,promoting reasoning, favouring expression and communication,providing children with the tools to manage their emotions,and especially, introducing Arts as a procedure to increase learning.We wanted to start the research by studying the impact (Brice, 2003) that this last point had on the learning of five-year-old childrenschooled in multicultural environments.Therefore, the main goal of the research was the assessment of the implementation of a child education programme attending todiversity in a population of five-year-old children, specifically in the practice of procedures based on the use of Arts (music, arts andcrafts and theatre) as a vehicle or procedure for learning contents in Pre-school stage.Because children emotional welfare was a subject of our concern, and bearing in mind that the affective aspects are of vitalimportance for learning and child development (Parke and Gauvain, 2009), Grupo Edebé has also evaluated the starting, evolving andfinal impact in five-year-old children given that they finish Pre-school education at that age.

Planificació i gestió esportiva en equips base de clubs de futbol amateur. Factors determinants en l'elecció d'un club de tipus lúdic o competitiu

L’etapa d’iniciació a l’esport té una importància majúscula en el procés d’aprenentatge dels jugadors, i per això també podem trobar dos tipus de clubs: els competitius, els quals estan influïts bàsicament pels resultats obtinguts; i els lúdics, on preval la diversió i el joc sobre l’especialització a l’esport. El que es pretén amb aquesta investigació és descobrir quins factors són més determinants per fer que les famílies escullin un tipus de club o un altre. Per tant, basant-nos amb el que diuen autors com Pacheco (2007), Wein (2004), Frattarola i Sans (2006) i Lasierra i Lavega (1993), s’han concretat una sèrie de factors determinants per l’elecció de cada tipus de club, així com d’altres que seran significatius per les famílies a l’hora de decantar-se per un o per l’altre. Pel que fa a la part metodològica, dir que és una investigació descriptiva transversal. A més, s’ha utilitzat l’estratègia de l’enquesta amb l’instrument del qüestionari, el qual s’ha basat en una mostra formada per 60 pares i mares de nens i nenes d’iniciació en l’esport, i 20 pares i mares de nens d’escoleta, previ a la iniciació esportiva. Pel que fa als resultats obtinguts, aquests mostren que al club lúdic es compleixen els tres factors d’aquest àmbit, mentre que al club competitiu es compleixen els dos mateixos factors lúdics de l’altre club i només un factor competitiu. D’altra banda, cal tenir present la importància que tenen els factors contaminadors en els resultats obtinguts degut a la significativitat d’aquests.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

On learning dynamics underlying the evolution of learning rules.

In order to understand the development of non-genetically encoded actions during an animal's lifespan, it is necessary to analyze the dynamics and evolution of learning rules producing behavior. Owing to the intrinsic stochastic and frequency-dependent nature of learning dynamics, these rules are often studied in evolutionary biology via agent-based computer simulations. In this paper, we show that stochastic approximation theory can help to qualitatively understand learning dynamics and formulate analytical models for the evolution of learning rules. We consider a population of individuals repeatedly interacting during their lifespan, and where the stage game faced by the individuals fluctuates according to an environmental stochastic process. Individuals adjust their behavioral actions according to learning rules belonging to the class of experience-weighted attraction learning mechanisms, which includes standard reinforcement and Bayesian learning as special cases. We use stochastic approximation theory in order to derive differential equations governing action play probabilities, which turn out to have qualitative features of mutator-selection equations. We then perform agent-based simulations to find the conditions where the deterministic approximation is closest to the original stochastic learning process for standard 2-action 2-player fluctuating games, where interaction between learning rules and preference reversal may occur. Finally, we analyze a simplified model for the evolution of learning in a producer-scrounger game, which shows that the exploration rate can interact in a non-intuitive way with other features of co-evolving learning rules. Overall, our analyses illustrate the usefulness of applying stochastic approximation theory in the study of animal learning.

Metabolic activation pattern of distinct hippocampal subregions during spatial learning and memory retrieval.

Activation dynamics of hippocampal subregions during spatial learning and their interplay with neocortical regions is an important dimension in the understanding of hippocampal function. Using the (14C)-2-deoxyglucose autoradiographic method, we have characterized the metabolic changes occurring in hippocampal subregions in mice while learning an eight-arm radial maze task. Autoradiogram densitometry revealed a heterogeneous and evolving pattern of enhanced metabolic activity throughout the hippocampus during the training period and on recall. In the early stages of training, activity was enhanced in the CA1 area from the intermediate portion to the posterior end as well as in the CA3 area within the intermediate portion of the hippocampus. At later stages, CA1 and CA3 activations spread over the entire longitudinal axis, while dentate gyrus (DG) activation occurred from the anterior to the intermediate zone. Activation of the retrosplenial cortex but not the amygdala was also observed during the learning process. On recall, only DG activation was observed in the same anterior part of the hippocampus. These results suggest the existence of a functional segmentation of the hippocampus, each subregion being dynamically but also differentially recruited along the acquisition, consolidation, and retrieval process in parallel with some neocortical sites.

Faculty-librarians collaboration in an e-learning experience : resources management and training in Open University of Catalonia (UOC)

The traditional model of learning based on knowledge transfer doesn't promote the acquisition of information-related competencies and development of autonomous learning. More needs to be done to embrace learner-centred approaches, based on constructivism, collaboration and co-operation. This new learning paradigm is aligned with the European Higher Education Area (EHEA) requirements. In this sense, a learning experience based in faculty' librarian collaboration was seen as the best option for promoting student engagement and also a way to increase information-related competences in Open University of Catalonia (UOC) academic context. This case study outlines the benefits of teacher-librarian collaboration in terms of pedagogy innovation, resources management and introduction of open educational resources (OER) in virtual classrooms, Information literacy (IL) training and use of 2.0 tools in teaching. Our faculty-librarian's collaboration aims to provide an example of technology-enhanced learning and demonstrate how working together improves the quality and relevance of educational resources in UOC's virtual classrooms. Under this new approach, while teachers change their role from instructors to facilitators of the learning process and extend their reach to students, libraries acquire an important presence in the academic learning communities.

Creativity in Collaborative Learning across the Life Span

Peer-reviewed

Improving Searching and Browsing Capabilities of Learning Object Repositories

Learning object repositories are a basic piece of virtual learning environments used for content management. Nevertheless, learning objects have special characteristics that make traditional solutions for content management ine ective. In particular, browsing and searching for learning objects cannot be based on the typical authoritative meta-data used for describing content, such as author, title or publicationdate, among others. We propose to build a social layer on top of a learning object repository, providing nal users with additional services fordescribing, rating and curating learning objects from a teaching perspective. All these interactions among users, services and resources can be captured and further analyzed, so both browsing and searching can be personalized according to user pro le and the educational context, helping users to nd the most valuable resources for their learning process. In this paper we propose to use reputation schemes and collaborative filtering techniques for improving the user interface of a DSpace based learning object repository.

Relationships between users, resources and services in learning object repositories

In this paper we describe a proposal for defining the relationships between resources, users and services in a digital repository. Nowadays, virtual learning environments are widely used but digital repositories are not fully integrated yet into the learning process. Our final goal is to provide final users with recommendation systems and reputation schemes that help them to build a true learning community around the institutional repository, taking into account their educational context (i.e. the courses they are enrolled into) and their activity (i.e. system usage by their classmates and teachers). In order to do so, we extend the basic resource concept in a traditional digital repository by adding all the educational context and other elements from end-users' profiles, thus bridging users, resources and services, and shifting from a library-centered paradigm to a learning-centered one.

Mikroyritysten tietotekniikkataitojen osaamisen kehittämismalli

Tämän tutkimuksen tavoitteena oli tuottaa koulutuksen kehittämismalli mikroyritysten tietotekniikkataitojen kehittämiseen. Työssä tarkasteltiin myös mikroyritysten asenteita tietotekniikan oppimiseen. Tutkimus tehtiin EU-projektiin nimeltä 'Mikrotie', jonka tavoitteena on estää mikroyritysten tietotekninen syrjäytyminen. Työ koostuu teoreettisesta ja empiirisestä osasta. Teoriaosassa kerrotaan konstruktivistisesta oppimisprosessista ja sen ympärille rakennetaan teoriaviitekehystä niin kouluttajasta kuin oppimisympäristöstä. Teoria keskittyy myös erityisesti aikuisopiskelijoiden erityispiirteisiin. Empiirisen osan aloittaa lomakekyselynä toteutettu kvantitatiivinen tutkimus mikroyritysten asenteista, jonka jälkeen käsitellään haastattelututkimuksena tehtyä tarkempaa kvalitatiivista osaa palveluntarjoajien ja mikroyritysten suhtautumisesta tapahtuneeseen koulutukseen sekä heidän parhaaksi katsomistaan koulutustavoista. Johtopäätösten mukaan aikuisoppimisen ja kouluttamisen asiantuntijan tulisi suunnitella mikroyritysten tietotekniikan koulutus tukenaan koulutettaviin asioihin perehtyneet palveluntarjoajat. Pelkästään vikojen korjailun sijaan mikroyrityksiä tulisi kouluttaa suuremmista asiakokonaisuuksista. Opiskelutavoitteet saavutetaan parhaiten vierikoulutuksena ja yleisemmän peruskäytön osalta pienryhmissä. Parhaana oppimisympäristönä toimisi yrityksen oma työskentelytila ja pienryhmäkoulutuksessa tietokoneluokka. Oppimistapahtumat pitäisi jakaa alle neljän tunnin osiin, jotka sijoiteltaisiin niin että opiskelu ei haittaa mikroyrityksen liiketoimintaa.

Balanced Scorecardin implementointi ja käytön nykytila Suomessa

Lisääntynyt Balanced Scorecardin käyttö herätti kiinnostuksen tutkia, mistä BSC:ssä oli oikein kysymys. Epäonnistumiset BSC-projekteissa vaikuttivat siihen, että haluttiin tutkia, mikä nykyisissä projektimalleissa oli vikana. Kirjallisuudessa on esitetty useita BSC:n käyttöönoton projektimalleja, joista tunnetuin on Kaplanin ja Nortonin kehittämä malli. Alun perin kyseessä oli varsin operatiivinen suoritusmittaristo, jonka tavoitteena oli nostaa ei-taloudelliset mittarit taloudellisten mittareiden rinnalle. Sittemmin lähestymistapa onlaajentunut strategiapohjaiseksi johtamisen järjestelmäksi, mutta mallin rakentamisessa on vielä puutteita. Havaitut puutteet BSC-projektimalleissa loivat tarpeen uuden mallin kehittämiselle. Tutkimuksen tavoitteena oli kehittää suomalaisten yritysjohtajien ja alan asiantuntijoiden avulla BSC-projektimalli, jota käyttämällä yritykset voisivat menestyksekkäämmin toteuttaa BSC-projektinsa. Lisäksi tavoitteena oli selvittää BSC:n käytön nykytila Suomen 500 suurimmassa yrityksessä. Tutkimuksessa haluttiin myös hankkia tietoa siitä, miksi yritykset olivat lähteneet BSC-projektiin, mitkä tekijät vaikuttivat BSC-projektin onnistumiseen jamitä muutoksia yritykset olivat tehneet BSC:n käytännön kokemuksen pohjalta. Tutkimuksen teoriaosassa tarkasteltiin yrityksen strategista suunnittelua ja johtamista, yrityksen johtamisessa käytettyjä ohjausjärjestelmiä, toiminnan kehittämistä ja BSC-projektien toteuttamista. Tutkimuksen empiriisessä osassa kehitettiinkymmenvaiheinen BSC-projektin toteuttamismalli. Se tehtiin tutustumalla 15 konsultointiyrityksen tapaan toteuttaa BSC-projekti ja paneutumalla 50 yrityksen BSC-projektista saamiin kokemuksiin. Kehitettyä mallia testattiin Tulikivi-casessa,ja sitä arvioitiin kyselytutkimuksessa ja työistunnossa. Kyselytutkimuksen mukaan ensimmäiset suomalaiset yritykset aloittivat BSC:n käytön vuonna 1995. Vuonna1996 käyttö yleistyi jonkin verran, ja vuosia 1997 ja 1998 voidaan Suomessa kutsua BSC:n läpimurtovuosiksi. Vastanneista yrityksistä 23,2 % ilmoitti käyttävänsä BSC:tä. Yrityksistä 14,8 % oli ottamassa sitä käyttöön, ja 19,2 % harkitsi käyttöönottamista. Yritykset olivat lähteneet BSC-projektiin mm. paremman ohjausjärjestelmän, toiminnan tehostamisen ja muutoksen aikaansaamisen toivossa. BSC-projektin onnistumisen tärkeimpinä tekijöinä pidettiin johdon sitoutumista hankkeeseen, mittariston kytkeytymistä strategiaan ja mittareiden selkeyttä. BSC:n nähtiin vaikuttaneen yrityksissä eniten liiketoiminnan kokonaisuuden ymmärtämiseen, strategian toteutumiseen ja ei-taloudellisten asioiden seurantaan. Yrityksissä olimuutettu toimintaa mm. niin, että se suuntautuisi enemmän asiakkaisiin ja tulevaisuuteen. Tulevaisuudessa BSC:llä uskottiin olevan suurimmat vaikutukset kokonaisvaltaiseen ja strategiseen johtamiseen sekä strategian toteutumisen seurantaan. Kyselytutkimuksen perusteella voitiin osoittaa, että suuret yritykset käyttävät BSC:tä enemmän kuin pienet yritykset. Myös alueellisia eroja on: pääkaupunkiseudulla BSC:tä käytetään enemmän kuin muualla maassa. Mitä kannattavammaksi kyselyyn vastaaja arvioi yrityksensä, sitä parempana se piti tässä tutkimuksessa kehitettyä BSC-projektimallia verrattuna Kaplanin ja Nortonin kehittämään BSC-projektimalliin. BSC-projekti on niin kokonaisvaltainen, että sen onnistuminen edellyttää koko henkilöstön osallistuvan siihen. Ylimmän johdon aito sitoutuminen on välttämätöntä, jotta BSC-projekti saa riittävästi resursseja. Projektissa visio jastrategiat puretaan käytännön toimiksi, joten ilman ylimmän johdon mukanaoloa projektilla ei ole asiakasta. Keskijohto ja henkilöstö toteuttavat laaditut strategiat, jolloin heidän panoksensa on erittäin merkittävä projektin onnistumiseksi. Henkilöstö pitää saada osallistumaan mittaristotyöhön, jotta he sitoutuisivat asetettuihin tavoitteisiin. Ellei henkilöstöä saada mukaan, mittaristo jää helposti ylimmän johdon työkaluksi. Tällöin strategian toteuttaminen koko organisaatiossa on hyvin työlästä, jopa mahdotonta. Mittariston pitää olla strategialähtöinen, eikä se saa olla liian monimutkainen. Mitä alemmalle tasolle organisaatiossamennään, sitä yksinkertaisempi mittariston pitää olla. Ylimmillä tasoilla mittareita voi olla kahdeksasta kahteentoista, mutta alemmilla tasoilla niitä on oltava hieman vähemmän. Projektin nopea läpivienti yrityksessä ei saa olla itsetarkoitus, mutta nopeasti saadut konkreettiset tulokset auttavat, että projekti saa resursseja ja mahdollistavat palautteen saamisen ja oppimisen. Kerralla ei BSC:täsaada täydellisesti toimivaksi, vaan se on oppimisprosessi, joka mahdollistaa syvällisemmän strategian toteuttamiseen. Tässä tutkimuksessa kehitetty BSC-projektin toteuttamismalli perustuu kymmenien asiantuntijoiden kokemuksiin ja näkemyksiin BSC-projektin toteuttamisesta. Kyselytutkimuksesta, työistunnosta ja Tulikivi-casesta saadut tulokset osoittavat, että kehitetyn mallin avulla yrityksillä on entistä paremmat mahdollisuudet saada BSC-projekti onnistumaan. Näin tutkimuksen päätavoite saavutettiin. Muut tavoitteet saavutettiin kyselytutkimuksen tulosten avulla.

Best practice report on policy learning infrastructures in innovative labour market policies

This report synthesizes the findings of 11 country reports on policy learning in labour market and social policies that were conducted as part of WP5 of the INSPIRES project, which is funded by the 7th Framework Program of the EU-Commission. Notably, this report puts forward objectives of policy learning, discusses tools, processes and institutions of policy learning and presents the impacts of various tools and structures of the policy learning infrastructure for the actual policy learning process. The report defines three objectives of policy learning: evaluation and assessment of policy effectiveness, vision building and planning, and consensus building. In the 11 countries under consideration, the tools and processes of the policy learning, infrastructure can be classified into three broad groups: public bodies, expert councils, and parties, interest groups and the private sector. Finally, we develop four recommendations for policy learning: Firstly, learning processes should keep the balance between centralisation and plurality. Secondly, learning processes should be kept stable beyond the usual political business cycles. Thirdly, policy learning tools and infrastructures should be sufficiently independent from political influence or bias. Fourth, Policy learning tools and infrastructures should balance out mere effectiveness, evaluation and vision building.