Vaag Jonas R, Sætren Gunhild B, Halvorsen Thomas H, Sørgård Stine D
Faculty of Social Sciences, Nord University, Levanger, Norway.
Business School, Nord University, Stjørdal, Norway.
Front Psychol. 2022 Jun 15;13:928217. doi: 10.3389/fpsyg.2022.928217. eCollection 2022.
In the introduction of new technologies into organizations, there has been an increasing trend to recruit and make use of the so-called "super users" to help ensure the future use of the technology in question. Little is known about the criteria that should ideally be considered in the selection of these super users, or about the best way to carve up the roles and responsibilities in this process between super users and middle management. In this study, we investigated (1) which criteria should be emphasized in the selection of super users, and (2) how middle management and super users understand and negotiate the responsibilities of their respective roles during implementation of technological change.
We conducted 10 individual semi-structured interviews and used thematic analysis of this data set to identify selection criteria, roles, and responsibilities.
We found that the main selection criteria for super users should be: (1) availability and local knowledge, (2) technological skills, (3) pedagogical skills, and (4) proactiveness. The main roles and responsibilities that should be carved up between management and super users can be grouped into two overarching categories, each with several subcategories. Within the category, the responsibilities are to (1) facilitate collective learning, (2) engage with criticism, and (3) promote collective sharing; and within the category, to (4) facilitate individual learning, (5) provide instrumental support, and (6) provide emotional support.
Based on the findings, we propose a conceptual model of technological implementation and the construction of a culture of organizational learning, entitled ECo-System Of Learning in Organizations (ECSO-Learn); we additionally show how a learning agent (previously known as a super user) can be recruited to best fit into this model of long-term organizational learning.
在将新技术引入组织的过程中，招募并利用所谓的“超级用户”以确保相关技术未来得到应用的趋势日益明显。对于在选择这些超级用户时理想情况下应考虑的标准，或者在这个过程中超级用户与中层管理人员之间划分角色和职责的最佳方式，我们知之甚少。在本研究中，我们调查了：（1）在选择超级用户时应强调哪些标准；（2）在技术变革实施过程中，中层管理人员和超级用户如何理解并协商各自角色的职责。
我们进行了10次个人半结构化访谈，并对该数据集进行主题分析以确定选择标准、角色和职责。
我们发现超级用户的主要选择标准应为：（1）可用性和本地知识；（2）技术技能；（3）教学技能；（4）积极性。管理层和超级用户之间应划分的主要角色和职责可分为两大类，每类又有几个子类别。在第一类中，职责是：（1）促进集体学习；（2）应对批评；（3）促进集体分享；在第二类中，职责是：（4）促进个人学习；（5）提供工具性支持；（6）提供情感支持。
基于研究结果，我们提出了一个技术实施和组织学习文化构建的概念模型，名为组织学习生态系统（ECSO-Learn）；此外还展示了如何招募学习代理（以前称为超级用户）以最佳地融入这种长期组织学习模型。
