Creating a learning organization through a co-generative learning process – a Nordic perspective

Abstract

Purpose

This paper aims to demonstrate how the Nordic model, featuring highly regulated trade union–employer collaboration, has enabled the building of learning organizations through a co-generative learning model involving both practitioners and action researchers.

Design/methodology/approach

A literature search on the Nordic sociotechnical systems tradition led to a further search based on the snowball method. This paper reveals how the unique features of the Nordic model for work life through union–management relations constitute a formal system for building learning organizations.

Findings

This paper acknowledges the difference in power that exists between the social parties within the Nordic model. However, the practice is not due solely to the political structure in which trade unions, employers’ associations and the state form a tripartite collaboration, and thus, create a framework for workplace collaboration. This tripartite collaboration has enabled the development of an organizational practice by action researchers, union representatives and companies over several decades.

Originality/value

Limited literature has explicitly linked the formal structures of the Nordic model of work life and the effort to develop learning organizations. This paper addresses criticism that the research field has not fully considered power issues when developing a learning organization. It demonstrates how the Nordic model as a formal structure creates a system of democratic norms and rules that facilitates a safe arena for employees to invest their effort in co-generating a learning organization.

Citation

Finnestrand, H. (2023), "Creating a learning organization through a co-generative learning process – a Nordic perspective", The Learning Organization, Vol. 30 No. 3, pp. 326-338. https://doi.org/10.1108/TLO-09-2021-0109