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This study emphasises the importance of employee participation in total productive maintenance and identifies the key factors influencing employee participation. The Motivation-Opportunity-Ability (MOA) framework is adopted to identify and categorise key factors.

An embedded case study with a power plant service provider in England was conducted with a variety of research methods, for example interviews and questionnaire surveys, to gain a wide range of data.

Following the MOA framework, this study shows various key aspects of employees' motivation, opportunity and ability when participating in total productive maintenance. It also compares first-line machine operators and maintenance specialists in terms of the drivers and barriers to total productive maintenance for them, and reveals that they need different mechanical skills in order to participate in total productive maintenance.

The study extends the applications of the MOA framework to total productive maintenance initiatives and provides managers with guidance on how to correctly consider and prioritise employee participation in their implementation. Moreover, this is the first study to identify differences between first-line machine operators and maintenance specialists, in terms of their willingness to participate in total productive maintenance.

First-line leaders across the emergency services are instrumental in leading the development of a workforce fit to face current and future challenges. As such in addition to utilising their specific craft, leaders need to be equipped to understand and apply evidence-based practices. With a focus on first-line leadership in policing, this paper will have both national and international resonance for those organisations attempting to embed an evidence-based culture.

The paper utilises a review of literature to develop a viewpoint identifying challenges and benefits of the adoption of evidence-based policing (EBP) by first-line leaders.

First-line leaders, whether police officers, police staff or volunteers, require opportunities to develop their own knowledge, understanding and skills of applying EBP in the workplace. Acknowledging challenges exist in the widespread adoption of EBP, such learning, at the appropriate educational level, will enable leaders to effectively champion the adoption of EBP, informing both their own decision-making and professional practices as well as those across their teams.

The first-line leader role is highly influential, as such, it is essential that these leaders develop their knowledge, understanding and application of EBP in the workplace in order to lead the expected cultural change.

This paper provides a current framework for the understanding of the context and potential impact of educationally levelled formal leadership learning required to champion the broad adoption of EBP across policing.

The Purpose of the study was to investigate the construct validity and internal consistency of the LaMI among staff in the context of elderly care in Sweden.

Questionnaire data from a longitudinal study of staff working in elderly care were used. Data were collected using the Leadership and Management Inventory. First data collection was for explorative factor analysis (n = 1,149), and the second collection, one year later, was for confirmatory factor analysis (n = 1,061).

The explorative factor analysis resulted in a two-factor solution that explained 70.2% of the total variance. Different models were tested in the confirmatory factor analysis. The final model, a two-factor solution where three items were omitted, showed acceptable results.

The instrument measures both leadership and management performance and can be used to continually measure managers’ performances as perceived by staff to identify areas for development.

Purpose: The purpose of this paper is to identify the factors involved in the success of a ‘first-time first-line Manager’ (FTFLM), and establish a model for the success of a FTFLM using these identified factors.

Methods: Empirical factors influencing the success of a first-line manager were gathered through the literature review and an experience survey of managers. Based on these factors, a questionnaire for primary research was developed and used for the survey. An exploratory factor analysis of the collected data yielded a nine-factor model which was validated using confirmatory factor analysis.

Findings: A major portion (74%) of the FTFLM’s success factors are under the direct control of the FTFLM. The remaining portion (26%) are influenced by the organization’s procedures and policies for grooming the FTFLM and the attitude and behaviour of management towards the FTFLM.

Dignity and well-being are key aspects of the legislation and policies that regulate care of older persons worldwide. In addition, care of older persons should be person-centred. Dignity and well-being are described as results of person-centred care (PCC). The purpose of this study was to gain an understanding of important aspects for older persons to experience dignity and well-being in residential care facilities (RCFs).

This study had a qualitative approach, and individual semi-structured interviews were conducted with 20 older persons living in RCFs. Data were analysed using inductive content analysis.

To experience dignity and well-being older persons emphasized the importance of preserving their identity. To do this, it was important to be able to manage daily life, to gain support and influence and to belong to a social context. However, the findings indicate a need for improvements.

Insights into older persons’ experiences of important aspects for experiencing dignity and well-being in RCFs can be used by first-line managers and registered nurses when designing improvement strategies to promote PCC.

Dignity and well-being are described as results of PCC. The findings provide an understanding of what older persons perceive as important for experiencing dignity and well-being in RCFs. The findings are useful when designing improvement strategies to promote PCC.

The purpose of this paper is to describe how first-line managers (FLMs) in home care (HC) reason about the opportunities and obstacles to lead the work according to the individual’s needs and goals.

In this participatory appreciative action reflection project, eight managers within one Swedish municipality were interviewed. The data were analysed using a thematic analysis.

The results showed a polarization between two different systems that FLMs struggle to balance when attempting to lead HC that adapts to the needs and goals of individuals. One system was represented by the possibilities of a humane system, with human capital in the form of the individual, older persons and the co-workers in HC. The second system was represented by obstacles in the form of the economic needs of the organization in which the individual receiving HC often felt forgotten. In this system, the organization’s needs and goals governed, with FLMs needing to adapt to the cost-effectiveness principle and keep a balanced budget. The managers had to balance an ethical conflict of values between the human value and needs-solidarity principles, with that of the cost-effectiveness principle.

The FLMs lack the opportunity to lead HC according to the needs and goals of the individuals receiving HC. There is a need for consensus and a value-based leadership model based on ethical principles such as the principles of human value and needs-solidarity to lead the HC according to the individual’s needs and goals.

This study aimed to investigate the sensemaking strategies employed by early-career employees working within organizationally constrained environments.

Grounded in the sensemaking-as-accomplishment framework, a longitudinal multi-case study was conducted, involving three early-career employees. These participants were interviewed multiple times concerning tasks they themselves identified as anomalous and ambiguous.

The study's findings illuminate how early-career employees utilize sensemaking strategies to accomplish anomalous-ambiguous tasks. These strategies are interwoven with deliberate efforts to mitigate organizational constraints that exist in the organization or arise during the execution of complex tasks.

Notable limitation pertains to the time gap between task completion and the interviews. Conducting real-time interviews concurrently with task execution or immediately afterward was not feasible due to constraints in participant availability. This research has implications for organizational learning initiatives, particularly those encompassing employee-driven self-learning components. Insights derived from studies like this can inform the development of effective self-learning schemes within organizations.

Previous sensemaking research focused on what takes place in high-reliability organizations. This study explored sensemaking strategies in workplaces that are organizationally constrained.

Research and experience show that evidence-based practice (EBP), i.e. using the best available knowledge in daily professional work, is difficult to achieve in social services. The purpose of this study is to understand the development of organizational EBP learning processes in daily work through workplace education for staff and managers of supported homes for people with cognitive disabilities. The authors examine how the EBP model and new knowledge are understood and made actionable in the workplace, applying theories of organizational learning.

The authors used empirical material collected from an EBP workplace education pilot in Sweden, as well as documents on national EBP implementation in Swedish social services. Before the pilot, a focus group interview was conducted with regional senior managers. Participating managers and staff were individually interviewed two to three years after the pilot.

The study illustrates how knowledge-based action emerged from education where EBP was interpreted, understood, reflected on, and tested, supported by codified EBP tools in the work context. The participants, when supervised, and when observing and questioning their own behaviors in practice, contributed to double-loop learning (DLL) processes. Codification of EBP knowledge into useful tools and socialization processes during education and workplace meetings was crucial in developing individual and group DLL and knowledge-based actions.

The bottom-up approach to EBP development and the adaptive contextual learning at the workplace gave new insights into organizational learning in social service workplaces.

This study aims to emphasize the importance of taking into account the perspectives of prospective participants and identifying potential tensions in action research.

This paper reflects on a (participatory) action research (AR) project in which the first author was involved as an embedded researcher. The data were gathered through semi-structured interviews, field notes and observed project activities. The authors conducted a thematic analysis.

This paper thematically categorized four types of tensions between both groups. These were tensions connected to: internal facilitators giving guidance, project goals, top-down expectations and unfamiliarity with AR working formats.

Quintessential to AR is giving the less privileged a voice. For this to work, gaining a good understanding of their perspectives is crucial.

This paper challenges the implicit assumption that prospective participants of AR projects are always willing to participate.