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The paper explores the notion of worker voice in terms of its implications for supply chain justice. The paper proposes the value of the recognition perspective on social justice for framing workers’ experiences in global supply chains and identifies opportunities for the advancement of the worker voice agenda with recognition justice in mind.

The paper adopts a conceptual approach to explore the notion of worker voice in supply chains in terms of the recognition perspective on social justice.

Sustainable supply chain management (SSCM) scholarship has considered worker voice in terms of two key paradigms, which we term communication and representation. To address recognition justice for workers in global supply chains, the worker voice agenda must consider designing worker voice mechanisms to close recognition gaps for workers with marginalised identities; the shared responsibilities of supply chain actors to listen alongside the expectation of workers to use their voice; and the expansion of the concept of worker voice to cut across home-work boundaries.

The paper offers conceptual clarity on the emerging notion of worker voice in SSCM and is the first to interrogate the implications of recognition justice for the emergent worker voice agenda. It articulates key opportunities for future research to further operationalise worker voice upon a recognition foundation.

This paper seeks to review current approaches to learning from health and safety incidents in the workplace. The aim of the paper is to identify the diversity of approaches and analyse them in terms of learning aspects.

A literature review was conducted searching for terms incident/accident/near misses/disaster/crisis modified with learning/training and safety. Shortlisted articles were analysed by questioning who is learning, what kind of learning process is undertaken, what type of knowledge is employed and the type of problem that these incidents addressed. Current approaches to learning from incidents were critically analysed and gaps identified.

Very few papers addressed all the envisaged aspects when developing their learning from incidents approaches. With support from literature, it was concluded that all the four perspectives, namely participants of learning (participation and inclusion), learning process (single loop, double learning), type of incident and its relation to learning (Cynefin complexity framework) and types of knowledge (conceptual, procedural, dispositional and locative) are important when deciding on an appropriate learning from incidents approach.

The literature review focused on journal articles and identified keywords, which might have narrowed the scope. Further research is needed in identifying ways to embed the learning from incidents aspects in the organisation.

The framework developed could be useful by safety planners, safety managers, human resource managers and researchers in the area of organisational learning and safety.

The paper concludes by outlining key questions and proposing a framework that could be useful in systematically analysing and indentifying effective approaches to learning from incidents.