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1 – 5 of 5This paper aims to demonstrate how the Nordic model, featuring highly regulated trade union–employer collaboration, has enabled the building of learning organizations through a…
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.
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Keywords
This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.
Abstract
Purpose
This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.
Design/methodology/approach
This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.
Findings
A co-generative approach can be an effective means of developing a learning organization. This can be achieved by making the workplace a more democratic environment in which employees are actively involved in identifying problems, implementing solutions and subsequent reflection that can generate further actions and learning.
Originality/value
The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.
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Kristin Lebesby and Jos Benders
This study aims to emphasize the importance of taking into account the perspectives of prospective participants and identifying potential tensions in action research.
Abstract
Purpose
This study aims to emphasize the importance of taking into account the perspectives of prospective participants and identifying potential tensions in action research.
Design/methodology/approach
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.
Findings
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.
Practical implications
Quintessential to AR is giving the less privileged a voice. For this to work, gaining a good understanding of their perspectives is crucial.
Originality/value
This paper challenges the implicit assumption that prospective participants of AR projects are always willing to participate.
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Henrik Saabye, Daryl John Powell and Paul Coughlan
Being acquainted with both lean and action learning in theory and in practice, this study finds that the theoretical complementarity of these two research streams has…
Abstract
Purpose
Being acquainted with both lean and action learning in theory and in practice, this study finds that the theoretical complementarity of these two research streams has traditionally been underexploited. In this conceptual paper, this study aims to advance the theoretical understanding of lean by exploring the complementarity of lean thinking and action learning leading to a proposed integrated theory of these two research streams. Target audience is the operations management research community.
Design/methodology/approach
By deliberately adopting a process of theorising, this paper explores, reflects upon and combines individual experiences of researching, teaching and engaging in lean and action learning as operations management scholars.
Findings
Having taken a gemba walk through the literature and practices of lean and action learning, this study views and notices a systematic and complementary relationship between the two domains. The overlapping theoretical and practical complementarities of lean and action learning suggest that these two research streams are ripe for synthesis into an integrated theory. This finding provides an opportunity to (1) progress towards an integrative design of interventions leading to more sustainable lean system adoptions and (2) add new depth to our theoretical explanation of the success and failures of lean system adoptions.
Originality/value
This paper contributes an original integrated theory perspective on lean and action learning.
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