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This paper aims to present the result of the pilot run of a research project which aims at evaluating the applicability of project-based action learning (PAL) to shop floor organizational learning (OL) component in a manufacturing company in Dongguan, China. How the PAL framework was introduced and implemented is described. The factors that influence PAL implementation are examined in this pilot implementation. The implications and effectiveness are discussed. The findings shed light on the modifications needed in the PAL framework for shop floor implementation.

This is a longitudinal case research which is conducted in a case company (APT) located in Dongguan, China. PAL framework was introduced and implemented in APT. A wave-like approach was used to repeat launching PAL projects in cycles. Data of learning and work performances were collected for review during each phase and each cycle of the project. The result presented here is from the early round of the pilot PAL implementation.

Result indicated that the PAL framework is applicable in the shop floor level OL. Learning and performance have been found to have improved in all the PAL groups participating in the pilot run. Result also shows that the PAL implementation framework needs some fine tuning to meet the needs of the unique shop floor environment particularly with regard to performance measure and evaluation.

No such case study has been conducted in shop floor level before. The research study will be valuable experience and example for other organizations to implement OL in shop floor level.

This paper addresses the importance of a more proactive role of organizational learning (OL) facilitators, learning motivation reinforcer, through a two‐part longitudinal study in a case company. The first part of this study aims to investigate and analyze some unexpected challenges in the project action learning‐driven (PAL) OL implementation in the case company, and the second part seeks to discuss an enhanced role of OL facilitators to cope with the new challenges.

A longitudinal case study supplemented with a series of carefully choreographed field research activities, e.g. interviews, on‐site observations, survey tests, was conducted to achieve the research purpose. In the first part of this study, the feedbacks regarding PAL implementation were collected from different PAL stakeholders to identify the problems and barriers that undermined the effectiveness of PAL implementation. In its second part, the proposed facilitator's interventions were introduced in the case company. The results were examined through a controlled group experiment conducted with an on‐going round of PAL implementation.

The study found that adverse changes in business circumstances and organizational restructurings could dampen staff's motivation toward organization's OL initiatives which would further reduce the OL effectiveness. To redress the situation, a set of facilitator's interventions was developed to reinforce OL members' learning motivation. Study results indicate that the proposed interventions can positively influence the learning motivation of the PAL members in the case company.

This paper describes the difficulties encountered in a real life OL journey and the role OL facilitators could take on to help overcome them. It provides empirical evidence of how the learning motivation and commitment of OL members can be positively influenced by OL facilitation.

The authors believe such longitudinal case based OL research is rare and valuable to OL theorists and practitioners.