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Using visual metaphors with physical artefacts can improve collaboration planning processes in strategic meetings. The study presented here aims to examine these processes.

In this study, the participants used the LEGO® Serious Play® method in strategic planning meetings. The meetings were video recorded, and a thematic analysis method was applied to produce coded themes and narratives of collaboration planning based on the visual metaphors used in the meetings.

The study participants built LEGO artefacts representing three primary visual metaphors of collaboration focussing on landscapes, interaction processes and shared goals. The participants began with building landscapes by stacking and connecting LEGO base pieces as surfaces to build on, and to represent separate physical locations and more abstract business concepts. Alternatively, landscapes were built to centre activities around key business stakeholders. In terms of interaction processes, the participants lined up LEGO character pieces to explore communications between product developers, salespersons, customers and external partners. As for shared goals, tower-like high structures were created to represent open discussions, data sharing, prototyping and threats that should be avoided.

This study shows that using visual metaphors with physical artefacts provides an effective method for planning strategic collaboration areas, communications and future goals. Creating and communicating visual metaphors using physical artefacts enhances the creativity and participation of the meeting participants. Our future work will focus on studying the use of physical artefacts other than LEGO pieces in different group meetings contexts to better understand the role of visual metaphors.

Do LEGO® SERIOUS PLAY® (LSP) workshops result in improved experience of flow components as well as higher levels of creative output than traditional meetings (MEET)? This research studies the extent to which LSP, as a specialized material-mediated and process-oriented cocreative workshop setting, differs from MEET, a traditional workshop setting. Hypotheses for differences in individual flow components (autotelic behavior, happiness, balance), group flow components (equal participation, continuous communication) and creative output were developed and tested in a quasi-experimental comparison between LSP and MEET.

The study was conducted with 39 practitioners in six teams from various industries. In total, 164 observations were collected during two workshops using the Experience Sampling Method. The creative output was assessed by peer evaluations of all participants, followed by structural analysis and quantitative group comparisons.

The results show that two components of individual flow experience (autotelic behavior, happiness) were significantly higher in LSP, and one of the components of group flow experience (continuous communication) was, as expected, significantly lower. Regarding creative output, the LSP teams outperformed the MEET teams. The study suggests that a process-oriented setting that includes time for individuals to independently explore their ideas using a different kind of material in the presence of other participants has a significant influence on the team result.

LSP can improve the components of participants' flow experience to have an impact on the creative output of teams. In cocreative settings like LSP, teams benefit from a combination of alone time and high-quality collaborative activities using boundary objects and a clear process to share their ideas.

This is the first quasi-experimental study with management practitioners as participants to compare LSP with a traditional and widespread workshop approach in the context of flow experience and creative output.

The purpose of this study is to empirically test how problem-solving lean practices, along with leaders as learning facilitators in an action learning approach, can be transferred from a production context to a knowledge work context for the purpose of becoming a learning organization while enhancing performance. This is important to study because many organizations struggle to enhance efficiency in the short term while still trying to be long-term learning oriented (i.e. learning organization development).

The authors draw on theory on learning interventions to show how lean practices for problem-solving can foster learning and help an organization to become adaptive. This study’s subject is a non-production department of 100 employees at the LEGO corporation. The authors applied survey results from a natural experiment lasting 18 months between a pre-measurement survey and a post-measurement survey. The results were compared to a control department of 50 employees who were not exposed to the lean practices intervention. The authors’ focus was on the individual level as individuals have different perceptions of lean practices, performance, and learning.

Using repeated-measures tests, difference-in-difference regressions analyses, and structural equation models, the authors find that a package of contemporary lean practices for problem-solving, along with leaders who function as learning facilitators, significantly improved learning organization dimensions while also enhancing efficiency and quality and that learning organizations positively mediate the relationship between the lean intervention and quality-related performance, while efficiency is directly affected by the lean interventions. Data from LEGO's key performance indicators (KPIs), benefit trackers, on-site observations and more than 40 interviews with managers provided results that were consistent with the survey data. A detailed description of the lean practices implemented is provided to inspire future implementations in non-operations environments and to assist educators.

The authors contribute to the learning literature by showing that a learning-to-learn approach to lean management can serve as an active and deliberate intervention in helping an organization becoming a learning organization as perceived by the individual organizational members. The authors also add to the lean literature by showing how a learning approach to lean, as used by LEGO, can positively affect short-term efficiency and quality and create a foundation for a longer-term competitive advantage (i.e. a learning organization) in a non-production context. By contrast, most of the lean literature streams treat efficiency separately from a learning organization and mainly examine lean in a production context.

The extant literature shows three research streams on lean, learning, and performance. The authors built on these streams by trying to emphasize both learning and efficiency. Prior research has not empirically tested whether and how the application of problem-solving lean practices combined with leaders as learning facilitators helps to create a comprehensive learning organization while enhancing performance in a non-production context.

This study aims to reflect on quality, sustainability and resilience as emerging organisational priorities within total quality management (TQM) and organisational excellence.

The paper uses a conceptual approach based on reflection and theoretical studies on the philosophical foundations of quality, excellence, resilience and sustainability as cornerstones for organisational excellence. Bearing in mind that sustainable excellence rests upon a combination of systemic and soft issues that define organisational ability for resilience and sustainability, there is a need to analyse and reflect on short business cases from world-leading companies and further reflect on the fundamental principles, which have helped such companies to survive, grow and sustain. This study includes such a business case – the LEGO case. In addition, a Japanese case has been included. Japanese training material on human motivation developed in the 1980s exemplifies how company managers were trained, at that time, to understand and practice human motivation, excellence principles and tools.

Organisational excellence constitutes an evolving concept as the world becomes more chaotic and interconnected with multiple disruptive shocks. Organisational excellence challenges the inflexibilities of Newtonian mindsets, recognising the paramount importance of interactions and further underlining the significance of invisible elements such as human potentiality, motivation and values that formulate the principles of organisational excellence.

The paper investigates the notions of quality, resilience and sustainability and their relation to motivation and organisational excellence within the framework of business management and TQM. A world-leading company – LEGO – will be used to exemplify the theoretical findings together with the Japanese Motivation Training Programme case.

This study explores one-to-one LEGO® Serious Play® in positive psychology coaching (1-1 LSP in PPC) as an intervention to help emerging adults (EAs) in higher education develop a growth mindset.

This is a qualitative single-participant case study of an EA undergraduate student's experience with 1-1 LSP in PPC to help him navigate uncertainty about making a decision that he felt would influence his future career.

1-1 LSP in PPC enabled the participant to create a metaphoric representation of how a growth mindset operated for him, promoting self-awareness and reflectivity. The LEGO® model that the participant built during his final session acted as a reminder of the resources and processes he developed during coaching, which helped him navigate future challenges.

This study contributes to the emerging literature on the impact of using LSP as a tool in one-to-one coaching in higher education. The participant's experience demonstrates that 1-1 LSP in PPC may be an effective way to support positive EA development. More research is needed to explore its potential.

This study provides a possible roadmap to incorporate 1-1 LSP in PPC into coaching in higher education as a reflective tool to build a growth mindset in EA students.

Because most undergraduates are EAs navigating the transition from adolescence into adulthood, universities would benefit from adopting developmentally informed coaching practices. 1-1 LSP in PPC may be an effective intervention that provides the structured and psychologically safe environment EAs need to develop lasting personal resources.