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Trade unions, like many other membership‐based social movement organisations, are confronted by the challenge of growth and revitalisation. Declining membership numbers, an increasingly restrictive legislative framework, and dramatic changes in modes of employment have combined to challenge many unions to rethink the way they work. In response to these challenges some unions adopted what has been referred to as the “organising model”, comprising new methods of recruiting, campaigning, educating, fostering activist members, and developing community and international alliances. It is changing the way union staff work, and requires a new understanding of their roles. The purpose of this paper is to examine an organising campaign conducted by one of Australia's largest unions.

The paper draws on semi‐structured interviews with a pivotal group of lead organisers, union reports and planning documents, participant observation, and published data on the major private child‐care employer.

The efforts to organise the child‐care workers proved successful and a new collective agreement was endorsed, confirming for the union that its approach could work. However, the model remains new and whether it achieves the desired outcomes of changing the culture and ways of union work, creates new learning opportunities and activates new layers of workers, is yet to be seen.

There is a burgeoning literature on new organising approaches. There are fewer detailed descriptions of the practice of organising and its impact on organisational change and learning. Therefore case studies such as this, which locate the decision to organise this sector, reports on how the campaign unfolded, and discusses the union's interest in understanding the learning associated with these new ways of working, provide an opportunity to examine connections between the theories and practices of organising.

The purpose of this paper is to explore the possibilities for expansive learning during organisational change. It considers the introduction of “lean production” as a disturbance to the existing work practices.

The paper considers two case studies of “lean production” training with production workers in manufacturing firms. Data for the study consisted of semi-structured interviews, observations of workers during work and training. Engeström’s third-generation cultural historical activity theory was used as the key theoretical tool for analysis.

The study found that the introduction of and training for “lean production” did not lead to expansive learning. The training did not afford spaces to address the fundamental contradictions between the “earning a living” and ”productivity” motives of work.

Further research on the different kinds of “spaces” for learning could lead to greater insights into the affordances of expansive learning in workplaces. In particular, the concept of “third space” is useful in such an endeavour.

Training designed to increase productivity could integrate more discussions about what workers themselves should expect to gain from increased productivity.

The paper presents a critical perspective on recent case studies of workplace training at a time when workforce development and “lean production” are uncritically promulgated as beneficial. It highlights the opportunities that exist for critical educators to make interventions in the interests of the workers.

Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

If the plastic handle of your toothbrush snaps as you are cleaning your teeth, the outcome is likely to be less than catastrophic. Not so if your automobile tire disintegrates, or the wheel comes off as you take a corner at speed. Nor if you are in the business of making war machines and your quality checks in manufacture are not effective.

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

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.

The paper seeks to investigate design engineers' and product developers' learning through their work. The aim was to approach designers' work practice and their learning in the course of it as perceived by the designers themselves. The aim is also to examine their learning through the various individual and social processes, which take place in the workplace.

The ethnographic approach in this paper, with its use of combined and qualitative data gathering and analytical methods, was selected to approach the aim described above. Observations in two Finnish high‐tech companies and interviews with 18 designers were conducted. The observations and interviews were analysed with help of combined methods of analysis, such as phenomenographic, narrative and ethnographic analysis.

The findings in this paper suggest that in redefining designers' work and learning, four central themes are important: design practice is learning in itself; there is a close relationship between formal and practical knowledge in designers' learning at work; previous work experience plays an essential role in learning; and design practices and learning should be seen as shared, situated and contextualized.

In the paper general suggestions concerning the guidance of workplace learning are given, and the challenges of guiding and assessing workplace learning in the vocational education context are examined. There is a clear need for more effective integration between education and working life.

The paper illustrates that individual and social practice and learning in the workplace should be analysed as interdependent and intertwined.

The paper seeks to show the contextualisation of call centres as a work‐specific ethnographically and culturally based community, which, in turn, influences pedagogical practices through the encoding and decoding of cultural texts in relation to two logics: cost‐efficiency and customer‐orientation.

The paper includes a qualitative, interpretive research‐based case study involving three Australian incoming customer service call centres and seven call centre managers.

The paper finds cultural texts with high management structure and control and low workplace socialisation and semiotic literacy favour constructions of meaning which prioritise qualitative (customer‐orientated logic) performance by a customer service representative (CSR) at early cultural junctures. This position subsequently transitions to favour the prioritisation of quantitative (cost‐efficient logic) performance as the CSR progresses. The shift occurs through a process of relayered knowledge constructs wherein a corresponding reduction in management control and structure of the texts is counter‐balanced by an increase in workplace socialisation and semiotic literacy.

The paper includes enriched understandings of call centre contextuality and shows that fresh perspectives on contextually influenced pedagogical practices have the potential to direct and harness more informed approaches to call centre teaching and learning, particularly in relation to the logics of cost‐efficiency and customer‐orientation.

A thought‐provoking paper for call centre managers and human resource learning and development professionals which foregrounds the concepts of work‐specific ethnographic community, cultural texts, encoding and decoding, socialisation and semiotic literacy as influential workplace teaching and learning conduits.

Drawing from literature on organizations that function efficiently and effectively while maintaining low levels of errors and occupational injuries and deaths, we argue that police departments can enhance their legitimacy by adopting the practices found in such organizations because doing so can reduce the frequency of unnecessary force against citizens and lower officer injury rates.

To support our argument, we review literatures on the causes and avoidance of errors in organizations, identify how well-run organizations in high-risk environments are able to operate safely, and describe how police departments can adopt similar practices as a mechanism to enhance officer safety and lower the rate at which officers use force against citizens.

By adopting the practices of successful organizations in other fields, police departments and their officers can promote and enhance their safety while simultaneously reducing their use of force against citizens. By doing so, police can raise the level of legitimacy they hold in the eyes of the American public, which has arguably decreased in the wake of recent events involving police gunfire.

Our ideas contribute to the policing literature by: (1) highlighting a preexisting body of literature and outlining its application to police organizations and (2) detailing how both the police and the public can benefit from improved police practices.

The paper seeks to show that narrative close call reporting is one strand of an ongoing collaborative inquiry project with 300 staff aiming to improve teamwork in operating theatres in a large UK hospital. How teams deal with close calls (“accidents waiting to happen”) reveals resourcefulness but exposes flaws, including resistance to basic safety practices such as briefing and debriefing.

In this paper over 400 issues from close call reports over two years have been thematically analysed to map a variety of (mis)communications. This paper goes beyond this descriptive level of data analysis to a deeper level, where close calls are read textually. The most common rhetorical strategies are reported, shown in around a quarter of all reports.

The paper finds that accounts are neither transparent nor objective, but offer a medium for the exercise of rhetorical strategy, a main function of which is construction and management of identity. Practitioners maintain traditional boundaries between professions by stereotyping the “other” professional in the team, serving to stabilise identity. Work is typically presented as on the edge, close to collapse, serving to shape an identity of “heroic survivors” for team members.

In the paper habitual practices that impede teamwork are challenged, such as stereotyping. Reporting can encourage “fearless speech” – regardless of position on the traditional hierarchy – that is an empowering form of “plain speaking” underpinned by moral courage.

The paper shows that close calls are typically treated instrumentally. A deeper, aesthetic and ethical reading is offered. Education in “fearless speech” in close call reports may offer a reflexive stance and new context for identity construction.

This paper aims to analyse, through the lens of learning network theory, ways in which external VET practitioners work within private enterprises to promote learning within these organizations.

The paper is based on analyses of six case studies in two Australian States, each comprising a vocational education institute and an enterprise. In total, 34 interviews were held with four groups of participant – TAFE managers and practitioners, enterprise personnel and worker‐learners – from different industries.

The paper finds that the overlaying of an external learning system on existing learning systems brings inevitable tensions that need to be carefully managed. VET practitioners working in industry operate in two worlds with very different cultures. They need to learn how to work within different power structures, how to build around existing work and learning networks, and how to mesh in with the flow of enterprise work. In the process of working with company staff, and crossing boundaries, they may well be creating a “third space” in which new meanings can be, and have to be, constructed that go beyond the limits of either site.

The paper shows that understanding these ways of working has practical implications for VET managers and practitioners, company staff and policy‐makers in terms of how human resources are managed and how different parties work together.

The paper shows two objectives: a relatively new focus in the research literature and an extension of learning network theory in terms of external learning systems.

This paper aims to examine employees' conceptions of the meaning of experience in job‐competence and its development in workplace context. The aim is to bring out the variety of conceptions related to experience, competence and workplace learning.

The paper is based on interview data from six Finnish small and medium sized enterprises. The data were collected as a part of a larger European Union research project, Working Life Changes and Training of Older Workers (WORKTOW) during spring 1999. The approach chosen for the analysis presented in this paper was phenomenography.

The findings in the paper show the importance accorded to experience in competence and in workplace learning. The employees valued work experience as the main source of their competence. They also developed their competence mainly through learning at work. The role of social participation in work communities and learning through experiences was emphasized.

The paper shows that differentiating employees' conceptions paves a way to more specific perspectives on the development and utilisation of experience‐based competence in work communities and organisations.

In this paper the findings are discussed in the light of construction and development of older workers' job‐competence in working life. It is argued that experience serves several kinds of purposes in workplace learning also among experienced workers.