Pub Date : 2019-12-07DOI: 10.1108/dlo-08-2019-0190
Shubham Dubey, N. Ruparel, Rajneesh Choubisa
Positive psychology views organizational virtuousness (OV) and psychological capital (PsyCap) as significant external and internal variables. From a research perspective, both OV and PsyCap have indicated a positive relationship with employee performance. However, the underlying mechanism of the causal relationship needs to be explored.,The study employed a cross-sectional design. The sample was collected through snowball technique from (n = 122) Indian bank employees from the public (51 per cent) and private sector (49 per cent).,OV and PsyCap reveal a positive effect on self and supervisor-rated performance of the Indian bankers. OV predicts PsyCap. Overall, OV and PsyCap impacts supervisor-rated performance.,Our study demonstrates that organizations can develop employee OV to enhance their PsyCap. It is essential to improve their perceptions of OV. Moreover, this relationship also empowers employee performance, thereby emphasizing the importance of OV among employees, managers and organizations. Study findings seem robust, but other researchers should extend this work into other sectors and with larger sample sizes.,Our study is the first to explore the relationships between OV and PsyCap. Also, it assesses the variable’s impact on self and supervisor rated performance. The results of our study provide insights into banking employees' performance that managers can use in their daily operations.
{"title":"Does organizational virtuousness and psychological capital impact employee performance: evidence from the banking sector","authors":"Shubham Dubey, N. Ruparel, Rajneesh Choubisa","doi":"10.1108/dlo-08-2019-0190","DOIUrl":"https://doi.org/10.1108/dlo-08-2019-0190","url":null,"abstract":"Positive psychology views organizational virtuousness (OV) and psychological capital (PsyCap) as significant external and internal variables. From a research perspective, both OV and PsyCap have indicated a positive relationship with employee performance. However, the underlying mechanism of the causal relationship needs to be explored.,The study employed a cross-sectional design. The sample was collected through snowball technique from (n = 122) Indian bank employees from the public (51 per cent) and private sector (49 per cent).,OV and PsyCap reveal a positive effect on self and supervisor-rated performance of the Indian bankers. OV predicts PsyCap. Overall, OV and PsyCap impacts supervisor-rated performance.,Our study demonstrates that organizations can develop employee OV to enhance their PsyCap. It is essential to improve their perceptions of OV. Moreover, this relationship also empowers employee performance, thereby emphasizing the importance of OV among employees, managers and organizations. Study findings seem robust, but other researchers should extend this work into other sectors and with larger sample sizes.,Our study is the first to explore the relationships between OV and PsyCap. Also, it assesses the variable’s impact on self and supervisor rated performance. The results of our study provide insights into banking employees' performance that managers can use in their daily operations.","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"108 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88052605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-06DOI: 10.1108/DLO-05-2019-0115
Theresa R. Billiot
{"title":"iGeneration well-being in the workforce: a conceptual model of materialism and social comparison","authors":"Theresa R. Billiot","doi":"10.1108/DLO-05-2019-0115","DOIUrl":"https://doi.org/10.1108/DLO-05-2019-0115","url":null,"abstract":"","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83456077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-02DOI: 10.1108/dlo-08-2019-0186
C. Lucio-Ramirez, Juan Pablo Nigenda, Marisol García-García, S. Olivares
The current emphasis within education is on collaboration, data-driven decision-making, and assessment driven accountability. Medical education is now being oriented to guarantee patient-centered care. Having appropriate data from student outcomes is crucial for decision making on both educational and health care institutions. This paper describes the development of a mobile app to assess the clinical competencies of medical students for timely and quality feedback.,The app development included 4 phases. The conceptual model was designed on collaborative and multidisciplinary focus groups with clinicians, information technology professionals, hospital directors, and change managers. The prototype was an app with functional and friendly features to assess students with Patient-Centered Learning perspectives. Innovative features included student profiles, multiple examiners, customizable instruments, and data reports. The pilot started with faculty training and monitoring by information technology professionals. For a broader implementation, detailed rubrics were applied to assess the clinical competencies on bedside (ambulatory care, surgical procedures and emergency skills) and non-bedside learning moments (case discussions and rounds).,Non-bedside learning moments had the highest frequency (55.3 vs 28.8 per cent) of the records. Case discussions represented 40.7 per cent of assessments while rounds accounted for 14.6 per cent. In contrast, regarding the bedside learning moments, the emergency department had the lowest figures (3.5 per cent). It seems that faculty prefers to grade students on academic activities rather than complex student patient encounters.,Obtaining multiple results from real-time feedback promoted awareness of patient centeredness on medical students. Both the medical school and the hospital now have accountable information for decision making.
{"title":"Clinical competence assessment: development of a mobile app to enhance patient centerderness","authors":"C. Lucio-Ramirez, Juan Pablo Nigenda, Marisol García-García, S. Olivares","doi":"10.1108/dlo-08-2019-0186","DOIUrl":"https://doi.org/10.1108/dlo-08-2019-0186","url":null,"abstract":"The current emphasis within education is on collaboration, data-driven decision-making, and assessment driven accountability. Medical education is now being oriented to guarantee patient-centered care. Having appropriate data from student outcomes is crucial for decision making on both educational and health care institutions. This paper describes the development of a mobile app to assess the clinical competencies of medical students for timely and quality feedback.,The app development included 4 phases. The conceptual model was designed on collaborative and multidisciplinary focus groups with clinicians, information technology professionals, hospital directors, and change managers. The prototype was an app with functional and friendly features to assess students with Patient-Centered Learning perspectives. Innovative features included student profiles, multiple examiners, customizable instruments, and data reports. The pilot started with faculty training and monitoring by information technology professionals. For a broader implementation, detailed rubrics were applied to assess the clinical competencies on bedside (ambulatory care, surgical procedures and emergency skills) and non-bedside learning moments (case discussions and rounds).,Non-bedside learning moments had the highest frequency (55.3 vs 28.8 per cent) of the records. Case discussions represented 40.7 per cent of assessments while rounds accounted for 14.6 per cent. In contrast, regarding the bedside learning moments, the emergency department had the lowest figures (3.5 per cent). It seems that faculty prefers to grade students on academic activities rather than complex student patient encounters.,Obtaining multiple results from real-time feedback promoted awareness of patient centeredness on medical students. Both the medical school and the hospital now have accountable information for decision making.","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"10 1","pages":"17-20"},"PeriodicalIF":0.0,"publicationDate":"2019-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88339812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-02DOI: 10.1108/dlo-08-2019-0196
Miguel M. Gonzales, M. Roberts
How will schools reinvent themselves to respond to the technological and economic demands of the mid-21st century? In response to the demands, a school district in the western region of the United States implemented a model patterned after the franchise business model. Two effective principals were tasked to simultaneously lead multiple high-risk elementary schools and to replicate the success they achieved from their flagship school. This paper aims to introduce the concept of franchise model schools. It also examines the innovative impact of the model as it relates to student achievement and leadership development.,The methodology for this research was a case study approach. This case study sought to examine teacher and school leaders' perceptions of the implementation of the franchise model school framework. The setting of this case study was five franchise model elementary schools in the western region of the United States. Participants of this study included 37 grade-level teacher leaders and 133 teacher respondents to an online questionnaire. Semi-structured focus group interviews were conducted with grade-level teacher leaders at each participating school. State and site-based academic assessments were also collected and analyzed.,Due to the novelty of the franchise model schools, the long-term effects on student outcomes are not yet discernable. Interviews with the teachers and school leaders revealed that staff morale was low after the initial implementation of the model and student assessment scores also decreased after the first year of implementation. The current pattern of student assessment revealed a decrease after the first year of implementation and a small increase after the second year. Findings revealed assistant principals within the model increased their leadership capacity and efficacy. Assistant principals felt confident in their ability to lead a school as principals.,The implementation of franchise model schools is unique to the United States education system. Minimal research exists which examines the novelty and impact of franchise model schools. This case study has the potential to inform school systems, policy-makers and educator preparation programs of new practices and innovative structures that can help meet the demands of obtaining a mid-21st-century education. For educational leadership preparation programs, the use of this model provides new practicum and internship opportunities for aspiring school administrators.
{"title":"Franchise model schools: rethinking educational practices and structures","authors":"Miguel M. Gonzales, M. Roberts","doi":"10.1108/dlo-08-2019-0196","DOIUrl":"https://doi.org/10.1108/dlo-08-2019-0196","url":null,"abstract":"How will schools reinvent themselves to respond to the technological and economic demands of the mid-21st century? In response to the demands, a school district in the western region of the United States implemented a model patterned after the franchise business model. Two effective principals were tasked to simultaneously lead multiple high-risk elementary schools and to replicate the success they achieved from their flagship school. This paper aims to introduce the concept of franchise model schools. It also examines the innovative impact of the model as it relates to student achievement and leadership development.,The methodology for this research was a case study approach. This case study sought to examine teacher and school leaders' perceptions of the implementation of the franchise model school framework. The setting of this case study was five franchise model elementary schools in the western region of the United States. Participants of this study included 37 grade-level teacher leaders and 133 teacher respondents to an online questionnaire. Semi-structured focus group interviews were conducted with grade-level teacher leaders at each participating school. State and site-based academic assessments were also collected and analyzed.,Due to the novelty of the franchise model schools, the long-term effects on student outcomes are not yet discernable. Interviews with the teachers and school leaders revealed that staff morale was low after the initial implementation of the model and student assessment scores also decreased after the first year of implementation. The current pattern of student assessment revealed a decrease after the first year of implementation and a small increase after the second year. Findings revealed assistant principals within the model increased their leadership capacity and efficacy. Assistant principals felt confident in their ability to lead a school as principals.,The implementation of franchise model schools is unique to the United States education system. Minimal research exists which examines the novelty and impact of franchise model schools. This case study has the potential to inform school systems, policy-makers and educator preparation programs of new practices and innovative structures that can help meet the demands of obtaining a mid-21st-century education. For educational leadership preparation programs, the use of this model provides new practicum and internship opportunities for aspiring school administrators.","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"9 1","pages":"41-44"},"PeriodicalIF":0.0,"publicationDate":"2019-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79888758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-27DOI: 10.1108/dlo-08-2019-0187
D. Starr-Glass
This conceptual article describes the capstone experience. It argues that this final-year undergraduate study, particularly when centered on in-depth research and writing a dissertation, provides significant value for institutions, students, and future employers. It is argued that the criteria for capstone experience success neatly align with the skills and competencies most source by organizational employers.,This is a short reflection on the present author’s engagement with capstones and business undergraduates. It is limited in scope, reviews the author’s extensive experience and practice, but may have limited generalizability. Nevertheless, it will likely be of value to business educators and to organizational members seeking to hire high-potential business graduates.,Properly designed and executed, capstones can develop the skills and competencies currently considered the most desirable in organizations. Those who have successfully completed their capstones (in this case, in-depth research and an undergraduate dissertation) have a demonstrated advantage in the hiring process. Students are encouraged to see the capstone as a bridging activity between college and the workplace. This fosters student engagement with targeted organizations and the creation of contacts and networks that provide mutual advantage on graduation.,The article provides novel insights that are personal but informed and considered. It offers original perspectives on the value of the capstone experience for students, educational institutions, and hiring organizations.
{"title":"The value of undergraduate capstone experiences: stepping stones to future organizational engagement","authors":"D. Starr-Glass","doi":"10.1108/dlo-08-2019-0187","DOIUrl":"https://doi.org/10.1108/dlo-08-2019-0187","url":null,"abstract":"This conceptual article describes the capstone experience. It argues that this final-year undergraduate study, particularly when centered on in-depth research and writing a dissertation, provides significant value for institutions, students, and future employers. It is argued that the criteria for capstone experience success neatly align with the skills and competencies most source by organizational employers.,This is a short reflection on the present author’s engagement with capstones and business undergraduates. It is limited in scope, reviews the author’s extensive experience and practice, but may have limited generalizability. Nevertheless, it will likely be of value to business educators and to organizational members seeking to hire high-potential business graduates.,Properly designed and executed, capstones can develop the skills and competencies currently considered the most desirable in organizations. Those who have successfully completed their capstones (in this case, in-depth research and an undergraduate dissertation) have a demonstrated advantage in the hiring process. Students are encouraged to see the capstone as a bridging activity between college and the workplace. This fosters student engagement with targeted organizations and the creation of contacts and networks that provide mutual advantage on graduation.,The article provides novel insights that are personal but informed and considered. It offers original perspectives on the value of the capstone experience for students, educational institutions, and hiring organizations.","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"37 1","pages":"29-32"},"PeriodicalIF":0.0,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79269740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-23DOI: 10.1108/dlo-06-2019-0140
Mark E. Haskins
This article highlights and codifies the primary responsibilities of those individuals tasked with leading an executive education (EE) custom program design, development, and delivery team. The perspective presented is comprehensive and client centric.,The personal insights presented are based on over 20 years of serving as an EE program faculty leader (FL) on some of the largest and longest-running custom clients at one of the world’s premiere EE providers, while also observing others serving in that same capacity on other clients.,The primary, ongoing responsibilities of a FL are presented in a fashion analogous to the key players in the custom home building setting. Those roles are: architect, builder, supervisor, inspector, and client liaison. Each role is highlighted and explained.,The FL roles described herein are easily understood and immediately actionable as a robust array of priorities for those potentially cast in a FL role or its equivalent.,The EE role of FL is an important one. This article is unique providing a robust and succinct depiction of the multi-faceted role for FLs to embrace in order to richly and effectively fulfill that position.
{"title":"Executive education program faculty leaders: their “BASIC” roles","authors":"Mark E. Haskins","doi":"10.1108/dlo-06-2019-0140","DOIUrl":"https://doi.org/10.1108/dlo-06-2019-0140","url":null,"abstract":"This article highlights and codifies the primary responsibilities of those individuals tasked with leading an executive education (EE) custom program design, development, and delivery team. The perspective presented is comprehensive and client centric.,The personal insights presented are based on over 20 years of serving as an EE program faculty leader (FL) on some of the largest and longest-running custom clients at one of the world’s premiere EE providers, while also observing others serving in that same capacity on other clients.,The primary, ongoing responsibilities of a FL are presented in a fashion analogous to the key players in the custom home building setting. Those roles are: architect, builder, supervisor, inspector, and client liaison. Each role is highlighted and explained.,The FL roles described herein are easily understood and immediately actionable as a robust array of priorities for those potentially cast in a FL role or its equivalent.,The EE role of FL is an important one. This article is unique providing a robust and succinct depiction of the multi-faceted role for FLs to embrace in order to richly and effectively fulfill that position.","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"98 1","pages":"15-18"},"PeriodicalIF":0.0,"publicationDate":"2019-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73606076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-21DOI: 10.1108/dlo-05-2019-0110
Eben David November
Aims to develop a typology of employee attitudes toward the introduction of externally sourced management innovations.,Draws on reflection upon personal experience and conceptual reasoning to develop the innoterms typology.,This paper suggests that addressing innoterms is integral to the successful implementation of externally sourced management innovations.,This paper provides a valuable framework for decision-makers to consider before the implementation of management innovations.
{"title":"Innoterms: a conceptual typology of attitudes that influence the implementation of adopted management innovations","authors":"Eben David November","doi":"10.1108/dlo-05-2019-0110","DOIUrl":"https://doi.org/10.1108/dlo-05-2019-0110","url":null,"abstract":"Aims to develop a typology of employee attitudes toward the introduction of externally sourced management innovations.,Draws on reflection upon personal experience and conceptual reasoning to develop the innoterms typology.,This paper suggests that addressing innoterms is integral to the successful implementation of externally sourced management innovations.,This paper provides a valuable framework for decision-makers to consider before the implementation of management innovations.","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"14 1","pages":"19-22"},"PeriodicalIF":0.0,"publicationDate":"2019-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79135300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Increasing diversity, awareness, and inclusion in corporate culture: investigating communities of practice and resource groups among employees","authors":"Kelly Dutton","doi":"10.1108/DLO-11-2018-132","DOIUrl":"https://doi.org/10.1108/DLO-11-2018-132","url":null,"abstract":"","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"32 1","pages":"19-21"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87920132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-05DOI: 10.1108/DLO-06-2018-0073
David Smith
This paper aims to review the latest management developments across the globe and pinpoint 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.,A study of the training programs offered to managers who coach employees has revealed how organizations could offer them far more support to develop their skills. The findings of the research indicated that although 58.7 per cent of the managers interviewed had received some support from their organizations, it was often short-lived, and less than a quarter (22.9 per cent) felt they did not need any further support. There was strong demand for longer, more in-depth training that took place on an ongoing basis. Some managers (about 5 per cent) even suggested they wanted formal qualifications in how to coach the staff.,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.
{"title":"The benefits of coaching the coach","authors":"David Smith","doi":"10.1108/DLO-06-2018-0073","DOIUrl":"https://doi.org/10.1108/DLO-06-2018-0073","url":null,"abstract":"This paper aims to review the latest management developments across the globe and pinpoint 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.,A study of the training programs offered to managers who coach employees has revealed how organizations could offer them far more support to develop their skills. The findings of the research indicated that although 58.7 per cent of the managers interviewed had received some support from their organizations, it was often short-lived, and less than a quarter (22.9 per cent) felt they did not need any further support. There was strong demand for longer, more in-depth training that took place on an ongoing basis. Some managers (about 5 per cent) even suggested they wanted formal qualifications in how to coach the staff.,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.","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"2018 1","pages":"16-18"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72722111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-20DOI: 10.1108/DLO-01-2018-0013
F. Brunetti, A. Bonfanti, P. Castellani, Elena Giaretta
Purpose The purpose of this paper is to present and discuss an unconventional approach for developing organizational learning inside companies. The subject of this paper is the interactive mode of organizational learning – involving shared understanding and sense-making – which has proven useful in the current turbulent era and complex competitive environment. Design/methodology/approach The paper is based on an inductive and phenomenon-driven approach. The data collection method consists of interviews with involves informants. The empirical context of the research is Open Factory – the largest open-door event for industrial manufacturing in Italy. Findings Companies participating in Open Factory gained several benefits in terms of interactive learning. In particular, intra-organizational knowledge sharing, staff motivation, and more focused organizational identity were reported as the most relevant advantages. Practical implications Companies eager to enhance their interactive mode of organizational learning should seriously consider taking part in events such as Open Factory or should strive to create a similar event. Originality/value To the best of the authors’ knowledge, this paper is the first to describe and analyze open-door events for manufacturing companies as a source of organizational learning.
{"title":"Open factory events as triggers of interactive learning in organizations","authors":"F. Brunetti, A. Bonfanti, P. Castellani, Elena Giaretta","doi":"10.1108/DLO-01-2018-0013","DOIUrl":"https://doi.org/10.1108/DLO-01-2018-0013","url":null,"abstract":"Purpose \u0000 \u0000 \u0000 \u0000 \u0000The purpose of this paper is to present and discuss an unconventional approach for developing organizational learning inside companies. The subject of this paper is the interactive mode of organizational learning – involving shared understanding and sense-making – which has proven useful in the current turbulent era and complex competitive environment. \u0000 \u0000 \u0000 \u0000 \u0000Design/methodology/approach \u0000 \u0000 \u0000 \u0000 \u0000The paper is based on an inductive and phenomenon-driven approach. The data collection method consists of interviews with involves informants. The empirical context of the research is Open Factory – the largest open-door event for industrial manufacturing in Italy. \u0000 \u0000 \u0000 \u0000 \u0000Findings \u0000 \u0000 \u0000 \u0000 \u0000Companies participating in Open Factory gained several benefits in terms of interactive learning. In particular, intra-organizational knowledge sharing, staff motivation, and more focused organizational identity were reported as the most relevant advantages. \u0000 \u0000 \u0000 \u0000 \u0000Practical implications \u0000 \u0000 \u0000 \u0000 \u0000Companies eager to enhance their interactive mode of organizational learning should seriously consider taking part in events such as Open Factory or should strive to create a similar event. \u0000 \u0000 \u0000 \u0000 \u0000Originality/value \u0000 \u0000 \u0000 \u0000 \u0000To the best of the authors’ knowledge, this paper is the first to describe and analyze open-door events for manufacturing companies as a source of organizational learning.","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"22 1","pages":"15-18"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87210981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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