Purpose -This study aims to empirically investigate the role of learning for suppliers of individualized customizations from a communication perspective.Design/methodology/approach -Five companies providing individualized customizations are investigated through an in-depth qualitative approach. The empirical material is based on data from five presentations in one workshop and seven interviews.Findings -Four important categories of communication processes between suppliers and customers that stimulate learning were identified: the identification and confirmation of existing knowledge, the identification of knowledge gaps and the creation of new knowledge, the definition of relations and procedures and evaluation and learning.Practical implications -These findings can help suppliers of individualized customizations become aware of the important role of organizational learning in their day-to-day operations and the value of improving as a learning organization.Originality/value -This cross-disciplinary study brings together organizational learning and customization research. It is a study that focuses on communication in customization tasks as a base for learning.

Customization in different flavors have been identified as an important differentiator if low-cost competitiveness is not viable. To provide a customer unique solution is however not the same as providing a solution that is designed and individualized for a particular delivery to a customer. These two cases are illustrations of how customer requirements may be fulfilled differently depending on the match between stated requirements and the solution offered. The range of solutions that can be offered is represented by a solution space consisting of either predefined or postdefined solutions. Predefined refers to solutions that are defined before commitment to a customer and postdefined refers to solutions that are defined after commitment to a customer. Both cases are constrained by a boundary of possible solutions but the postdefined solutions provide opportunities for bounded innovation beyond what the predefined solutions can provide. Combining the properties of the different solution spaces provides not only an operational definition of customization but also supports in identifying strategic opportunities for extending the solutions and types of customizations a business provides.

Purpose The purpose of the paper is to describe ambidextrous learning in organizations within the customer order-based context (COBC), here based on a dynamic view of work processes. The study focuses on how organizations can learn while working with customer orders, considering learning in organizations as both a process and an outcome. Design/methodology/approach This conceptual article focuses on learning in the COBC, where the individual customer requirements represent a key input into the organization’s work processes, thus limiting the possibilities to plan and standardize. The COBC brings about challenges and potentials for learning in organizations where task variety and complexity are high and in which the contradictory interplay between efficiency and responsiveness is apparent not only at a strategic level but also at an operative level in the customer order fulfillment processes. Depending on the variations in tasks and parallel complex work processes between different units in the organization, the ambidextrous learning dynamic can appear in the COBC. Findings Five propositions were made from the analysis: Proposition 1: Learning in the COBC can occur both in real-time but also in retrospect and with sporadic and recurrent interventions. Proposition 2: Learning in the COBC can occur for, as well as from, customer order processes. Proposition 3: Learning in the COBC varies and will depend on the delivery strategy. Proposition 4: Learning can be stimulated by the variation in priorities among customer orders in the COBC because the work characteristics for the back office and front office differ between customer order fulfillment processes. Proposition 5: Learning in the COBC can occur both within the back office and front office but also between these organizational units. The paper discusses the importance of building learning infrastructure in COBC and how that can be supported by a suggested learning office. Originality/value The present study demonstrates the importance of functions being able to act both as back office and front office in relation to delivery strategy. It also shows the ambidextrous learning process for the sake of improving both the internal efficiency and external effectiveness across the organization.