In this article we describe and discuss means that foster the emergence of innovation through representational methods which interrelate manual modeling with playfulness. Based on the observation that demands to innovation processes have changed significantly in recent years due to changed collaboration forms, like co‐configuration or open innovation, we look for a methodological approach able to deal with such collaboration forms. We describe and discuss a methodological approach on how innovation processes in heterogeneous – interdisciplinary, cross‐functional and interorganizational – groups can be kicked off to bring about collectively shared understanding, as well as the ability to develop creative ideas. The approach relies on a playful modeling methodology, which is based on the hands‐on creation of visualizations and physical models in connection with their verbal explanation and narration. With reference to two case studies we report and discuss experiences of applying the methodology.

Aim. In close cooperation with an international automotive supplier we developed the “C2” business simulation game in order to meet real work practice needs. Based on the example of a site-location decision and the setup of a new factory in China, the participants of the game experienced the challenges of an interdisciplinary project team as well as project management in complex and rapidly changing situations. During the game we used the creative learning method LEGO® Serious Play®,1 which helps to express different understandings through hands-on modelling. The aim of the game is to acquire and improve both technical project management knowledge and soft skills of the participants. Method. In total, 47 students participated in one of six two-day game sessions. They reported self-perceptions about their skill level through pre- and post-game questionnaires. Further data were collected during the simulation game based on observations, lessons learned reflections of the participants and evaluation questionnaires. Results. Results from our pre- and post-game self-assessment questionnaires show that the “C2” business simulation game improves not only conceptual knowledge about project management but also team working and the participants’ other soft skills. Results indicate that the students’ reactions to the simulation game were positive, and students felt that the LEGO Serious Play method helped them to better cope with challenges of teamwork, influences of stakeholders, risk factors and unpredictable project situations. Conclusion. These results suggest that our business simulation game has the potential to be an effective learning and training tool to provide students with relevant skills necessary for project managers. By giving students the opportunity to act in an authentic scenario based on a real project case, we can support their action-oriented as well as their trial-and-error learning, or in short their learning through experience.

Healthcare institutions have been under pressure for years now, climaxing in the COVID-19 crisis. Even if they are not operating at a trouble spot of the current COVID-19 pandemic, healthcare leaders need to be highly resilient to remain effective as well as staying healthy themselves. The purpose of this study is to shed light on healthcare leaders’ challenges and, more important, their specific resilience factors. By doing so, we can expand the knowledge of this fragmented research field and deliver an integrated framework that has so far been lacking. We conducted 20 in-depth interviews with healthcare leaders. More precisely, 35% (7) of our interviewees were physicians, 55% (11) worked in nursing, and 10% (2) were nonclinical professionals, with 50% (10) of our participants working in upper, 40% (8) in middle, and 10% (2) in lower leadership positions. Based on a qualitative content analysis approach, we identified main healthcare leaders’ challenges as well as crucial resilience factors (i.e., individual, situational, and behavioral factors). By integrating insights from contemporary leadership and work-related resilience research, we were able to develop an integrated framework of healthcare leaders’ resilience. Considering resilience as a context-dependent construct, we are contributing to the resilience and healthcare literature by investigating the specialty of healthcare leaders’ resilience. This study is contributing to the future development of resilience interventions in healthcare organizations that might help not only healthcare leaders to better cope with critical situations but also promote resilience development among their followers and organizations.

Purpose The purpose of this study is to develop a multi-level and politically informed perspective on organizational learning and change based on the cultural-historical activity theory (CHAT) in order to contribute to a less managerialist and more multi-voiced understanding of change. The authors aim for a better understanding of the links between expansive learning, contradictions in and of activity systems and episodic and systemic power. Design/methodology/approach The authors develop a framework on expansive learning, integrating the concept of faces of power. The framework is applied to a case study. Findings The authors show productive and restrictive effects of episodic and systemic power for dealing with contradictions in expansive learning and organizational change. The productive role of change critics and non-managerial actors is shown. Research limitations/implications The case study is illustrative and findings need to be validated and expanded through more detailed empirical investigations. Future studies should particularly investigate how patterns of power could itself become the object of expansive learning. Practical implications The framework fosters an understanding of organizational change as multi-voiced, decentralized and driven by contradictions. Emancipation of actors and protected social spaces are essential for unfolding the productive potential of multi-voicedness against the backdrop of asymmetric power relations in organizations. Originality/value The authors step back from a managerialist perspective on organizational change by developing a politically informed, activity theoretic perspective on learning systems. The paper contributes to a better understanding of contradictions, related multi-voicedness and effects of episodic/systemic power in expansive learning and change.

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