An integrative learning approach: combining improvement methods and ambidexterity

Abstract

Purpose This paper aims to explore whether the principles behind improvement methods and the underlying learning orientations of ambidexterity have the potential to support the managing of ideas for implementation. Design/methodology/approach By combining improvement methods and ambidexterity, this study presents a pragmatic framework for innovative working with a scientific underpinning linked to organizational learning. Findings The descriptive stages in the plan-do-check-act method for improvement are instructive in their focus on progress and helpful in untangling the more explanatory nature of ambidexterity to frame innovative working. Research limitations/implications Although the framework’s usefulness for innovative working is subject to future studies, the implementation, validation and results of the framework in pilot research may contribute to the body of knowledge. Practical implications The proposed framework can be used in teaching the key role of strategic leadership to explore and exploit over time. The framework has the potential to guide innovative working in practice by making better use of the employees’ tacit knowledge in such a way that they are empowered to explore new ways of defining problems and searching for solutions to improve organizational performance. The results of the implementation will impact the employees’ quality of life. Originality/value This study advances the current understanding of how the seemingly contradictory activities of exploration and exploitation can model an integrative learning approach.

Socialtjänsten som en hållbar kunskapsorganisation

“…Både praktikers användning och utveckling av kunskap är centrala aktiviteter för att utveckla en praktik som fattar tillförlitliga beslut och som kontinuerligt arbetar med att effektivisera och utveckla kvaliteten i verksamheten. Genom att synliggöra och kontinuerligt följa upp kunskapen som handlingar och beslut baseras på, kan en verksamhet också försäkra sig om att den vilar på bästa tillgängliga kunskap (Avby 2022). Kunskapen som kommer ur ett systematiskt arbete för att fånga det vardagliga arbetet och verksamhetsnära processer kan även ligga till grund för utveckling av beprövad erfarenhet.…”

“…Förutom intresset att bemöta frågor som rör makt och inflytande har medvetenheten om värdet av att ta del av brukares kunskap och erfarenheter för att utveckla och förbättra verksamheten ökat (Karlsson & Börjeson 2019), men brukardelaktighet behövs också för att bidra till en mer heterogen kunskapsbas i strävan mot en kunskapsorganisation. Utan involvering av dem verksamheten är till för blir det vare sig insiktsfulla eller hållbara utvecklingsidéer (Avby 2022;Eklund 2016). Ett av de aktuella begrepp som används för de processer där brukare görs delaktiga är samskapande, som både kan syfta på delaktighet på individ-och på organisationsnivå (Brandsen m.fl.…”

What are organisations even there for? A call for deeper double-loop learning

“…Following on the multiple forms of learning an organisation might need to engage in for innovation and change, Avby (2022) offers a pragmatic perspective of looking at the Plan-Do-Check-Act model (PDCA) with the much discussed perspectives of exploratory and exploitative learning represented by ambidextrous organisations. The article provides a relevant model that combines these approaches to help managers understand which type of learning needs to be engaged in at which time, and often simultaneously.…”

“…Proposing a new way of working Trying the new way of working Following up the new way of working Deciding on how to continue working One of the most useful contributions of the study for practitioners are the clear potential challenges at each of the phases of integrated learning (See Table 1 in Avby, 2022). Managers should also note that although the model is presented with numbers, it is by no means linear, and decision making on where the organisation is and what type(s) of learning they need to engage in needs to happen throughout the process, as overemphasizing either explorative or exploitative learning might have detrimental effects on the company success.…”

“…But a deep value-driven double-loop learning re-examining the purpose of each organisation in the current society is needed. This article summarises key implications for practitioners from articles included in this Issue 4, starting from double feature by Somaskandan, Arulandu, and Parayitam (2022a, 2022b) exploring individual learning, organisational learning and organisational commitment elements; Barbosa, Carvalho, Choo, Versiani, and Pedron (2022) exploring organisational memory in project-based organisations (PBOs); Acharya and Mishra (2022) interviewing Prof Eric Tsang on organisational unlearning; Rubin and Ohlsson (2022) investigating interim managers (IMs) impact on OL; Avby (2022) offering pragmatist perspectives on ambidextrous organisations and finishing with a study on US higher education institutions (HEIs) response to COVID19 early pandemic and how it affected their learning. This implications paper is structured around the themes of changing organisational commitment, organisational memory and the balance between different types of learning in times of change.…”