Doing or calculating lean? A sensemaking perspective on workplace learning

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Workplace Learning Pub Date : 2023-01-26 DOI:10.1108/jwl-01-2022-0006

Inge Hermanrud, Ole Andreas Haukåsen

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引用次数: 0

Abstract

Purpose The purpose of this paper is to present and discuss two different learning approaches to lean through a sensemaking lens. Design/methodology/approach This is comparative case study within one organisation, and a qualitative analysis of interview data, participative observations and documents. Findings Although this study found that both practices promoted lean thinking in the organisation, the “calculating lean approach” has an approach oriented towards one profession, namely, medical doctors, whereas “doing lean” has a more multi-professional-oriented approach. Originality/value This research enriches the literature on workplace learning in relation to lean, seen from a practice-based perspective. The authors argue that “The calculating lean approach” and its use of data presentations is best suited to persuade the powerful doctors to join, when working with small improvements. “The doing lean approach,” on the contrary, is more suited to promote more comprehensive changes from the bottom up that require a deeper understanding of lean among all the professions involved.

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做或计算精益？职场学习的感知视角

目的本文的目的是从感觉制造的角度提出并讨论两种不同的学习方法。设计/方法论/方法这是一个组织内的比较案例研究，也是对访谈数据、参与性观察和文件的定性分析。发现尽管这项研究发现，这两种做法都促进了组织中的精益思维，但“计算精益方法”的方法面向一个职业，即医生，而“做精益”的方法则更倾向于多职业。独创性/价值这项研究从实践的角度丰富了与精益相关的职场学习文献。作者认为，“计算精益方法”及其对数据展示的使用最适合说服有实力的医生在进行小改进时加入。相反，“做精益的方法”更适合促进自下而上的更全面的变革，这需要所有相关专业对精益有更深入的理解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Workplace Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.60

自引率

10.50%

发文量

期刊介绍： The Journal of Workplace Learning aims to provide an avenue for the presentation and discussion of research related to the workplace as a site for learning. Its scope encompasses formal, informal and incidental learning in the workplace for individuals, groups and teams, as well as work-based learning, and off-the-job learning for the workplace. This focus on learning in, from and for the workplace also brings with it questions about the nature of interventions that might assist the learning process and of the roles of those responsible directly or indirectly for such interventions. Since workplace learning cannot be considered without reference to its context, another aim of the journal is to explore the organisational, policy, political, resource issues and other factors which influence how, when and why that learning takes place.