Few studies have examined workplace factors that influence informal learning in small businesses and in general the studies are not framed by the characteristics of small businesses.To address this weakness in existing literature we conducted a review of literatures which examine (a) workplace factors that influence informal learning; (b) small business characteristics; and (c) factors influencing informal learning in small businesses. The several workplace factors that influence learning were categorised as job, relational and organisational characteristics. Each category was examined in relation to characteristics of small businesses.We outline what is known about each category and what we need to learn about them as they relate to informal learning in small businesses. For each category propositions are generated that should be examined in future research. We also produce a heuristic conceptual framework that can be employed to focus and bound future research that tests a different set of propositions.

Purpose Conducting research that is both practice- and theory-relevant is important for the service research community. Action research can be a fruitful approach for service researchers studying the transformative role of service research and wanting to make contributions to both the research community and to practical development. By exploring the current use of action research in service research, this study aims to make suggestions for enhancing the contribution to theory and practice development and to propose criteria for research quality for action research in service research. Design/methodology/approach This study builds on a systematic literature review of the use of action research approaches in service research. Findings The study makes three main contributions. First, it posits that any action research project needs to consider the four elements of problem identification, theorization, creating guiding concepts and intervention. Second, based on these elements mirrored in service action research, it outlines and analyzes three approaches to action research (i.e. theory-enhancing, concept developing and practice-enhancing). Third, it suggests a move from instrumental to a more conceptual relevance of the research and elaborates on the criteria for research quality. Originality/value This study contributes to the understanding of how action research may be applied for conducting high-quality collaborative research in services and proposes measures to enhance research quality in action research projects focusing services.

Few studies have examined the owner-manager as facilitator of learning in small businesses. Furthermore, these studies are typically not framed by distinctive characteristics of small businesses. These limitations of the literature stimulated us to ask: How do the situational opportunities and constraints that emanate from the distinctive characteristics of small businesses affect the small business ownermanager's role as a facilitator of learning? To address this question, we first conducted a narrative review of existing research on the owner-manager as facilitator of learning in small businesses (10-49 employees). Four themes emerged from our analysis of research findings, including a theme that owner-managers are seldom directly involved in facilitating employees' learning. Next, we conducted an integrative review of literatures that discuss (a) indirect approaches managers can adopt to facilitate learning; and (b) small business characteristics. We focussed on four high-impact indirect approaches owner-managers can use and examined how employment of each approach might be enabled or constrained by distinctive characteristics of small businesses. The integrative review generated ten research propositions. We also synthesised a conceptual framework that illustrates the main variables to be studied and presumed relationships among them. Based on our analysis of literature, implications for policy and practice are proposed.

PurposeThis paper introduces interactive research as an emerging approach within a broad family of collaborative research approaches in management and organization research. Interactive research is a way to contribute to the dual tasks of long-term theory development and innovation and change processes in organizations. One of the distinguishing features of interactive research is a focus on continuous joint learning processes between the researchers and the involved practitioners.Design/methodology/approachThe basic concepts, contributions and challenges of the interactive research approach are presented and illustrated in the present paper through a practical case, the HELIX Centre.FindingsInteractive research is a way to advance scientific knowledge about the development of new types of work organizations and the development of sustainable operations. The multi-disciplinary and interactive research approach at HELIX has made it possible to reach a high degree of both rigour and relevance in research questions and projects. The authors identified five principles from the HELIX case that were instrumental in accomplishing the dual tasks of interactive research.Originality/valueThe interactive research approach is a powerful method of collaboration between different stakeholders throughout the research process. This type of research makes it possible to interact at various levels of research, from the programme level, to research and development projects, to the individual level. The results from interactive research should not only be considered traditionally valid but also valid in relation to organizational and societal needs.

PurposeIn this article, the area of interest is an emerging type of organisation called human resource intermediaries (HRIs), which focus on delivering human resource (HR) services to public sector organisations and private companies. The purpose of this article is, thus, to explore HRIs as deliverers of HR services. More specifically, the article will seek to analyse and discuss how employees in HRIs understand their role as providers of HR services to their clients and what characterises the HRIs' work and the nature of their assignments.Design/methodology/approachThe empirical foundation of this article comprises a longitudinal case study of three Swedish HRI organisations. The data consist of interviews with 19 managers and consultants from the three HRIs.FindingsThe results indicate that HRIs want to take on a broad, strategic and proactive role in relation to their customers. However, due to external and internal constraints, such as the HRIs' internal work processes, the nature of their assignments and the client's HR competence level, the roles that HRIs play in practice tend to be more specific, operational and reactive.Practical implicationsAn important challenge for HRIs is to avoid being overwhelmed by short‐term and reactive assignments that deliver value to their clients through the use of standard solutions. Long‐term relationships, the structures of ownership and membership, and the availability of unique networks can also prove to be valuable for clients.Originality/valueThis study explores HRIs as an emerging type of organisation within the area of human resources. Compared with HR consultants who specialise in handling specific HR‐related problems, HRIs target the entire flow of human resources in, within, and out of client organisations.

This article explores the role of the interactive researcher by drawing on Jürgen Habermas' theory of communicative action to develop the concept of virtual participant. An ideal interactive research project is used to explore the issues faced by interactive researchers in three phases -initial, implementation and conclusion. In each phase, an interactive research project is used to demonstrate the issues that are discussed. First, this article argues that the concept of communicative rationality can be helpful to understand how mutually trusting relationships between practitioners and researchers can be established at the beginning of a project. Second, it argues that the idea of taking a virtual stand on validity claims can be used during a project to engage a performative attitude and achieve mutual understanding with actors in the practice system. Third, this article argues that the concept of the virtual participant can explain how the interactive researcher can engage in performative action without becoming captive to the practice system. The concept of the virtual participant helps to enhance understanding of the complexity of the role of the interactive researcher.

Purpose The purpose of this paper is to explore managers’ learning-oriented leadership, and what conditions managers face when working with the promotion of employees’ learning. Design/methodology/approach Data was collected through semi-structured interviews with managers in three manufacturing firms. Verbatim expressions of the interview participants were analysed using stepwise analytical procedures. Findings The managers used many kinds of activities to promote learning. Most common were activities related to learning opportunities that arose during daily work. The identified activities ranged from being planned to occurring more spontaneously. Depending on the situation or the learning activity, the managers used different behaviours to promote learning. They supported, educated and confronted employees, and they acted as role models. Factors constraining the implementation of learning-oriented leadership included limited resources, and a lack of commitment from top management, employees or the managers themselves. Research limitations/implications Future research should study learning-oriented leadership from the employees’ perspective. Practical implications Managers’ notions about learning and development constitute an important condition for learning-oriented leadership. Therefore, managers need to be trained in how to promote their employees’ learning at work. Originality/value This study adds to the limited knowledge of how managers carry out a learning-oriented leadership in their daily work. The findings contribute knowledge regarding managerial practices of promoting employees’ workplace learning by identifying different activities and behaviours that managers could incorporate into their leadership.

Few empirical studies have focused on what quality management practitioners actually do, with even fewer studies focusing on what it actually takes to do quality management work, i.e. the competencies of quality management. The purpose of this paper is to introduce a competence-based terminology for describing general competencies of quality management work in organisations and to create a competence framework in order to understand what is needed to be a quality management practitioner. This paper is based on an embedded, qualitative multiple-case study design incorporating four Swedish large size organisations where designated quality management practitioners (n = 33) were selected and interviewed. A quality management competence framework incorporating four main quality management competence dimensions is presented: the human, the methods & process, the conceptual and the contextual competence dimensions. Four generic quality management role responsibilities are also posited: centralised & strategic, centralised & operational, local & strategic and local & operational role responsibilities. The competencies and role responsibilities are discussed in relation to the notion of emergent quality management and the emerging need of more integrative and business excellence-oriented quality management.