The role of facilitators in project action learning implementation

Abstract

PurposeThis paper addresses the importance of a more proactive role of organizational learning (OL) facilitators, learning motivation reinforcer, through a two‐part longitudinal study in a case company. The first part of this study aims to investigate and analyze some unexpected challenges in the project action learning‐driven (PAL) OL implementation in the case company, and the second part seeks to discuss an enhanced role of OL facilitators to cope with the new challenges.Design/methodology/approachA longitudinal case study supplemented with a series of carefully choreographed field research activities, e.g. interviews, on‐site observations, survey tests, was conducted to achieve the research purpose. In the first part of this study, the feedbacks regarding PAL implementation were collected from different PAL stakeholders to identify the problems and barriers that undermined the effectiveness of PAL implementation. In its second part, the proposed facilitator's interventions were introduced in the case company. The results were examined through a controlled group experiment conducted with an on‐going round of PAL implementation.FindingsThe study found that adverse changes in business circumstances and organizational restructurings could dampen staff's motivation toward organization's OL initiatives which would further reduce the OL effectiveness. To redress the situation, a set of facilitator's interventions was developed to reinforce OL members' learning motivation. Study results indicate that the proposed interventions can positively influence the learning motivation of the PAL members in the case company.Practical implicationsThis paper describes the difficulties encountered in a real life OL journey and the role OL facilitators could take on to help overcome them. It provides empirical evidence of how the learning motivation and commitment of OL members can be positively influenced by OL facilitation.Originality/valueThe authors believe such longitudinal case based OL research is rare and valuable to OL theorists and practitioners.

Managing paradoxical tensions during the implementation of lean capabilities for improvement

“…That is, facilitation of learning (Ellinger and Bostrom, 1999;Cao et al, 2012). As facilitators of learning, managers are expected to coach employees by questioning their mental frame and encouraging them to think through issues; managers are also expected to promote a learning environment and to involve others to facilitate learning (Ellinger and Bostrom, 1999;Cao et al, 2012). As a consequence, it is not surprising that the positive outcomes identified in this study are not easy to sustain as dealing with lean paradoxes involves a continuous and lengthy learning process for both managers and employees.…”

“…As we attempted to make sense of this range of managerial responses and practices, we searched the extant learning literature and found that all these managerial practices share a common denominator. That is, facilitation of learning (Ellinger and Bostrom, 1999;Cao et al, 2012). As facilitators of learning, managers are expected to coach employees by questioning their mental frame and encouraging them to think through issues; managers are also expected to promote a learning environment and to involve others to facilitate learning (Ellinger and Bostrom, 1999;Cao et al, 2012).…”

External facilitators and interprofessional facilitation teams: a qualitative study of their roles in supporting practice change

“…In the facilitation literature, terms such as competences, dimensions, functions, and tasks [ 24 – 35 ] are used to describe expectations or what a facilitator should be doing. Role behaviors are described by using terms such as activities, actions, behaviors, interventions, or impact codes [ 3 , 5 , 25 , 29 , 30 , 36 – 40 ]. For this study, the term “role” is the most appropriate, as it encompasses observed behaviors as well as expectations related to EFs and IFTs.…”

Teacher Training for Masters Of Engineering: Didactic Analysis

“…A facilitator summarizes and analyzes training session results and presents their possible application by trainees. Therefore, facilitator forms and supports the efficient learning activity of the group of employees being trained (Cao, Chuah, Chau, Kwong & Law, 2012).…”