Purpose – This paper aims to further our understanding of policy–practice gaps in organizations from an organizational learning perspective. The authors conceptualize and analyze policy–practice gaps in terms of what they label the dual challenge of organizational learning, i.e. the organizational tasks of both adapting ongoing practices to prescribed policy demands and adapting the policy itself to the needs of practice. Specifically, the authors address how this dual challenge can be understood in terms of organizational learning and how an organization can be managed to successfully resolve the dual learning challenge and, thereby, bridge policy–practice gaps in organizations. 

Design/methodology/approach – This paper draws on existing literature to explore the gap between policy and practice. Through a synthesis of theories and an illustrative practical example, this paper highlights key conceptual underpinnings. 

Findings – In the analysis of the dual challenge of organizational learning, this study provides a conceptual framework that emphasizes the important role of tensions and contradictions between policy and practice and their role as drivers of organizational learning. To bridge policy–practice gaps in organizations, this paper proposes five key principles that aim to resolve the dual challenge and accommodate both deployment and discovery in organizations. 

Research limitations/implications – Because this is a conceptual study, empirical research is called for to explore further and test the findings and conclusions of the study. Several avenues of possible future research are proposed. 

Originality/value – This paper primarily contributes by introducing and elaborating on a conceptual framework that offers novel perspectives on the dual challenges of facilitating both discovery and deployment processes within organizations. 

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.

The Handbook on Implementation Science provides an overview of the field’s multidisciplinary history, theoretical approaches, key concepts, perspectives, and methods. By drawing on knowledge concerning learning, habits, organizational theory, improvement science, and policy research, the Handbook offers novel perspectives from a broad group of international experts in the field representing diverse disciplines. The editors seek to advance implementation science through careful consideration of current thinking and recommendations for future directions.

Purpose – This 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/approach – The 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. Findings – Interactive 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/value – The 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.

Denna skrift är en analys av de satsningar på på kompetensutveckling inom NTA-programmet (Naturvetenskap och teknik för alla). Fokus ligger på att relatera arbetet inom NTA till teoretiska perspektiv, begrepp och empiriska resultat från tidigare forskning om lärande och kompetensutveckling.

Interactive research has emerged as a new approach to collaborative research in working life research, and it is characterized by a continuous joint learning process between the researchers and the practitioners. In this paper we argue that interactive research is a way to advance scientific knowledge about the development of new types of work arrangements and development of sustainable working life. We present the basic ideas and benefits of the interactive research approach, illustrated through a practical case, the HELIX Competence Centre and discuss potential limitation and challenges associated with this form of collaborative research.

Purpose

The purpose of this study was to explore what learning-oriented leadership could mean in practice and to identify possible sources of variability in this leadership between first-line managers (FLMs). The empirical basis of the study comprised FLMs in nursing homes for elderly care.

Design/methodology/approach

The study was carried out using a sequential mixed-method design based on interviews, observations and documentary analysis.

Findings

The study contributes an in-depth analysis of two modes of learning-oriented leadership: development-oriented and production-oriented. The two orientations represent an open and enabling pattern versus a constraining and controlling pattern of leading and organizing employee learning and development. The observed differences in learning-oriented leadership between the FLMs were interpreted in terms of the demands–constraints–choices model proposed by Stewart (1982; 1989).

Research limitations/implications

Future research should include data from employees to analyze how the mode of learning-oriented leadership shapes the conditions and opportunities for learning at work.

Practical implications

Employee learning and development issues should be clearly linked to business strategies, and it is imperative that senior managers actively support and follow up on FLMs’ work with these issues. Furthermore, there is a strong need for training and development of FLMs – formal and informal – to improve their knowledge of and skills in leading and organizing workplace learning.

Originality/value

The study adds to previous research by elaborating what learning-oriented leadership could mean in practice and how it can be theoretically understood.