A car manufacturer changed its work organization to enable more organizational learning among assembly line workers. Interviews with workers found that as participation increased, organizational learning improved, with signs of double-loop and deutero learning emerging. The teams with the highest levels of learning also demanded more participation. The study concludes that participation supports organizational learning, higher learning leads to demands for more participation, creating a self-reinforcing cycle of continuous improvement.

1. The Spiral of
Organizational Learning
Heike Nolte
Canterbury, UK, 09/13/12

2. 2
Case and Design
A car producer changes its work
organization in order to enable more
organizational learning on the shop floor
level.
Qualitative interviews,
1 plant, 4 assembly lines, 6 workers each, 3x:
12/2009 (04/2010),
06/2010 (10/2010),
07/2011; 10/2011 (01/2012)
Heike Nolte: The Organizational Spiral

3. 3
The Observation
Redesign
Redesign
Redesign
Restructuring
Participation
Participation
Participation
Participation
Organizational
Learning
Redesign
Organizational
Learning
Organizational
Learning
Organizational
Learning
Heike Nolte: The Organizational Spiral

4. 4
Evidence: Double-loop learning
In Winter 2009/10 single-loop learning becomes
more widespread,
no double-loop or deutero learning.
In Summer/Fall 2010 first signs of double-loop
learning are observed at the assembly lines with
a higher level of participation.
No deutero learning.
Heike Nolte: The Organizational Spiral

5. 5
Evidence: Deutero-learning
In the second half of 2011 and January 2012
evidence for double-loop learning can be found
at all assembly lines.
Evidence for deutero-learning at all but the
assembly line with the lowest level of
participation.
The teams with the most obvious evidence for
deutero-learning are also those who ask for
more participation.
Heike Nolte: The Organizational Spiral

6. 6
Conclusion
Conclusion for participative design and
restructuring:
 Participation supports organizational learning on
the shop floor.
 Deutero-learning increases the demand for
participation.
 Thus a self-reinforcing process is started.
Heike Nolte: The Organizational Spiral

7. 7
Proposal 5
What are the consequences of such a continuous
process of changes in work organization and
organizational learning?
Variables like qualification, transparency, information,
involvement into decision making, autonomy are a
requirement to get the process started.
When a higher level of organizational learning is
achieved, more qualification is available and more
transparency, information, involvement and autonomy
are asked for.
Heike Nolte: The Organizational Spiral

8. 8
Conclusion
Conclusion for participative design and
restructuring:
If organizational learning is achieved by a
participative redesign, a self-reinforcing process
is started.
Thus the higher the level of organizational learning
is, more demands are made for participation and
for a more participative redesign and
restructuring.
Heike Nolte: The Organizational Spiral