Forskere: Karl Jan Solstad
Forskere: Helga Eggebø, Anja Bredal, Astrid Eriksen
Forskere: Ingrid Agathe Bay-Larsen, Tone Gjesdal Bjørndal, Erlend Andre T. Hermansen
Forskere: Julia Olsen, Leticia Antunes Nogueira, Anne Katrine Meinich Normann, Bjørn Vidar Vangelsten, Ingrid Agathe Bay-Larsen
Forskere: Helga Eggebø, Anne Balke Staver
Forskere: Trond Bliksvær, Morten Balle Hansen, Tilde Marie Bertelsen, Christian Lindholst, Bente Vibecke Lunde, Rolf Solli, Maria Wolmesjö
Forskere: Kjersti Granås Bardal, Trond Bliksvær, Merete Kvamme Fabritius, Gisle Solvoll
Forskere: Maiken Bjørkan, Stine Rybråten, Aase-Kristine Aasen Lundberg
Forskere: Karin Marie Antonsen
Failure is an inevitable feature of innovation, and management research promulgates the importance of learning from it. Key to excelling at an innovation‐based strategy is understanding the processes that can turn failures into successes. However, post‐failure success remains elusive. Although failure signals that the innovation journey is off course, shifting trajectory is difficult, because it may require revising assumptions and reformulating the project’s problem representation. Using comparative case studies, this study set out to understand how problem representations are reformulated. Employing case method and comparing data versus theory iteratively, the important role of sensemaking and of leadership behaviors in driving post‐failure success became salient. Findings show that problem representations post‐failure require a process of problem formulation characterized by sensemaking and that innovative solutions are enabled by the reformulation of problem representations that spring from prospective sensemaking. Furthermore, this article identifies leadership change behavior as the linchpin driving a problem formulation process characterized by prospective sensemaking that catalyzes innovative solutions and explains why some projects thrive post‐failure and others do not. This article provides empirical support to the theoretical work of the literature on problem formulation, while extending the learning‐from‐failure literature by emphasizing and demonstrating the process driving post‐failure success. The major implication of our study is that different leadership behaviors may foster different types of sensemaking (retrospective or prospective), and that, in turn, the type of sensemaking matters for how a problem is reformulated. Ultimately, this article concludes that in the context of project failure, problem reformulation that springs from prospective sensemaking enables innovative solutions post‐failure.
Forskere: Nhien Nguyen, Marta Morais-Storz, Alf Steinar Sætre
Purpose: This article investigates the conditions under which learning and innovation occur within
nursing homes. It addresses the interplay between formal and informal learning situations and discusses
how these processes facilitate individual staff and workplaces’ capacity for innovation.
Design/methodology/approach: Data was produced via fieldwork, which included participant
observations, conversations, and research interviews with staff and managers at a Norwegian nursing
home. The article is inspired by situated learning theories and communities of practice, as the social
context emerges as the site where learning and innovation are cultivated.
Findings: The nursing home sustains a learning environment through managers and staff’s participation
in planned learning situations and thereby highlights a focus on learning in their everyday practices. The
conditions for the interplay between planned learning situations and everyday learning practices are
identified as the effort to create a “joint enterprise” and reflexive practices.
Social implications: The Global North is aging. Consequently, there is an increasing need for facilities
and adequately trained professionals to support an aging population. Addressing these challenges will
require an increased focus on developing supportive learning environments and furthering our
knowledge about the interconnections between learning processes and innovation.
Value: This article contributes knowledge regarding nursing homes as professionally exciting places to
work. Additionally, it points out conditions that allow for learning and innovation to be cultivated and
thereby increase the quality of elderly healthcare services provided.
Keywords: innovation, learning, workplace, competence, nursing homes
Forskere: Cecilie Høj Anvik, Janikke Solstad Vedeler, Atle Ødegård, Charlotte Wegener, Åshild Slettebø, Charlotte Wegener
Forskere: Karin Marie Antonsen, Malene Paulsen Lie, Arild Gjertsen, Evgueni Vinogradov
Forskere: Grete Kaare Hovelsrud, Camilla Risvoll, Jan Åge Riseth, Hans Tømmervik, Anna Omazic, Ann Albihn
Forskere: Tali Padan, Nhien Nguyen
Forskere: Julia Olsen, Marina Nenasheva, Grete Kaare Hovelsrud
Forskere: Karl Jan Solstad, Gunilla Karlberg-Granlund
Forskere: Kjersti Granås Bardal
Forskere: Svein Morten Eilertsen, Gunn Elin Fedreheim, Aase-Kristine Aasen Lundberg, Tone Magnussen, Camilla Risvoll
Forskere: Helga Eggebø, Walter Schönfelder, Mai Camilla Munkejord
Forskere: Atle Ødegård, Anna Elisabeth Willumsen, Tore Sirnes
