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Article
Publication date: 8 September 2022

Innocent Musonda and Chioma Sylvia Okoro

Business process re-engineering (BPR) initiatives are complex endeavours which require many factors to ensure success. However, most studies focus on the organisational processes…

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Abstract

Purpose

Business process re-engineering (BPR) initiatives are complex endeavours which require many factors to ensure success. However, most studies focus on the organisational processes and improvement within the organisation itself and less on the project team and management dynamics. The study aimed to identify factors that enabled the completion of a BPR, in a technical firm, based on reflections on the project management style.

Design/methodology/approach

The study entailed a descriptive and interpretive case study with reflections from project team members. Data were analysed using descriptive statistics and content analysis.

Findings

Findings revealed that critical success factors for BPR in a technical firm include project leadership and sponsorship, organisational culture and attributes, team dynamics and the nature (activities), and duration of the process.

Practical implications

The findings will benefit project managers in improving their competence and project success through reflective practice. The identified factors could be used in future projects of a similar nature and size to improve how organisations execute BPR projects.

Originality/value

The study used reflections to identify success factors for BPR in a technical firm.

Available. Open Access. Open Access
Article
Publication date: 5 August 2022

Charlotte A. Shahlaei and Ulrika Lundh Snis

The purpose of this paper is to identify the constituent parts of learning in the manufacturing work context and understand why these parts are key in the learning of the…

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Abstract

Purpose

The purpose of this paper is to identify the constituent parts of learning in the manufacturing work context and understand why these parts are key in the learning of the employees.

Design/methodology/approach

The data was collected from two sources: a literature review of the Information Systems literature to establish an initial picture of what learning in relation to digital technologies entails and in-depth interviews with engineers in the automotive industry whose knowledge-intensive work is exposed to substantial digital transformation.

Findings

The authors first identified three constituent parts for learning: change, reflection and deliberation. When the authors cross-checked the initial findings through in-depth interviews with the engineers, it was found that these three themes trigger learning through three different mechanisms, that is, balancing newness, finding point of reference and organizing actively. Thus, the findings of this paper extend beyond a categorical identification of what constitutes learning to also illustrate why learning entails these constituent parts.

Research limitations/implications

This paper implies that progressive learning requires active organizing of learning stages. The data is limited to the review of the Information Systems field. The authors have also only focused on the automotive industry as the representative sector in the manufacturing industry.

Practical implications

Applying the model of progressive learning can be a primary way to actively plan and organize learning opportunities for employees. This is key for supporting learning culture in organizations that are exposed to continuous and disruptive changes.

Social implications

A significant part of social sustainability is based on sustainable employability and feelings of contentment at work. This paper is an attempt to highlight how sustainable employability can be achieved by providing effective learning opportunities at work.

Originality/value

The originality of this paper emerges from two sources. First, the authors conducted the literature review and in-depth interviews by devising innovative methods because of the challenges of identifying when (informal) learning has occurred at work. Second, the authors owe the in-depth interviews to the first author’s extensive familiarity with the automotive industry and the knowledge and rapport acquired through her prior longitudinal research on the engineers’ work. It was this background that allowed the authors to find out when these engineers were about to leave the firm because of discontent about their competence development.

Details

Journal of Workplace Learning, vol. 35 no. 9
Type: Research Article
ISSN: 1366-5626

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