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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.

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

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).

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.

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.

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

The purpose of this paper is to first elaborate on the notion of a learning environment based on an empirical study of care work. Second, to explore how aspects of a learning environment may differ between and within units in the same organization, and how to understand and explain such differences.

The study was based on a multiple case‐study design including four departments within two care units. Data were collected through direct observation of working conditions and work practices as well as semi‐structured interviews with all care‐workers within the two units (29 persons), and with the head and deputy head for each of the two units.

It was possible to distinguish between two qualitatively different patterns of working conditions and practices within the four teams. These patterns of practice were interpreted as representing an enabling and a constraining type of learning environment as these concepts were defined in this study. The evidence suggests that the emergence of an enabling learning environment was an outcome of a dynamic interplay between a number of factors that had the character of a virtuous circle.

The article adds to previous research through a distinction between two types of learning environment (enabling and constraining), and by linking these two types of learning environment to different conceptions of learning and to different working conditions and practices.

The purpose of this study was to explore the extent to which first-line managers' (FLMs') support of employee learning activities influence the learning outcomes and the transfer of training from a work-based vocational education and training (VET) programme.

The study was designed as a multiple-case study including six service units in elder care. Data were collected through interviews with managers and care workers in the six units.

The study demonstrated that the role of FLMs was a significant condition for the learning outcomes attained and for positive transfer of training. For care workers to attain benefits from training that went beyond the individual level, that is, benefits at the level of the work team or the organisation, a supportive FLM role appeared to be necessary.

The statistical generalisability of the study is limited by its character of a multiple-case study of six work units. At the same time, a strength of the study lies in its potential for analytic generalisations, that is, for identifying and verifying theoretically meaningful patterns across a number of cases.

The findings suggest a need for management development that promotes a broader understanding of the task as FLM, and, specifically, improved knowledge and skills regarding how to lead and organise learning and development processes in a workplace.

Using a qualitative approach, this study adds to the limited knowledge of FLMs' influences on the learning outcomes and the positive transfer from work-based training.

The aim of the present study is to explore the meaning of managerial support for learning and development in the workplace. The overall research question concerns how first‐line managers in elder care perceive and understand their mission and tasks and how they in practice handle issues of co‐workers' learning and development.

The study was designed as a multiple‐case study including eight first‐line mangers in eight care units. Data were collected through interviews and observations.

The study demonstrates the variation that exists concerning how first‐line managers understand and enact their tasks. Specifically, it is possible to distinguish four qualitatively different patterns concerning how the managers acted and interacted with their co‐workers.

The empirical generalisability of the results is limited by its character as a multiple‐case study of eight managers in eight different work units. At the same time, the strength of a multiple‐case study lies in its potential for making analytic generalisations, that is, for identifying theoretically meaningful examples and patterns across a number of cases.

The paper suggests a need for management development programs that promote not only a broader understanding of the task as a manager of elder care, but also knowledge about and skills in leading and organising workplace learning and development.

This study adds to the limited knowledge of how first‐line managers in care work understand and deal with learning and developmental issues in the workplace.

This paper aims to examine which organisational learning conditions and individual characteristics predict the learning outcomes nurses achieve through informal learning activities. There is specific relevance for the nursing profession because of the rapidly changing healthcare systems.

In total, 203 nurses completed a survey assessing their perception of the available learning conditions, the learning outcomes they acquired by executing their job and their self-efficacy, proactive personality and learning motivation. After checking the structure and reliability of the instruments by means of confirmatory factor analysis and the calculation of the internal consistency of the scales, a multivariate multiple regression analyses was performed because the different learning outcomes (dependent variables) were correlated with each other.

Results show that learning outcomes as a whole are significantly predicted by opportunities for cooperation and feedback. Regarding generic and job-specific learning outcomes, analyses showed the same predictors for both levels of learning outcomes: opportunities for feedback and self-efficacy. Higher proactivity and opportunities for cooperation are related to higher organisational level learning outcomes.

The main limitation of this study is that its findings rely on cross-sectional survey data; hence, further research is needed to confirm these initial exploratory results.

The current study is one of the few studies that empirically relates organisational learning conditions to learning outcomes acquired by employees while considering the personal characteristics of the employee. It offers insight into which learning conditions are able to foster the acquirement of different learning outcomes.

The objective of this paper is to develop practice and theory from Augusto Boal's dialogue technique (Image Theatre) for organisational use. The paper aims to examine how the members in an organisation create dialogue together by using a dramaturgical storytelling framework where the dialogue emerges from storytelling facilitated by symbolic representations of still images.

The study follows the lines of participatory action and art‐based research. The data are collected from 13 dramaturgical work story storytelling sessions in four different organisations. The research design belongs to the tradition of research‐based theatre, which implies artful inquiry, scripting and performance in research.

The paper presents a model for organisational dialogue. The model illustrates the dramaturgical storytelling of work story which influences problem shifting in a positive way.

The limitations of this study are related to the scope of the research. The Scandinavian cultural context facilitates an open, bottom up process. More case studies in different kinds of environments should be conducted. In the future it might be advantageous to conduct more longitudinal studies on how organisations can nurture continuous dialogue.

Work story as a dialogue practice facilitated members from the same occupational groups to share experiences with each other and construct common interests by investigating unstructured and uncertain social situations at work.

The paper combines research fields that explore art‐based initiatives within organisations, workplace learning and innovation research.

The purpose of this research paper is to investigate the presence of learning conditions for non‐formal and informal workplace learning in relation to the characteristics of the employee and the organisation he or she works for.

The questionnaire developed by Clauwaert and Van Bree on learning conditions was administered to 1,162 employees of 31 different organisations. An explorative factor analysis was performed to reduce the number of variables and to look for underlying constructs in the data. Second, a series of analyses of variance were calculated in order to be able to compare the factors in different kinds of groups of employees.

The authors concluded that for the five learning conditions that were identified in this research, different kinds of groups of employees have different chances for non‐formal and informal learning. These learning conditions are “feedback and knowledge acquisition”, “new learning approach and communication tools”, “being coached”, “coaching others”, and “information acquisition”.

The value of this research is that it has shown that characteristics of the employee and his or her organisation have a relationship with the presence of learning conditions or chances for non‐formal and informal workplace learning. Moreover, this research included all kinds of employees and not only those responsible for training and education in the organisation. This research focused on conceptions and perceptions of “regular” employees.

The purpose of this paper is to examine people’s experience of a change process and if and how post-conventional leadership principles are expressed in the change process.

The study used a retrospective exploratory qualitative design. In total, 19 semi-structured interviews and 4 workshops were conducted and analyzed in accordance with a thematic qualitative analysis.

The post-conventional leadership appears to have facilitated an organizational transformation where explorative work methods aimed at innovation and improvement as well as holistic understanding was used. Dispersed power and mandate to employees, within set frames and with clear goals, created new ways of organizing and working. The leader showed personal consideration, acknowledged the importance of the emotionally demanding aspects of change and admitted the leader’s own vulnerability. Balance between challenge and support created courage to take on new roles and responsibilities. Most employees thrived and grew with the possibilities given, but some felt lack of support and clear directions.

Inspiration from this case on work methods and involvement of employees can be used on other change efforts.

This study provides knowledge on leadership capabilities needed for facilitation of transformational change.

Few transformational change processes by post-conventional leaders are thoroughly described, and this study provides in-depth descriptions of post-conventional leadership in transformational change.