An integrative learning approach: combining improvement methods and ambidexterity

Abstract

Purpose: This paper aims to explore whether the principles behind improvement methods and the underlying learning orientations of ambidexterity have the potential to support the managing of ideas for implementation. Design/methodology/approach: By combining improvement methods and ambidexterity, this study presents a pragmatic framework for innovative working with a scientific underpinning linked to organizational learning. Findings: The descriptive stages in the plan-do-check-act method for improvement are instructive in their focus on progress and helpful in untangling the more explanatory nature of ambidexterity to frame innovative working. Research limitations/implications: Although the framework’s usefulness for innovative working is subject to future studies, the implementation, validation and results of the framework in pilot research may contribute to the body of knowledge. Practical implications: The proposed framework can be used in teaching the key role of strategic leadership to explore and exploit over time. The framework has the potential to guide innovative working in practice by making better use of the employees’ tacit knowledge in such a way that they are empowered to explore new ways of defining problems and searching for solutions to improve organizational performance. The results of the implementation will impact the employees’ quality of life. Originality/value: This study advances the current understanding of how the seemingly contradictory activities of exploration and exploitation can model an integrative learning approach.