In‐depth joint supply chain learning: towards a framework

Frank Lambrechts · Tharsi C. B. Taillieu · Styn Grieten · Johan Poisquet

37 citations0/0 files storedSupply Chain Management An International Journal

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Quality and Supply Management Sustainable Supply Chain Management Organizational Learning and Leadership

Abstract

Purpose The purpose of this paper is to build a conceptual framework for understanding how in‐depth joint supply chain learning can be successfully developed. This kind of learning is becoming increasingly important in highly turbulent and uncertain economic environments of new and growing interdependencies and complexities. Design/methodology/approach Using a “synthesizing” or “bricolage” approach, key insights, now dispersed over a variety of literatures and disciplines, are integrated to develop the framework. Findings The leading facilitative actor's orientations, competencies and behavior play a significant role in enhancing the relationships between the supply chain actors shaping in‐depth joint learning. Starting with establishing interaction boundary conditions by the leading actor, this process is likely to lead to system‐level generative outcomes. These outcomes, in turn, serve the process cycle of in‐depth joint learning as inputs for the relationship building process among all the actors. Research limitations/implications By centering on the actual shaping of in‐depth joint learning, and the concrete enactment of roles by protagonists enhancing this process, the paper has opened the black box. Future research should refine the framework. Practical implications Apart from giving insight into the repertoire of relational competencies and behaviors needed to enhance the relationship building process conducive to in‐depth joint learning, the paper addresses how these skills can be developed in practice and education. Originality/value The paper identifies several implications for research, practice, and education. Instead of focusing predominantly on the content, procedure, levers, or outcomes of learning, the relational construction of the learning process itself is clarified.

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References

1994Situated Learning: Legitimate Peripheral Participation.1991Situated Learning 1991The fifth discipline, the art and practice of the learning organization 1995The Knowledge-Creating Company 1994A Dynamic Theory of Organizational Knowledge Creation 1996Sensemaking in Organizations 2004Case Study Research 1998The Knowledge-Creating Company

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