Learning Cycles and Focus Groups: A Complementary Approach to the A3 Thinking Methodology

Autor/inn/en	Tortorella, Guilherme Luz; Viana, Samanta; Fettermann, Diego
Titel	Learning Cycles and Focus Groups: A Complementary Approach to the A3 Thinking Methodology
Quelle	In: Learning Organization, 22 (2015) 4, S.229-240 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-6474
DOI	10.1108/TLO-02-2015-0008
Schlagwörter	Data Collection; Focus Groups; Research Methodology; Qualitative Research; Questionnaires; Hypothesis Testing; Problem Solving; Troubleshooting; Knowledge Management; Case Studies + Suchen Sie Ihr Suchwort? Data capture; Datensammlung; Research method; Forschungsmethode; Qualitative Forschung; Fragebogen; Hypothesenprüfung; Hypothesentest; Problemlösen; Störfall; Wissensmanagement; Case study; Fallstudie; Case Study
Abstract	Purpose: This study aims to propose a complementary method to the A3 information collection, data analysis and capturing and sharing knowledge to facilitate problem solving in a general framework. The incorporation of this method minimizes the difficulties identified in the literature focused on continuous improvement of processes. The method comprises combining triangulation techniques utilizing focus groups for a survey of qualitative data and the approach called Look-Ask-Model-Discuss-Act (LAMDA), which was originally designed for cycles of knowledge creation applied in product development processes. Design/methodology/approach: The methodology proposed in this work follows the A3 report approach including focus groups' techniques in the planning step and problem analysis and the use of the LAMDA learning cycle, aiming to fill the gaps in A3 method. Therefore, the methodology includes five macro steps, which are divided into smaller steps. Note that the inclusion of the LAMDA learning cycle in the A3 report is called A3LAMDA. In addition, macro steps from 1 to 4 belong to "knowledge creation" step and macro step 5 deals with the "Capture of knowledge" step. Along the proposed methodology application, greater focus will be given to techniques incorporated in the A3 report, as they represent the main contribution of this method. Findings: The proposed approach to the A3 report was more concise and comprehensive, allowing different views and perspectives to be considered to understand the problem and find solutions through the focus groups method. In addition, the development of a structured questionnaire for the interviews encouraged the participants to present their opinions regarding the problem hypotheses. The use of the LAMDA learning cycle was essential to capture and share the knowledge acquired during the problem-solving process. It allowed not only the reflection on the aspects that have either worked or not but also the understanding of how to do the next work differently. Originality/value: This study aims to propose a complementary method to the A3 information collection, data analysis and capturing and sharing knowledge to facilitate problem solving in the general framework. The incorporation of this method minimizes the difficulties identified in the literature that focused on continuous improvement of processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01