| This study applied a participatory evaluative action approach for organizational learning. It offered an opportunity to expand theory and knowledge about evaluative learning inquiry with regard to three research purpose areas: ability of teams to utilize participatory evaluative processes, application of the method for individual and team development in an action learning framework, and influences of the infrastructure (culture, leadership, communication, systems and structure) on evaluative processes and inquiry members.; A government manufacturing plant workflow redesign pilot established the setting for the study. Over a period of twelve months, the researcher/consultant provided organizational consulting interventions to assist seven “cell operation leads” in developing a team culture for fifty-three employees within the context of the larger plant environment. In parallel with these interventions, the researcher and cell leads applied participatory evaluative research and action learning processes to focus, carry out, and apply learning associated with the change effort. Research outcomes often led to action learning interventions and further evaluation. The emergent design included data gathering instruments such as weekly dialogue sessions, participant observations, team diagnostic instruments, and a climate survey. Qualitative data were analyzed to identify categories and themes. These data along with quantitative data were analyzed in a dialectic, iterative and reiterative fashion. Participatory evaluative analysis determined action learning requirements for the workflow pilot, as well as lessons learned linked to the infrastructure to help build individual, team, and organizational learning.; From an intervention perspective, the pilot performance results indicated 55% increase in productivity, 62% reduction in scrap costs, 21% decrease in equipment downtime, doubling of workers' flexibility to perform multiple functions, and a significant increase in team effectiveness from start to end of pilot. However, research results revealed that cell leads' abilities to apply participatory evaluative action learning processes ‘within the cell team’ environment were often negatively impacted by the infrastructure for developing and sustaining team productivity, morale, and trust.; The study discussion summarized the interplay of growth learning and limiting processes which influenced the three research purposes. Organizational and consulting implications of the findings are also presented. In an appendix, a four-month post pilot interview summary is provided reflective of evaluative learning for future change and evaluative learning sustainability. |
