Table I. Outcome space – relationship... | Emerald Publishing

Table I.

Outcome space – relationship between descriptive categories (or conceptions) and explanatory dimensions

Explanatory dimensions	Descriptive categories \| conceptions
Explanatory dimensions	Learning process that results in individual change	Learning process that results in collective practice (routine) change	Learning process that results in innovation
Learning concept	Knowledge acquisition Adaptive learning Epistemology of possession	Knowing in the experience of new practices Generative learning – internal – routines change Epistemology of practice	Generation of new practices, products or services – new solutions Generative Learning – external – innovation Epistemology of practice
What drives learning	Ignorance – related to know-what, know-how (ostensive aspect of the routines) and know-who	Ignorance – related to how to interact with new teams, how to act in the routines (performative aspect of the routines)	Ignorance – related to the new context (market), to the client’s demands, and to the emerging complex problems
What he/she learns	Learning to be [self-knowledge, to deal with ignorance, fear and challenge] Learning to know [know-what – technical knowledge, conceptual knowledge; know-how – new routines (ostensive aspect); and know-who – who knows what]	Learning to live together [empathy, learning to listen, learning to bond in the team] Learning to do [new routines (performative aspect) and improvements implementations]	Learning to live together [empathy, learning to listen, learning to bond – with a client] Learning to know [know-what – the inner context (in case of an internal client) or the market (in case of an external client); and know-who – who is the client] Learning to do [new solutions generation and implementation]
How he/she learns	Through inquiry – about the know-what and the ostensive aspect of new routines Through manuals, procedures (artifacts) Through other people	Through inquiry – about the performative aspect of new routines Through performing in the routines Through reflection after mistakes Through exercise and tasks repetition Through the interaction with other people and with artifacts	Through inquiry – about the client’s problems – creating empathy, listening Through problem solving Through the interaction with clients
What hinders learning	Lack of interest in the activity Rigid mental model Lack of formal training Unavailability of colleagues to help	Deficiency in interaction and in communication “Gabriela Syndrome” – It’s always been done this way	Dysfunctions in bureaucracy – “chains” Excessive instability (provoked by the state of ignorance imposed by job rotation)
What learning represents	Perceived value focused on the individual Personal and professional growth	Productivity gains Collective experience acquisition Security increase Achievement capacity	New results Better performance Higher level of client satisfaction

Explanatory dimensions	Descriptive categories \| conceptions
Explanatory dimensions	Learning process that results in individual change	Learning process that results in collective practice (routine) change	Learning process that results in innovation
Learning concept	Knowledge acquisitionAdaptive learningEpistemology of possession	Knowing in the experience of new practicesGenerative learning – internal – routines changeEpistemology of practice	Generation of new practices, products or services – new solutionsGenerative Learning – external – innovationEpistemology of practice
What drives learning	Ignorance – related to know-what, know-how (ostensive aspect of the routines) and know-who	Ignorance – related to how to interact with new teams, how to act in the routines (performative aspect of the routines)	Ignorance – related to the new context (market), to the client’s demands, and to the emerging complex problems
What he/she learns	Learning to be [self-knowledge, to deal with ignorance, fear and challenge]Learning to know [know-what – technical knowledge, conceptual knowledge; know-how – new routines (ostensive aspect); and know-who – who knows what]	Learning to live together [empathy, learning to listen, learning to bond in the team]Learning to do [new routines (performative aspect) and improvements implementations]	Learning to live together [empathy, learning to listen, learning to bond – with a client]Learning to know [know-what – the inner context (in case of an internal client) or the market (in case of an external client); and know-who – who is the client]Learning to do [new solutions generation and implementation]
How he/she learns	Through inquiry – about the know-what and the ostensive aspect of new routinesThrough manuals, procedures (artifacts)Through other people	Through inquiry – about the performative aspect of new routinesThrough performing in the routinesThrough reflection after mistakesThrough exercise and tasks repetitionThrough the interaction with other people and with artifacts	Through inquiry – about the client’s problems – creating empathy, listeningThrough problem solvingThrough the interaction with clients
What hinders learning	Lack of interest in the activityRigid mental modelLack of formal trainingUnavailability of colleagues to help	Deficiency in interaction and in communication“Gabriela Syndrome” – It’s always been done this way	Dysfunctions in bureaucracy – “chains”Excessive instability (provoked by the state of ignorance imposed by job rotation)
What learning represents	Perceived value focused on the individualPersonal and professional growth	Productivity gainsCollective experience acquisitionSecurity increaseAchievement capacity	New resultsBetter performanceHigher level of client satisfaction

Source: Guimarães et al. (2018, p. 45)