Supporting expansive learning through theoretical-genetic reflection in the Change Laboratory

Purpose - The purpose of this paper is to show the importance of theoretical-genetic reflection in expansive learning and the transformation of an activity.Design methodology approach - Cultural-historical activity theory is used to explicate forms of work-related reflection, and an intervention method based on activity theory, the change laboratory, is presented.Findings - Different levels of reflection and the intellectual tools needed for them are identified.Research limitations implications - The empirical support presented for the theoretical ideas in the article is based on an exemplary case. This intervention method makes it possible to analyze reflection as a tool-mediated collaborative activity.Practical implications - The change laboratory method can be used to support expansive learning and learning to learn in work communities.Originality value - The paper introduces a less well-known original intervention methodology to the audience of the JOCM and demonstrates how it connects some current lines of thought in change management.