Uncovering the consonance between “play” and organizational learning: evidences from an Italian 'Play Factory'

Purpose – The paper aims to investigate learning processes in organizations characterised by a corporate culture (Hellriegel et al., 2004; Harrison and Stokes, 1992) that might be labelled “play culture”. The paper explores the extent to which a “playful approach” might generate and affect learning processes among organizational members. The managerial literature dealing with the notion of ‘play’ (Costea et al. 2007; Fleming, 2005; Warren, 2002), has emphasised its relevance for enhancing organizational performance. In this vein, we aim to show that a playful culture is able to support both generative learning processes and double loop ones. In this regard, the attempts to inquire and describe learning processes carried out in both behavioural and organizational studies have made the value of creativity and socialization emerge. Nonaka and Takeuchi’s (1995) SECI model itself begins in some specific “learning places” called Originating BA. Empathy, sympathy, dialogue are the constituents of socialization processes developing in that BA. A more critical approach within management studies (e.g. Warren, 2002) pointed out that aesthetically designed space (including objects and furniture) are a way to enhance creativity and, ultimately, productivity. This article is thus an attempt to explore how the design of physical spaces intersects with a ‘play culture’ and how this impacts on socialization processes and the enhancement of knowledge creation.