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 paper aims to show that a playful culture is able to support both generative learning processes and double loop ones. It explores how the design of physical spaces intersects with a 'play culture' and how this impacts on socialization processes and the enhancement of knowledge creation. Design/methodology/approach - The article research design is based on a case study approach. The paper focuses on a project named "Play Factory", developed since 2008 by an Italian small firm (Loccioni Group). Our case study is based on a mixed method approach consisting of three main sources of data: 1. Interviews with organization managers that have implemented the Play Factory; 2. Participant observations, where the researcher becomes part of the everyday working life; 3. Archive documents (annual reports, etc.) from the company. The benefit of this type of inquiry is that it permits a detailed understanding of the phenomenon through a richer data collection Originality/value - The article wants to fill a gap in the current organization studies literature, in order to further investigate the relation between play culture and learning. Indeed, traditional literature has focused on a description of learning characteristics, whilst less has been done to understand which types of tools enhance learning processes. The analysis shows that in some organizational contexts, play can become a powerful tool. A culture of play can be conducive of generative learning processes, thus shaping working practices. Practical implications - This papers shows the effects of "play culture" on learning processes, along with their physical and spatial consequences and expressions. Indeed a "play approach", especially if synergized with other interventions oriented to create BA architectures, seems to help organizations to become physical places that stimulate knowledge creation and SECI process triggering and enhancement. Finally, starting with this successful case, it would be possible to show the importance of play culture in supporting creative intelligence inside organizations. It would be then possible to draw some conclusions that can be extended to other organizations, especially regarding the relationship between play culture and generative learning.