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.