Negotiation and strategic planning of a Change  Laboratory intervention

Marco Antonio Pereira Querol; Rodolfo Andrade de Gouveia Vilela

doi:10.82215/53zrff61

Technical Reports

Vol. 2

Negotiation and strategic planning of a Change Laboratory intervention

Marco Antonio Pereira Querol^▸^▾
Rodolfo Andrade de Gouveia Vilela^▸^▾

PDF

Submitted: September 26, 2025
Published: 2025-09-26

Abstract

This article discusses the planning and negotiation of interventions with the Change Laboratory (CL) methodology, highlighting its application in diverse organizational contexts. CL, grounded in the Cultural Historic Activity Theory and expansive learning, requires a careful process of strategic, methodological, and operational alignment. Negotiation with strategic decision-makers, such as managers and politicians is presented as a continuous process of shared learning, essential to ensure adherence, institutional support and sustainability of the proposed changes. The text emphasizes the importance of the social construction of demand, in which researchers, managers and workers collectively identify problems and possibilities for development. Negotiation strategies in different organizational contexts are explored, from rigid hierarchical structures to more horizontal environments, highlighting the challenges of engagement and the need for methodological adaptation. It is concluded that the success of a CL depends on mutual trust, constant communication and the protagonism of the participants, ensuring lasting and significant transformations.

References

Cassandre, M. P., Senger, C. M., & Querol, M. A. P. (2018). Preparing a change laboratory intervention: Waste management in a University hospital. Race: revista de administração, contabilidade e economia, 17(1), 9–28.
Engeström, Y., & Sannino, A. (2017). Studies of expansive learning: Foundations, findings and future challenges. Introduction to Vygotsky, 100–146.
Guérin, F., Kerguelen, A., & Laville, A. (2001). Compreender o trabalho para transformá-lo: A prática da ergonomia. Editora Blucher.
Querol, M. A. P. (2011). Learning Challenges in Biogas Production for Sustainability: An activity theoretical study of a network from a swine industry chain. Helsingin yliopisto.
Querol, M. A. P. (2025). Strategies for the sustainability of expansive learning in a Change Laboratory. Bureau de Change Laboratory, 2, 4–4. https://doi.org/10.82215/mw99x032
Seppänen, L. (2004). Learning challenges in organic vegetable farming: An activity theoretical study of on-farm practices.
Vänninen, I., Pereira-Querol, M., & Engeström, Y. (2015). Generating transformative agency among horticultural producers: An activity-theoretical approach to transforming Inte-grated Pest Management. Agricultural Systems, 139, 38–49.
Vänninen, I., & Querol, M. A. P. (2025). Lessons from a change laboratory in plant health risk management: The dynamics of concept formation. Learning, Culture and Social Inter-action, 54, 100944.
Vänninen, I., Querol, M. P., & Engeström, Y. (2021). Double stimulation for collaborative transformation of agricultural systems: The role of models for building agency. Learning, Culture and Social Interaction, 30, 100541.
Vilela, R. A. G., Almeida, I., & Faria, M. P. (2021). Razões para a persistência da insegurança no trabalho. Braatz, D.; Rocha, R.; Gemma, S. (org.). Engenharia do trabalho: Saúde, segurança, ergonomia e projeto. Ex Libris.
Vilela, R. A. G., Querol, M. A. P., Hurtado, S. L. B., Cerveny, G. C. de O., & Lopes, M. G. R. (2019). Collaborative Development for the Prevention of Occupational Accidents and Diseases: Change Laboratory in Workers’ Health. Springer Nature.
Vilela, R. A. G., Querol, M. A. P., Silva-Macaia, A. A., & Hurtado, S. L. B. (2020). Learning in and from Change Laboratory Interventions for Developing Workers’ Health in Brazil. Em R. A. de G. Vilela, M. A. Pereira Querol, S. L. Beltran Hurtado, G. C. de O. Cerveny, & M. G. R. Lopes (Org.), Collaborative Development for the Prevention of Occupational Ac-cidents and Diseases: Change Laboratory in Workers’ Health (p. 225–253). Springer In-ternational Publishing. https://doi.org/10.1007/978-3-030-24420-0_15
Virkkunen, J., & Newnham, D. (2013). The change laboratory: A tool for collaborative de-velopment of work and education. Springer Science & Business Media.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (V. 86). Harvard university press.

[1] Cassandre, M. P., Senger, C. M., & Querol, M. A. P. (2018). Preparing a change laboratory intervention: Waste management in a University hospital. Race: revista de administração, contabilidade e economia, 17(1), 9–28.

[2] Engeström, Y., & Sannino, A. (2017). Studies of expansive learning: Foundations, findings and future challenges. Introduction to Vygotsky, 100–146.

[3] Guérin, F., Kerguelen, A., & Laville, A. (2001). Compreender o trabalho para transformá-lo: A prática da ergonomia. Editora Blucher.

[4] Querol, M. A. P. (2011). Learning Challenges in Biogas Production for Sustainability: An activity theoretical study of a network from a swine industry chain. Helsingin yliopisto.

[5] Querol, M. A. P. (2025). Strategies for the sustainability of expansive learning in a Change Laboratory. Bureau de Change Laboratory, 2, 4–4. https://doi.org/10.82215/mw99x032

[6] Seppänen, L. (2004). Learning challenges in organic vegetable farming: An activity theoretical study of on-farm practices.

[7] Vänninen, I., Pereira-Querol, M., & Engeström, Y. (2015). Generating transformative agency among horticultural producers: An activity-theoretical approach to transforming Inte-grated Pest Management. Agricultural Systems, 139, 38–49.

[8] Vänninen, I., & Querol, M. A. P. (2025). Lessons from a change laboratory in plant health risk management: The dynamics of concept formation. Learning, Culture and Social Inter-action, 54, 100944.

[9] Vänninen, I., Querol, M. P., & Engeström, Y. (2021). Double stimulation for collaborative transformation of agricultural systems: The role of models for building agency. Learning, Culture and Social Interaction, 30, 100541.

[10] Vilela, R. A. G., Almeida, I., & Faria, M. P. (2021). Razões para a persistência da insegurança no trabalho. Braatz, D.; Rocha, R.; Gemma, S. (org.). Engenharia do trabalho: Saúde, segurança, ergonomia e projeto. Ex Libris.

[11] Vilela, R. A. G., Querol, M. A. P., Hurtado, S. L. B., Cerveny, G. C. de O., & Lopes, M. G. R. (2019). Collaborative Development for the Prevention of Occupational Accidents and Diseases: Change Laboratory in Workers’ Health. Springer Nature.

[12] Vilela, R. A. G., Querol, M. A. P., Silva-Macaia, A. A., & Hurtado, S. L. B. (2020). Learning in and from Change Laboratory Interventions for Developing Workers’ Health in Brazil. Em R. A. de G. Vilela, M. A. Pereira Querol, S. L. Beltran Hurtado, G. C. de O. Cerveny, & M. G. R. Lopes (Org.), Collaborative Development for the Prevention of Occupational Ac-cidents and Diseases: Change Laboratory in Workers’ Health (p. 225–253). Springer In-ternational Publishing. https://doi.org/10.1007/978-3-030-24420-0_15

[13] Virkkunen, J., & Newnham, D. (2013). The change laboratory: A tool for collaborative de-velopment of work and education. Springer Science & Business Media.

[14] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (V. 86). Harvard university press.