Formation of planning groups and data collection in a Change Laboratory

Marco Antonio Pereira Querol; Renata Matsmoto

doi:10.82215/kbpxy802

Technical Reports

Vol. 2

Formation of planning groups and data collection in a Change Laboratory

Marco Antonio Pereira Querol^▸^▾
Renata Matsmoto^▸^▾

PDF

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

Abstract

This article discusses strategies for planning a Change Laboratory (CL), with a focus on the formation of planning groups and the collection of mirror data. Planning is organized into three levels: (i) strategic, composed of researchers and decision makers, which aligns the intervention with organizational objectives; (ii) methodological, bringing together experienced and novice researchers, with an emphasis on method and peer learning; and (iii) operational, which involves researchers and participants in reflecting on the sessions and adapting the actions to practice. As for data collection, different methods can be used, such as interviews, shadowing, field visits and participant observation, in addition to workshop records, documents, questionnaires, videos, or the collection carried out by the participants themselves. Mirror data, by reflecting the reality of the activity, is fundamental to fostering discussions and promoting expansive learning. It is concluded that the methodological and operational groups strengthen the sustainability of learning, allowing their continuity beyond the sessions.

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.
Cerveny, G. C. de O., Coluci, M. Z. O., Mendes, R. W. B., & Vilela, R. A. de G. (2020). The Clash Between New and Old Models of Surveillance System: A Case Study of Change Laboratory in a Workers’ Health Reference Center. Em R. A. de G. Vilela, M. A. Pereira Querol, S. L. Beltran Hurtado, G. C. de O. Cerveny, & M. G. R. Lopes (Org.), Collabo-rative Development for the Prevention of Occupational Accidents and Diseases: Change Laboratory in Workers’ Health (p. 191–204). Springer International Publishing. https://doi.org/10.1007/978-3-030-24420-0_13
Engeström, Y. (1987). Learning by Expanding: An Activity-Theoretical Approach to Devel-opmental Research. (V. 1). Orienta-Konsultit.
Ferreira, B. E., Vilela, R. A. de G., Nascimento, A., Almeida, I. M. de, Lopes, M. G. R., Braatz, D., & Mininel, V. A. (2024). Occupational risk prevention in hospitals based on the Cultural-Historical Activity Theory. Ciência & Saúde Coletiva, 29, e12892022. https://doi.org/10.1590/1413-81232024295.12892022EN
Innoväxthus | Vakra. (2019). https://vakra.fi/projekt/innovaxthus
Lewin, K. (1948). Resolving social conflicts; selected papers on group dynamics (p. xviii, 230). Harper.
Lippitt, R. (1949). Training in community relations; a research exploration toward new group skills (p. xiv, 286). Harpers.
Mendes, R. W. B., Vilela, R. A. G., & Cerveny, G. C. D. O. (2018). Começar em Casa: A Experiência do Laboratório de Mudanças na Atividade de Vigilância do Cerest Pi-racicaba. Revista Ação Ergonômica, 13(1), 293–297. https://doi.org/10.4322/rae.v13e201825
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
Querol, M. A. P., & Seppänen, L. (2012). Finding disturbances in on-farm biogas production. WORK, 41(S1), 81–88. https://doi.org/10.3233/WOR-2012-0139-81
Querol, M. A. P., & Seppänen, L. (2019). The theoretical and methodological basis of the change laboratory. Em Collaborative Development for the Prevention of Occupational Accidents and Diseases: Change Laboratory in Workers’ Health (p. 13–28). Springer.
Sannino, A. (2015). The principle of double stimulation: A path to volitional action. Learning, culture and social interaction, 6, 1–15.
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.
Virkkunen, J., & Newnham, D. (2013). The change laboratory: A tool for collaborative de-velopment of work and education. Springer Science & Business Media.

[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] Cerveny, G. C. de O., Coluci, M. Z. O., Mendes, R. W. B., & Vilela, R. A. de G. (2020). The Clash Between New and Old Models of Surveillance System: A Case Study of Change Laboratory in a Workers’ Health Reference Center. Em R. A. de G. Vilela, M. A. Pereira Querol, S. L. Beltran Hurtado, G. C. de O. Cerveny, & M. G. R. Lopes (Org.), Collabo-rative Development for the Prevention of Occupational Accidents and Diseases: Change Laboratory in Workers’ Health (p. 191–204). Springer International Publishing. https://doi.org/10.1007/978-3-030-24420-0_13

[3] Engeström, Y. (1987). Learning by Expanding: An Activity-Theoretical Approach to Devel-opmental Research. (V. 1). Orienta-Konsultit.

[4] Ferreira, B. E., Vilela, R. A. de G., Nascimento, A., Almeida, I. M. de, Lopes, M. G. R., Braatz, D., & Mininel, V. A. (2024). Occupational risk prevention in hospitals based on the Cultural-Historical Activity Theory. Ciência & Saúde Coletiva, 29, e12892022. https://doi.org/10.1590/1413-81232024295.12892022EN

[5] Innoväxthus | Vakra. (2019). https://vakra.fi/projekt/innovaxthus

[6] Lewin, K. (1948). Resolving social conflicts; selected papers on group dynamics (p. xviii, 230). Harper.

[7] Lippitt, R. (1949). Training in community relations; a research exploration toward new group skills (p. xiv, 286). Harpers.

[8] Mendes, R. W. B., Vilela, R. A. G., & Cerveny, G. C. D. O. (2018). Começar em Casa: A Experiência do Laboratório de Mudanças na Atividade de Vigilância do Cerest Pi-racicaba. Revista Ação Ergonômica, 13(1), 293–297. https://doi.org/10.4322/rae.v13e201825

[9] 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.

[10] 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

[11] Querol, M. A. P., & Seppänen, L. (2012). Finding disturbances in on-farm biogas production. WORK, 41(S1), 81–88. https://doi.org/10.3233/WOR-2012-0139-81

[12] Querol, M. A. P., & Seppänen, L. (2019). The theoretical and methodological basis of the change laboratory. Em Collaborative Development for the Prevention of Occupational Accidents and Diseases: Change Laboratory in Workers’ Health (p. 13–28). Springer.

[13] Sannino, A. (2015). The principle of double stimulation: A path to volitional action. Learning, culture and social interaction, 6, 1–15.

[14] 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.

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