Learning in a service context: going backstage

Abstract

Purpose

The purposes of this paper are: to explore the nature of indirect social learning that takes place “backstage” among frontline contact persons; and the link between backstage learning and front‐stage performance.

Design/methodology/approach

The paper presents a conceptual framework that is then applied in an empirical study using ethnographic research techniques (participant observation, informal conversations, and interviews) among car salespersons and car‐service advisors.

Findings

The study finds that backstage learning has a significant qualitative influence on the front‐stage behaviour of personnel in a service context. Moreover, a key finding of the study is that backstage learning is not always of a constructive kind; indeed, backstage learning can be non‐constructive by engendering thinking and behaviour that has an adverse effect on service culture and service quality.

Practical implications

The study shows that interactions among frontline contact persons should be encouraged through informal gatherings where social bonds among individuals can be formed. However, managers also need to be aware of the potential for adverse effects from a non‐constructive social‐learning process.

Originality/value

This study contributes to the service‐management literature by developing a social perspective on learning within service management. Moreover, the paper develops the “drama metaphor” in service performances in terms of backstage activities and processes.

Citation

Wägar, K. (2007), "Learning in a service context: going backstage", Managing Service Quality: An International Journal, Vol. 17 No. 6, pp. 635-655. https://doi.org/10.1108/09604520710834984