Table 6 A table to present how each of the findings are discussed within the key constituents of sensemaking [34] for this context. Such format and breakdown was adapted for this context from Sandberg and Tsoukas [34]

Presenting data could be considered a planned event that triggers the sensemaking process.

Data quality issues may be considered an unplanned event that distract practitioners from the planned sensemaking processes.

If data is deemed inaccurate as a result of the above process, data is disregarded and unlikely to lead to development.

Focus should be placed on using the data for learning and development with acknowledgement that data is a tool to stimulate such processes. This could encourage the planned sensemaking process that leads to performance reflection, rather than a only focusing on data inaccuracies.

After sensemaking is triggered, cues are extracted from the data (creation process), interpreted, and decisions are made related to action.

The many different preferences that exist related to data presentation highlight that practitioners extract different cues from a scenario, and what is meaningful to one practitioner may be different to the next.

Data should be presented in a way that promotes exploration and discovery as this promotes a greater amount of sensemaking that has a greater affiliation with learning.

Narratives can support sensemaking by providing appropriate context and scaffolding and interpretation can involve triangulating data from multiple data sources in order to create sense.

Decisions about attribution are made during the sensemaking process, and data must be attributable to performance in order to be considered actionable.

Focus must be placed on the learning and development purpose of such data to ensure that this aligns with what the practitioners see as the purpose.

Many factors influence sensemaking and include emotions, the presence of support, and collaborative cultures.

Common emotional responses (e.g. fear, guilt and anxiety), may inhibit a practitioners ability to generate effective meaning.

Cultures that promote collegial environments that encourage the use of data for such as purpose are seen to facilitate effective sensemaking.

Support can also facilitate effective sensemaking and can include the presence of a facilitator, peers, or additional resources.

International context is important consideration when reviewing data associated with performance due to different regulation and processes that may influence sensemaking.

Sensemaking stops when sense is restored and however a greater degree of sensemaking is needed in order to lead to learning.

There is a risk that sensemaking leads to unfavorable behavioural change which highlights the needs to facilitate effective sensemaking by considering all of the ideas presented throughout this review (e.g. culture, context, and support)

The above must be kept in mind to ensure that sensemaking leads to learning, development, and performance improvement.