An apprenticeship to pleasure: aesthetics dynamics in organizational learning

2016 ◽  
Vol 11 (1) ◽  
pp. 80-92 ◽  
Author(s):  
Jean-Luc Moriceau ◽  
Isabela Paes
Keyword(s):  
Organizational Learning ◽  
Power Distribution ◽  
Single Case ◽  
A Priori ◽  
Ethnographic Study ◽  
Power Dynamics ◽  
Content Type ◽  
Politics Of Aesthetics ◽  
Learning Programs ◽  
A Priori Distribution

Purpose – The purpose of this paper is to show what we can learn from an aesthetics perspective on organizational learning, and especially about some power dynamics unseeable with other perspectives. Design/methodology/approach – An exploratory ethnographic study based on the turn-to-affect on the case of a theatre play in which many of the bearings that usually guide theatrical creation were removed. Findings – Analysis highlights that an a priori distribution of the sensible that locks routines, representations and roles is seldom questioned in organizational learning programs; the motion enabling organizational learning is less likely to be brought about by a change in power distribution than with the removal of some elements of power that freeze situations; organizational learning diffusion does not only go through norms, rules, values and repositories, but also through affects; and learning runs through a fragile communication of movements, always under the threat of becoming major knowledge and power distribution. Research limitations/implications – This paper is based on a single case. Practical implications – A too tight and close management of organizational learning is likely to thwart and limit its very learning possibilities. Originality/value – Several findings are in contradiction to technological or too managerial approaches to organizational learning. The study hopes to contribute by providing a supplement of complexity in our analysis of organizational learning, notably advocating for taking into account the role of affects, sensibility and the politics of aesthetics.

Dynamic capabilities, organizational learning and ambidexterity in a higher education institution

2019 ◽  
Vol 26 (4) ◽  
pp. 397-411 ◽  
Author(s):  
Carla Patricia da Silva Souza ◽  
Adriana Roseli Wünsch Takahashi
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Dynamic Capabilities ◽  
Single Case ◽  
Education Institution ◽  
Research Strategy ◽  
Observation Data ◽  
Higher Education Institution ◽  
Content Type

Purpose This paper aims to analyse how dynamic capabilities (DC) affect organizational learning (OL) in a Brazilian higher education institution (HEI) and how this relationship affects organisational ambidexterity (OA). Design/methodology/approach The research strategy involves a qualitative, single case study. Data were collected through in-depth interviews, documentary research over a 15-year period and nonparticipant observation. Data were analysed using narrative analysis. Findings The results show that founders and managers influence the activities related to sensing, seizing and reconfiguring DC. They interpreted the new opportunities and shared them with other individuals. Gradually, a collective sense about the new ideas was constructed. New academic and administrative routines were created and an OL process took place at the HEI, which resulted in a valuable balance between exploration and exploitation (OA) for the organisation. Originality/value The study offers insight into how DC, OL and OA can be related. Although each construct has its own independent definition, there are similarities between them. The case study demonstrates how these theories were affected, and the research, therefore, makes a new methodological contribution regarding how to study DC, OL and OA as an integrative phenomenon.

scholarly journals Spatially embedded inequality

2016 ◽  
Vol 45 (4) ◽  
pp. 643-662 ◽  
Author(s):  
Lotte Holck
Keyword(s):  
Single Case ◽  
Diversity Management ◽  
Ethnographic Study ◽  
Future Research ◽  
Workplace Diversity ◽  
Content Type ◽  
Opportunity Structures ◽  
Structure And Agency ◽  
Spatial Approach

Purpose – The purpose of this paper is to apply a spatial approach to organizational inequality to explore why unequal opportunity structures persist in an organization despite its commitment to diversity and employing highly skilled ethnic minority employees. Design/methodology/approach – The (re)production of inequality is explored by linking research on organizational space with HRM diversity management. Data from an ethnographic study undertaken in a Danish municipal center illustrates how a substructure of inequality is spatially upheld alongside a formal diversity policy. Archer’s distinction between structure and agency informs the analysis of how minority agency not only reproduces but also challenges organizational opportunity structures. Findings – The analysis demonstrates how substructures of inequality stabilize in spatial routines enacted in an ethnic zoning of the workplace and ethnification of job categories. However, the same spatial structures allows for a variety of opposition and conciliation strategies among minority employees, even though the latter tend to prevail in a reproduction rather than a transformation of the organizational opportunity structures. Research limitations/implications – The reliance on a single case study restricts the generalizability of the findings but highlights fruitful areas for future research. Practical implications – The study sensitizes HRM practitioners to the situated quality of workplace diversity and to develop a broader scope of HRM practices to address the more subtle, spatially embedded forms of inequality. Originality/value – Theoretical and empirical connections between research on organizational space and HRM diversity management have thus far not been systematically studied. This combination might advance knowledge on the persistence of micro-inequality even in organizations formally committed to diversity.

scholarly journals Insider or outsider? Exploring the fluidity of the roles through social identity theory

2019 ◽  
Vol 8 (2) ◽  
pp. 159-170 ◽  
Author(s):  
Signe Bruskin
Keyword(s):  
Social Identity Theory ◽  
Design Methodology ◽  
A Priori ◽  
Ethnographic Study ◽  
Relational Identity ◽  
Content Type ◽  
It Department ◽  
Empirical Material

Purpose The purpose of this paper is to explore the fluidity of the fieldwork roles “insider” and “outsider.” The paper aims to move the discussion of insiders from an a priori categorized status and contribute to the literary insider–outsider debate by unfolding the micro process of how the role of an insider is shaped in situ. Grounded in empirical examples, the paper illustrates how the researcher’s role is shaped through interactions with organizational members and by context. Design/methodology/approach The paper is based on an ethnographic study in an IT department of a Nordic bank and draws on empirical material generated through a combination of data: shadowing, interviews, observations and documents. Excerpts from fieldnotes are included to invite the reader into “the scenes” played out in the field and are analyzed in order to illustrate the shaping of roles in situ. Findings The study finds that, independent of the researcher’s role as sponsored by the organization, the interactions with organizational members and context determine whether the researcher is assigned a role as insider or outsider, or even both within the same context. Originality/value The paper contributes with a new discussion of how the roles of insiders and outsiders are fluid by discussing the shaping of the roles in situ. By drawing on relational identity theories, the paper illustrates how interactions and context influence the researcher’s role, grounded in empirical examples. In addition, the paper discusses what the assigned roles enable and constrain for the ethnographer in that particular situation.

Contributive roles of multilevel organizational learning for the evolution of organizational ambidexterity

2016 ◽  
Vol 29 (3) ◽  
pp. 647-667 ◽  
Author(s):  
Mengling Yan ◽  
Yan Yu ◽  
Xiaoying Dong
Keyword(s):  
Organizational Learning ◽  
Single Case ◽  
Organizational Ambidexterity ◽  
Strategic Learning ◽  
Content Type ◽  
Progressive Development ◽  
Chinese Firm ◽  
Scholarly Publications ◽  
Building Process ◽  
Four Levels

Purpose – The purpose of this paper is to reveal how organizational learning at the strategic and operational levels (i.e. strategic learning and business learning, respectively) contribute to the development of organizational ambidexterity along the growth of enterprises from an evolutionary view. Design/methodology/approach – The authors conducted a longitudinal single case study on Huawei – a leading Chinese firm in the telecommunication industry. Data were collected from various sources including interviews, senior speeches, scholarly publications, company magazines and other documents, and was analyzed in line with the principles of grounded theory. Findings – This research reveals that the case company (Huawei) constructed organizational ambidexterity with different foci during different development stages. The organization’s ambidextrous capability evolves over time, shifting from one domain to another. Such ambidexterity development was largely beneficial from the multilevel organizational learning at both the strategic level (focussing on the whole organization and long-term goals) and operational level (focussing on local interests and short-term goals). Originality/value – This paper represents one of the earliest works to uncover the ambidexterity building process from an evolutionary approach that requires the collection of longitudinal data. Also, the paper proposes a multi-level learning framework for ambidexterity building in practice. This framework distinguishes strategic learning from business learning and projects the two types of learning into learning at four levels-individual, team, intra-organizational, and inter-organizational, which can be leveraged to guide division of labor among hierarchical levels during the progressive development of ambidexterity.

The socio-materiality of designing organizational change

2014 ◽  
Vol 27 (3) ◽  
pp. 391-406 ◽  
Author(s):  
Marianne Stang Våland ◽  
Susse Georg
Keyword(s):  
Organizational Change ◽  
Architectural Design ◽  
Organizational Design ◽  
Single Case ◽  
Ethnographic Study ◽  
Design Solution ◽  
Change Processes ◽  
Organizational Studies ◽  
Traditional Role ◽  
Content Type

Purpose – The purpose of this paper is to examine the managerial implications of adopting a design attitude to organizational change. Design/methodology/approach – Based on an ethnographic study of a merger, the paper investigates the intricate interplay between architectural design and organizational change in the context of physically relocating an organization to a new office building. Emphasis is given to the socio-materiality of this double design process. Findings – The data suggests that taking a design attitude toward managing organizational change can allow different actors to participate in organizational design processes, releasing management from its traditional role as the keeper of the design solution. Research limitations/implications – Although based on a single case, the paper provides insights into the socio-materiality of organizational change that is relevant in other settings where developing new collective understandings of change processes are needed. Practical implications – A design attitude allows for multiple contributions to organizational change processes that can help reduce anxiety among those involved. The approach calls for openness, experimentation and the ability to balance different concerns. It can provide new ways of attending to resistance and produce valuable inputs to shaping organizations. Originality/value – This study contributes to the growing research on the role of material artifacts in organizational studies by providing a detailed account of organizational change as a socio-material achievement.

A systemic approach to processes of power in learning organizations

2018 ◽  
Vol 25 (4) ◽  
pp. 260-272 ◽  
Author(s):  
Robert L. Flood ◽  
Norma R.A. Romm
Keyword(s):  
Organizational Learning ◽  
Transformative Learning ◽  
Learning Organization ◽  
Systemic Approach ◽  
Power Dynamics ◽  
Content Type ◽  
Social Fabric ◽  
The Social ◽  
Life On Earth ◽  
Original Approach

Purpose The purpose of the paper is to introduce a systemic approach to organizational learning “triple loop learning” (TLL) that addresses processes of power. Three equally important foci in our TLL are processes of design, processes of debate and processes of power. The focus on power aims to shift “power over” (power as domination) to “power to” enact empowering designs, “power to” co-develop responsible decision-making and “power to” transform our relations with each other and with life on Earth. Design/methodology/approach The organizational learning literature is reviewed in the context of power dynamics and its shortcomings are highlighted. The authors introduce their understanding of TLL, and how it engages with power dynamics in organizations. Findings Peter Senge’s conceptualization of systems thinking is unable to recognize processes of power in organizations and offers limited support to transformative learning. Conceptualizations of TLL aim to enhance learning in organizations but none satisfactorily address the processes of power. The learning organization literature as a whole does not satisfactorily address processes of power or reflect our way of envisaging “looping between loops of learning” in TLL to better design, better debate and better develop relationality in the social fabric of organizations. Originality/value The authors introduce an original approach to TLL that directly addresses the processes of power in organizations. It offers researchers, learning facilitators and practitioners of the learning organization a way to engage with the processes of power without neglecting other important organizational and environmental issues.

Blended workplace learning: the value of human interaction

2019 ◽  
Vol 61 (1) ◽  
pp. 2-16 ◽  
Author(s):  
Suniti Hewett ◽  
Karen Becker ◽  
Adelle Bish
Keyword(s):  
Blended Learning ◽  
Workplace Learning ◽  
Single Case ◽  
Human Interaction ◽  
Emotional Engagement ◽  
Single Case Study ◽  
Content Type ◽  
Case Study Design ◽  
Learning Programs

Purpose The purpose of this paper is to study the use of blended learning in the workplace and questions whether interpersonal interaction facilitates learner engagement (specifically behavioral, cognitive and/or emotional engagement), and if so, the means by which this occurs. Design/methodology/approach A qualitative approach was taken to this exploratory study, a single-case study design was utilized, and data collection methods involved interviews with facilitators and past participants of a blended workplace learning (BWL) program. Findings Human interaction in the BWL program included learner–facilitator, learner–learner and learner–colleague interaction. Where human interaction was present, it was reported to be linked with more active behavioral engagement, higher cognitive engagement and stronger and more positive emotional engagement than where human interaction was absent. Research limitations/implications The single-case study design does not allow for generalizability of findings. Reliance on self-reported data through interviews without cross-validation from other forms of measurement is a further limitation of the study. Practical implications Effective blended learning programs for workplaces are those that provide opportunities for learners to engage through human interaction with facilitators, other learners and colleagues. The findings advance current knowledge of BWL, and have implications for human resource development professionals, and designers and facilitators of blended learning programs for workplaces. Originality/value The study contributes to existing literature on blended learning in the workplace and emphasizes the importance of ensuring that human interaction is still an element of blended learning to maximize the benefits to learners and organizations.

A learner-centric model of learning organizations

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Devi Akella
Keyword(s):  
Organizational Learning ◽  
Common Ground ◽  
Learning Organizations ◽  
Educational Institution ◽  
Social Conditions ◽  
Power Dynamics ◽  
Job Responsibilities ◽  
Content Type ◽  
Organizational Goals ◽  
Structure And Agency

Purpose This paper aims to contribute by placing the missing “learner agent” within the entire process of learning. To understand under what social conditions, it is possible to develop autonomous learners who are conscious of self, able to reflect on their identities, roles and responsibilities, to learn and develop professionally, in alignment with the organizational goals and objectives. Design/methodology/approach The paper uses empirical data from a higher educational institution to provide insights on how it might be possible to intervene to incorporate workspaces which allow learner agent reflection resulting in individual and organizational learning processes, devoid of power exercises and manipulation strategies. Findings The empirical findings reveal the crucial role of learner agents, and positive outcomes associated with learning that happens be an autonomous choice and process, with minimal structural influence. The relevance of reflection, personal identity, social conditions, dialogic third spaces and transformation opportunity structures in developing lifelong learners, learning societies and democratic learning organizations is emphasized. Research limitations/implications This study suggests plausible directions in which the model of learning organizations can move forward, in the form of designing transformation structures or workspaces where learner agents have the opportunity to reflect on their tacit knowledge, job responsibilities and functions in an autonomous manner to generate learning, which is democratic and un-contested in nature. Originality/value The significance of learner agent in the entire learning process is demonstrated, to place forward a learner-centric model of learning organization where structure and agency harmoniously merge to form one common ground, where individual learning becomes organizational learning with no hidden power dynamics. Empirical evidence is provided to demonstrate how learning can be a win–win situation for all organizational groups.

Organizational learning and power dynamics: a study in a Brazilian University

2015 ◽  
Vol 22 (2) ◽  
pp. 115-130 ◽  
Author(s):  
Jane Lucia Silva Santos ◽  
Andrea Valéria Steil
Keyword(s):  
Organizational Learning ◽  
Learning Process ◽  
Organizational Level ◽  
Power Dynamics ◽  
Public Organization ◽  
Content Type ◽  
Individual Level ◽  
Conceptual Relation ◽  
The Individual

Purpose – This paper aims to describe and analyze organizational learning processes and power dynamics during the adoption and use of an information system (IS) at a Brazilian public organization. Design/methodology/approach – A case study was chosen as the research method. Data were gathered from documents and interviews with key informants. Findings – The results indicate the existence of two learning cycles during the adoption of the IS at the organization. In the first cycle, learning occurred only at the individual level. In the second cycle, cognitive and social processes of individual and group learning were associated with power dynamics, enabling learning at the organizational level. These results reveal a relationship between the organizational learning process and the specific modes of power, notably discipline, influence, force and domination. Originality/value – The study presents empirical evidence about the conceptual relation between the organizational learning process and different forms of power in organizations. There has been limited empirical research on this topic worldwide to date, and none in the context of Brazilian organizations published in Brazil or abroad.

Hybrid cognition in medical discharges

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Line Maria Simonsen ◽  
Sune Vork Steffensen
Keyword(s):  
Single Case ◽  
Cognitive Task ◽  
Organizational Factors ◽  
Organizational Structures ◽  
Ethnographic Study ◽  
Event Analysis ◽  
Structured Interviews ◽  
Content Type ◽  
Medical Practitioners ◽  
The Social

PurposeThe purpose of this study is to gain insight into the interaction-sensitive skills medical practitioners enact as they manage multiple organizational factors in the context of discharging patients.Design/methodology/approachFor that purpose, we carried out a cognitive ethnographic study in a Danish hospital, where we video-recorded three pre-ward round meetings, five discharge conversations and conducted seven semi-structured interviews. Fieldnotes and interview transcripts were analyzed using the method Cognitive Task Analysis, and video-recordings were analyzed via the interactivity-based approach Cognitive Event Analysis.FindingsOur findings show that practitioners coordinate multi-scalar resources (e.g. verbal patterns and cognitive artifacts) in order to discharge patients in a safe and integrated way, which we propose amounts to the social and intercorporeal ability to align simultaneously emerging factors, like organizational procedures in the hospital, artifacts in use, sociocultural resources and the individual medical expertise of the practitioner in the emerging social interaction with the patient. In pursing this claim, we investigate the linguistic and cognitive processes emerging in a single case study of a nurse who discharges a patient. We propose that the interaction-sensitive skill which enables the nurse to solve the task of discharging the patient can be characterized via hybrid cognition.Originality/valueThus, the value of the article is dual: On the one hand, it empirically contributes with knowledge of the complex organizational structures that constrains micro-level medical interactions in discharges, and on the other, the article contributes theoretically with a hybrid cognitive framework that allows organizational researchers to understand and assess complex cognitive and linguistic processes that goes into the social micro-coordination in complex organizational-medical task.

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