Communities of domination? Reconceptualising organisational learning and power (original) (raw)

Continuity, change and conflict: the role of learning and knowing in different productive systems

This paper explores the relationship between the way work is organised, the organisational context, and learning in the workplace. It develops, in part, from earlier work where we argued that organisations differ in the way they create and manage themselves as learning environments, with some conceptualised as 'expansive' in the sense that their employees experience diverse forms of participation and, hence, are more likely to foster learning at work (see . The paper argues that contemporary workplaces give rise to many different forms of learning, some of which is utilised to the benefit of the organisation and employees (though not, necessarily, in a reciprocal manner), but much of which is buried within everyday workplace activity. By studying the way in which work is organised (including the organisation of physical and virtual spaces), it is possible to expose some of this learning activity as well as examples of the creation of new (or refined) knowledge. Part of this process involves the breaking down of conceptual hierarchies that presuppose that learning is restricted to certain types of employee and/or parts of an organisation. This paper builds on the work of other researchers who highlight the importance of the context (see, inter alia, Nonaka et al, 2005;. It also draws on the work of Engeström (see, inter alia, 2001), who has highlighted the way new knowledge is created through employee interaction when problem solving and, hence, has paid attention to the important question of the quality of learning in the workplace. In addition, it builds on Wilkinson's (2002) conceptualisation of the way organisations construct, manage and respond to social relations of production that operate at a variety of levels in 'productive systems'. The paper uses evidence from the 'learning as work' project, which is based in public and private sector organisations in the UK.

Inquiry that Resituates Communities of Practice: A Relational View of Organizing, Power, and Possibilities in Situated Learning

Presentation to Organization Development Network Conference, 2009

In this article I provide an approach to communities or practice (C-o-Ps), as learning communities in which we engage in joint actions of knowing to add value to our lives and organizations. The central project of a C-o-P is the sharing or management of knowledge. Lave and Wenger, the originators of the concept (1991), did not include an analysis of power relations, and in fact stated that such an analysis was needed. In my PhD research with Taos Institute faculty, I placed this need front and center, and discovered that professionals trained in group human relations such as laboratory learning, fared well during periods of social drama and group conflict in C-o-Ps. This article also centers critical relational (social) constructionism, which proposes that we create and develop our organizational realities through joint actions of language in localized settings. This line of thought can be considered in the stream of what is now being referred to as the New OD.

Understanding control in communities of practice: Constructive disobedience in a high-tech firm

Human Relations, 2019

Communities of practice (CoPs) represent a broad range of work situations characterized by shared knowledge and situated knowledge use. Although CoPs have been studied rather extensively, discussions of control in CoPs are rarer. This is peculiar because CoPs are characterized by a common tension in contemporary work: on the one hand, CoPs are expected to autonomously “think together,” but on the other they are expected to be responsive to various managerial control attempts. We interrogate this tension in an ethnographic study of engineering work, where we found that in response to management control the engineering communities engaged in constructive disobedience – that is, subversion and displacement of rules and orders to construct a dynamic of control where work can be executed autonomously. By associating constructive disobedience with control in CoPs, our study contributes with insight into and theorization of how management control is dealt with and how control operates in w...

Knowledge Work and Organisational Learning

In this paper it is argued that the terms, knowledge work, knowledge workers, and knowledge intensive firms point to emerging social structures and processes in organisations. This focus allows us to analyse organisations in ways that differ from the notions involving less dynamic forms of organisational configurations. It is further argued that the emphasis on knowledge in organisations raises a fundamental question of learning, i. e. how knowledge workers acquire relevant competencies. However, the answer to this depends on how organisational life and work are understood and conceptualised. Three foci are suggested, organisations viewed through their use of technology, the division of labour, and the social interactions in organisations. These three foci relate to different understandings of learning, namely learning as cognition, as situated, and as the reconstruction of experiences. To illustrate both the emphasis on knowledge and the different perspectives on learning, a case s...