A Dialogic Analysis of Organizational Learning

Abstract

Dialogue is often seen as the process through which the gap between individual and organizational learning is bridged. Here we demonstrate how the enactment of a discursive epistemology -a process which involves the social construction of a dramatized narrative -can be used to generate insights into organizational learning. Using extracts taken from the transcripts of 90 hours of tape-recorded dialogue, we illustrate how a small group of organizational stakeholders construct, deconstruct and re-construct meaning in relation to a critical organizational event (i.e. a learning opportunity) through a generative dialogical process. As a result of this analysis the dominant conceptualization of the role of dialogue in organizational learning -exemplified in Peter Senge's work -is challenged. Here Senge's output-driven, univocal account is rejected in favour of a polyphonic perspective which enables a deeper, richer and less constrained understanding of organizational learning to be developed. The starting point for many writers on 'organizational learning' and the 'learning organization' is individual learning (

From ivory towers to online bazaars? The internet, social media and competing discourses in the newspaper industry

“…Here, we do not claim that a single shared discourse could or even should be negotiated, but rather -and in line with Oswick et al (2000) put high emphasis on the actual process of dialogue in itself. In conclusion, we maintain that on-going dialogue between the co-existing and competing discourses increases shared knowledge and thus promotes organizational learning.…”

“…As Schein (1993) maintains, dialogue is essential in organizational learning. It is often seen as the process through which the gap between individual and organizational learning is bridged (Oswick et al, 2000). Therefore, we will next focus on the dialogue between discourses.…”

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“…The review process undertaken in our case was predominantly collaborative rather than combative. This created opportunities for generative dialogue (Gergen & Thatchenkery, 1996;Gergen, Gergan & Barrett 2004;Oswick, Anthony, Keenoy, Mangham & Grant, 2000) which promoted a supportive climate for improving the work and extending insights. While an inescapable asymmetrical power relation remained in play-for the reviewer has more leverage than the contributor and the editors ultimately held a right of veto-this was neither as obvious or as resilient as in a conventional review process.…”

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“…By working in a team, knowledge can be shared and developed amongst its members (Chiva, Alegre and Lapiedra, 2007). Oswick et al (2000) claim that authentic dialogue fosters organizational learning because it creates, rather than suppresses, plural perceptions. Individuals or groups with different visions who meet to solve a problem or work together create a dialogic community Participative decision making.…”