On dialectics in theorizing: the contingent nature of organizational learning

Meisinger, Norman

doi:10.1108/ijoa-10-2019-1905

Cited by 3 publications

(2 citation statements)

References 59 publications

(120 reference statements)

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“…History contains enough examples of such contradictions that were inherent when Mozart's compositions engaged concordance with discordance, when Picasso married calmness and chaos and when Einstein's relativity theory focused simultaneously on an object both at rest and in motion. As we see in these analogies, the tensions contradict each other yet are opposing elements or forces bound into interdependent, binary dualities (Schad et al, 2016;Meisinger, 2020). To cite an example, these tensions act as ".…”

Section: Introductionmentioning

confidence: 92%

(mis)Management of multiple tensions and coexisting conflicting dualities during restructuring: a paradox theory perspective from an emerging economy

Thomas

Mokale

Selvaraj

2021

JOCM

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PurposeOrganizational scholars are intrigued about stakeholders who propose multiple and conflicting ideas about what is good for their organization. Such contradictions are called paradoxical tensions. Although researchers have singled these out for analysis, focusing only on individual tensions prevents scrutiny of multiple paradoxical tensions that simultaneously emerge and how effectively organizations can manage them. In complex environments – especially during an organizational restructuring – multiple and interrelated tensions occur. Therefore, the objective in this paper is to investigate how organizations create multiple paradoxical tensions and how the combined effect of such tensions can constrain organizations during restructuring. The authors thus aim to help managers think reflectively and to plan interventions to deal with issues arising from restructuring through the lens of paradox theory.Design/methodology/approachThe authors adopted purposive sampling for an archival research-based case study of a major restructuring of a leading IT firm in India in the decade 2009–2019. This study focused on the types of paradoxes created and the response of the organization to these during the restructure. The authors identified key events using public documents and news reports from that decade. They drew on two sources of data: mainstream media coverage and third-party documents about the company. The latter included monographs and academic publications written by critics, business historians and design and management scholars.FindingsThe findings address the gaps in the literature about how reorganizing during a restructure shapes the contradictions that lead to tensions and coexisting conflicting dualities, creating paradoxes. This study provides the reader with deeper insights into belonging, organizing, learning and performing tensions – core to paradox theory – along with their short- and long-term implications for organizational restructuring. The study demonstrates organizational responses to paradox and its practical implications for managers. The paradoxical nature of cultural–structural tensions in Indian organizations continues to be researched but, by focusing on paradox theory, the authors have opened doors for future research.Originality/valueAlthough there is no dispute that effective management of tensions can facilitate organizational performance, contradictory demands that lead to tensions have only intensified as organizational environments become more global, dynamic and competitive. Paradox theory is thus valuable for understanding tensions between equally valid principles, inferences and insights. Although this paper is based on a case study, the framework proposed here can form the basis for theoretical generalizability within certain limitations. Because organizations face similar paradoxical situations under competing demands during restructuring and because paradoxes are becoming increasingly prevalent in organizations, the authors expect their propositions to apply in other cases of restructuring. However, the authors would like to caution that the model developed here should be tested and refined in other contexts to more fully establish its validity and generalizability.

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Section: Introductionmentioning

confidence: 92%

(mis)Management of multiple tensions and coexisting conflicting dualities during restructuring: a paradox theory perspective from an emerging economy

Thomas

Mokale

Selvaraj

2021

JOCM

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“…Ethical climate is the shared perception of ethically correct behavior and how ethical issues should be handled). Deep learning theory [18] states that for the non-experiential learner, observing the environment, and then decided whether the academic integrity existed or not will reinforce the will to act according tothe ethical standard. The prior research shows that learning style that matched with the experience of students who took the ethics education class will positively impact student conducting ethical behavior [19].…”

Section: Learning Styles Ethics Education Ethical Climate and Ethical Behaviors Of Studentsmentioning

confidence: 99%

Encouraging student ethical behavior through ethical climate in higher education

2021

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This study investigated the direct and indirect effects of learning styles, ethics education, and ethical climate on student’s ethical behavior. The samples were obtained through a proportionate random sampling technique so that 273 students had taken the courses of conservation education, professional ethics for teachers, and business ethics. The data were collected using questionnaires and analyzed using path analysis. The research findings showed that learning styles and ethical education could directly influence ethical behavior. At the same time, the ethical climate did not have a direct influence on ethical behavior. The ethical climate could not mediate the effect of learning styles and ethics education on ethical behavior. It means that learning styles and ethical education contribute significantly to the formation of good behavior and student’s characters. It is supporting a learning styles approach suggests that it offers benefit to students.

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Metareflexivität: Von der Veränderungs- zur Vernunftorganisation

Meisinger

2023

Gr Interakt Org

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ZusammenfassungLängst überlassen Unternehmen ihre Modernisierung nicht mehr dem Zufall. Verankert in der Organisationsarchitektur sollen Lernroutinen (hier konzipiert als institutionalisierte Reflexivität) die Veränderungs- und damit Überlebensfähigkeit, vor allem von größeren Unternehmen in dynamischen Settings, langfristig sichern. Diese reflexiven Qualitäten zum Zwecke der Verstetigung ertragreichen Wirtschaftens bedürfen nun selbst einer Transformation, um fortan (auch) Lernprozesse vernünftigen Wirtschaftens zu stimulieren. Eine systematische Transformation zur unternehmerischen Inwertsetzung von Natur und Mensch wird in diesem Beitrag als Metareflexivität in die Debatte eingeführt. Denn wenn ertragreiches und vernünftiges Wirtschaften in einer kontradiktorischen Beziehung zueinander stehen, dürfen auch Spannungen in ihren Modernisierungsroutinen vermutet werden, die sich erst auf übergeordneter Ebene angemessen verarbeiten lassen.

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On dialectics in theorizing: the contingent nature of organizational learning

Cited by 3 publications

References 59 publications

(mis)Management of multiple tensions and coexisting conflicting dualities during restructuring: a paradox theory perspective from an emerging economy

(mis)Management of multiple tensions and coexisting conflicting dualities during restructuring: a paradox theory perspective from an emerging economy

Encouraging student ethical behavior through ethical climate in higher education

Metareflexivität: Von der Veränderungs- zur Vernunftorganisation

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