Organizational Learning: The Sociology of Practice

Gherardi, Silvia

doi:10.1002/9781119207245.ch3

Cited by 62 publications

(85 citation statements)

References 81 publications

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“…It is in practices that new knowledge is enacted or betrayed with the consequence of changing established practices or not (Nicolini et al, 2003). In line with a practice-based approach, power and politics will typically be embedded in established practices (Maurice and Sorge, 2000;Easterby-Smith et al, 2008;Gherardi, 2011). Practitioners may accept or resist the novelty while actively co-creating themselves through episodes of enacted political agency and negotiations (Marshall and Rollinson, 2004;Antonacopoulou, 2008;Orlikowski and Scott, 2008;Gherardi, 2011).…”

Section: A Practice-based Approach To Politicsmentioning

confidence: 99%

The politics of sensemaking and sensegiving at work

Filstad

2014

Journal of Workplace Learning

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Purpose -The aim of this paper is to investigate how political activities and processes influence sensemaking and sensegiving among top management, middle management and employees and to examine its consequences for implementing new knowledge.Methodology -Data were collected in a Norwegian bank using in-depth interviews with middle managers and financial advisers. Observations of meetings, informal conversations and verbatim notes were also used in data collection among top managers. A practice-based approach was used as an analytical lens. Originality -No studies to our knowledge identify the three-way conceptual relationship between political activities, sensemaking and sensegiving. In addition, we believe that the originality lies in investigating these relationships using a three-level hierarchy of top management, middle management and employees.Research limitations -A total of 30 in-depth interviews, observations of five meetings and informal conversations might call for further studies. In addition, a Norwegian study does not account for other countries' cultural differences concerning leadership style, openness in decisions and employee autonomy.

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Section: A Practice-based Approach To Politicsmentioning

confidence: 99%

The politics of sensemaking and sensegiving at work

Filstad

2014

Journal of Workplace Learning

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“…One of the several orientations within practice-based studies assumes the inseparable entanglement of knowledge with practice. Here, knowledge is transformed through its use in practice, where the knowing and the doing (of a practice) are relationally considered equivalent, as knowledge is activated and translated into a particular knowing through practices (Gherardi, 2011).…”

Section: Theoretical Perspective: a Practice-based Approachmentioning

confidence: 99%

Medi(c)ation Work in the Emergency Department: Making Standardized Practice Work

Reichenpfader

Wickström

Nilsén

et al. 2018

P&P

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Medication review, the systematic examination of an individual patient's medicines in order to improve medication therapy, has been advocated as an important patient safety measure. Despite widespread use, little is known about how medication review is conducted when implemented in routine health care. Drawing from an ethnographic case study in a Swedish emergency department and using a practice-based approach, we examine how medication review is practically accomplished and how knowledge is mobilized in everyday practice. We show how physicians construct and negotiate medication safety through situated practices and thereby generate knowledge through mundane activities. We illustrate the centrality of practitioners' collective reflexive work when co-constructing meaning and argue here that practitioners' local adaptations can serve as important prerequisites to make "standardized" practice function in everyday work. Organizations need to build a practical capacity to support practitioners' work-based learning in messy and timepressured health care settings.

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“…OL is not necessarily purposeful. Nor is it necessarily performance focused (Brown and Duguid, 1991;Gherardi, 2011). The social learning perspective is a reaction to the idea that "learning is for individuals to become knowledgeable for the benefit of the enterprise" (Brandi and Elkjaer, 2011, p. 27).…”

Section: The Social Process Perspectivementioning

confidence: 99%

“…The social process stream differs from the Carnegie Tradition in several important ways. The social school emphasises the social process of OL and KM, where learning and knowing are situated in practice and experience (Brown and Duguid, 1991;Gherardi, 2011). Organisational researchers in the Carnegie Tradition align most closely with a positivist view of how learning might be understood (e.g., Huber, 1991).…”

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confidence: 99%

Randomised controlled trials in policing: an organisational learning perspective

Bedford¹

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Evidence based policing, and its cornerstone, experimental criminology, is a new paradigm in policing that seeks to minimise harm and maximise positive outcomes for the police and the public by grounding police strategy, policy and practice decisions in evidence. An exponential growth in the number of randomised controlled field trials (RCTs) in policing over the past decade to generate the 'evidence base' is fundamental to this new approach. Yet, to date, the development of scientific experimentation to establish 'what works' in policing has done little to challenge the entrenched policing mainstays -random patrol, reactive investigations and rapid response -developed in the twentieth century (Sherman, 2013).Three key developments have, however, emerged in the past decade that may signal a greater role for science in policing. First, police practitioners and policy makers have become increasingly interested in using scientific evidence to guide their policies and practice (Sherman, 2013). Second, scholars have begun to explore the disjuncture between evidence and practice and the 'translation' of science into practice (Lum, 2009;Tseng, 2010). Third, while RCTs in policing have until recently been undertaken by academics external to police organisations, and RCT results provided to police organisations as new 'knowledge products', police are increasingly leading experimental research in policing themselves (Weisburd and Neyroud, 2013).The value of policing RCTs in organisational learning (OL) may, on the one hand, lie in their ability to provide hard evidence or results of 'what works' in policing. On the other hand, RCTs may be powerful change processes that serve to generate OL in the absence of results. This is because RCTs require that alternative policing ideas or solutions are both implemented and rigorously tested in situ. Through the theoretical lens of OL, my thesis explores how a focus on the implementation processes of RCTs may be one way to address the ongoing disjuncture between a steadily growing evidence base and the persistence of mainstay practices in policing. To date, studies of research translation in policing have focused largely on the results of RCTs (Lum, 2009;Tseng, 2010). In my thesis I have, instead, examined the characteristics of the research process itself to establish how it may influence OL, innovation and change in policing. In order to explore the relationship between RCTs and OL, I adopted an integrated theoretical perspective and a mixed methods approach to address my central research questions: how do the attributes of an RCT influence OL processes through the implementation of an RCT, and how do OL processes themselves -knowledge acquisition, dissemination, interpretation and change -influence each other?I introduce OL theory, my research methods and outline my thesis in Chapter One. In Chapter Two, I provide a review of the OL literature and discuss the relevant constructs to emerge ii from my reading. I discuss the development of a heuristic model, the OL Framework...

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Organizational Learning: The Sociology of Practice

Cited by 62 publications

References 81 publications

The politics of sensemaking and sensegiving at work

The politics of sensemaking and sensegiving at work

Medi(c)ation Work in the Emergency Department: Making Standardized Practice Work

Randomised controlled trials in policing: an organisational learning perspective

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