Politics-based knowledge legitimation model: power exercise in organizational learning

Abstract

Purpose The purpose of this study is to propose a model of knowledge legitimation in organizational learning focusing on the relationship between power politics and legitimacy. Design/methodology/approach This study adopts the approach of a conceptual discussion. Findings This study developed an organizational learning model that explains how actors exercise their power and how knowledge is legitimated through politics. The author identified various factors that shape the politics; these factors trigger, enhance, facilitate and inhibit power exercise. This study also identified which type of power (influence, force, domination and discipline) leads to which type of legitimacy (pragmatic, moral and cognitive). Furthermore, this study found that power politics and organizational learning are interrelated; actors’ powers bestow legitimacy on knowledge, and knowledge enhances the power of related actors. Originality/value This study identified the set of factors that shape actors’ power exercise in organizational learning as well as their associated mechanism and illustrated how they lead to knowledge legitimation. The author also revealed the relationships between actors’ power and legitimacy of knowledge. Finally, this study elaborated on the findings of prior studies concerning politics of organizational learning.

Balancing power, learning and change in learning organizations

“…In this context, Nakanishi (2022) examined the mechanisms of politics of organizational learning with an emphasis on the interpretation of knowledge as a key process of organizational learning that leads to further organizational change and development. Knowledge that is accepted as valid and useful is legitimized and further implemented (Burgoyne & Jackson, 1997).…”

“…Knowledge that is accepted as valid and useful is legitimized and further implemented (Burgoyne & Jackson, 1997). However, as Nakanishi (2022) suggests, knowledge should be legitimized in the initial stages of organizational learning and knowledge management – the interpretation stage. Huber (1991) explains organizational learning as a knowledge management process that includes the acquisition of knowledge, the distribution of information, the interpretation of information and the development of organizational memory.…”

“…In his paper, Nakanishi (2022) explored the concept of legitimacy in institutional theory, which is concerned with the reasons for and modalities of organizational adoption of new practices in pursuit of legitimacy (Greenwood, Oliver, Lawrence, & Meyer, 2017). Organizational and legitimacy theory thus share the same goal-organizational change through knowledge legitimacy.…”

“…Nakanishi (2022) used the “narrative review” method and conducted “qualitative discussions” (Post, Sarala, Gatrell, & Prescott, 2020) to introduce the politics-based model of knowledge legitimation, focusing on the interpretation of new knowledge. The author identified the following elements that determine organizational power politics: estimated practical benefits and costs; reliability, validity and urgency of knowledge; compatibility with existing templates; beliefs and interests of influential stakeholders; and external legitimacy.…”

“…Normally, we assume that learning occurs naturally and that whatever is useful is integrated into organizational activities. However, this is often not the case, as learning and the use of acquired knowledge is influenced by power dynamics in the organization, which was addressed by Nakanishi (2022). This shows us that while organizations can and do engage in organizational learning, they do not have to be learning organizations, especially considering Senge's (1990) conceptualization.…”