Power and emotion in organizational learning

Abstract

This paper addresses an aspect of organizational learning that has not been extensively developed -the impact of emotion on organizational learning. The study of emotion in organizations is seen as an important part of the development of organizational learning. The paper argues that attention to the emotional dynamics of organizing, and to the links between emotion and organizational politics, will increase the possibilities for understanding organizational learning. Awareness of the impact of emotion on organizational learning can be developed through an investigation of two areas. First, organizational learning is more than a product of organizational responses to individual learning. Emotion contributes to a broader understanding of systemic learning. Second, emotion is important to strategic aspects of organizational learning. There is a link between the emotional and the political within organizations. The paper contains a discussion of these themes using brief case examples to illustrate and develop the issues.

Policy and practice in the use of root cause analysis to investigate clinical adverse events: Mind the gap

“…While the current model of RCA is clearly a significant improvement on previous approaches to learning, it might still be argued that it does not fulfil its potential and is not always conducive to learning. In particular, the way RCA has been translated into practice ignores the idea that learning often stems from the inquiry process itself, not the report; that the inquiry process should not be divorced from the practice of clinical work; that emotions are part and parcel of the organisational learning process (Vince, 2001); and that focusing on feasible solutions (a closure orientation) and emphasising consensus reduces the capacity to learn through creativity and divergent thinking (cf. Engeström, 2001).…”

Uma agenda brasileira para os estudos em aprendizagem organizacional

“…5. Natureza política da aprendizagem: embora já sinalizado por Coopey (1995), Easterby-Smith (1997, 2001 Sugere-se portanto que, para desenvolver e avançar no estabelecimento do conceito e nos estudos sobre a AO, os pesquisadores precisam olhar para o nível interpessoal, para a noção de neutralidade da meta, considerar a mudança sob outra perspectiva e a natureza processual e política da aprendizagem. Nenhum dos grupos ou perspectivas identificadas na literatura, pode-se afirmar, abarca satisfatoriamente todas estas condições.…”

How a small family run business adopted Critical Reflection Action Learning using hand drawn images to initiate organisational change

“…One particular module explored how researchers could gather data in 'non-traditional' ways by encouraging participants to create hand drawn images of their organisational issues which could then be used as a tool of both traditional and critical reflection. I was fortunate enough to be taught this particular module by Professor Russ Vince who had been exploring CRAL, drawn images and emotion for some time (Vince & Broussine, 1996;Vince, 2001;Vince & Warren, 2012). Intrigued, I decided to see for myself how drawings could be used to gather data in a small Action Learning set in my MRes.…”