Power relations in organizational change: an activity-theoretic perspective

Abstract

Purpose The purpose of this study is to develop a multi-level and politically informed perspective on organizational learning and change based on the cultural-historical activity theory (CHAT) in order to contribute to a less managerialist and more multi-voiced understanding of change. The authors aim for a better understanding of the links between expansive learning, contradictions in and of activity systems and episodic and systemic power. Design/methodology/approach The authors develop a framework on expansive learning, integrating the concept of faces of power. The framework is applied to a case study. Findings The authors show productive and restrictive effects of episodic and systemic power for dealing with contradictions in expansive learning and organizational change. The productive role of change critics and non-managerial actors is shown. Research limitations/implications The case study is illustrative and findings need to be validated and expanded through more detailed empirical investigations. Future studies should particularly investigate how patterns of power could itself become the object of expansive learning. Practical implications The framework fosters an understanding of organizational change as multi-voiced, decentralized and driven by contradictions. Emancipation of actors and protected social spaces are essential for unfolding the productive potential of multi-voicedness against the backdrop of asymmetric power relations in organizations. Originality/value The authors step back from a managerialist perspective on organizational change by developing a politically informed, activity theoretic perspective on learning systems. The paper contributes to a better understanding of contradictions, related multi-voicedness and effects of episodic/systemic power in expansive learning and change.

From a Sociological Given Context to Changing Practice: Transforming Problematic Power Relations in Educational Organizations to Overcome Social Inequalities

“…Little research has taken up this question by mobilizing formative interventions as an instrument to work on power relations in the transformation of activity systems. Recently, Schirmer and Geithner (2018) analyzed, in an ethnographic work, the productive and restrictive effects of power to deal with contradictions. The productive and critical role of non-managerial actors is shown and highlighted by the authors.…”

“… Schirmer and Geithner (2018) highlighted that power is a multidimensional, contested, and relational concept and suggests four dimensions of power ( Fleming and Spicer, 2014 ). They differentiate between episodic forms of power and systemic forms of power.…”

“…Within these formative interventions ( Schirmer and Geithner, 2018 , p. 20) note that “ power relations both allow and hinder the journey across the terrain of the zone proximal development leading to more (or less) expansion in terms of divergent interpretations and social inclusion of divergent actors .” Blacker and McDonald (2000) attempted to model organizational learning in the form of a quadrant diagram constructed from two axes ( Figure 4 ). The horizontal axis distinguishes between established and emergent activities, and the vertical axis distinguishes between established relationships within or between groups and emerging relationships within or between groups.…”

“…For the authors, organizational learning is movement between these quadrants. Schirmer and Geithner (2018) exemplified this movement in a case study within a molecular biology company. The authors used a comprehensive approach that analyzed this movement.…”

“… A framework to analyze power in expansive learning processes from Schirmer and Geithner (2018) and Blacker and McDonald (2000) . …”