• To Learn or Not to Learn: A Question of Power Relations in Organizational Routines

Abstract

The aim of this article is to examine the dynamics of learning and power in organizational routines. In particular, this involves developing an understanding of how political and reflexive aspects of learning make clear the link between individual and organizational learning. Our research highlights a healthcare organization that uses project-learning as a tool for change. The study shows how interactive dynamics of two key dimensions account for a distinction of learning or routines between mindless repetition and effortful accomplishments that emerged during a five year period of the project teams. The first dimension is the extent to which learning is influenced by formal or informal power, and the second dimension is the extent to which individuals engage with collective change. The article explores how power relations render inflexible patterned interactions, mediate the legitimacy of change initiatives, and institutionalize learning outcomes. The paper draws out implications to the agency for the flexibility and persistence of routines, the contribution of the study to organizational learning, and aspects for future research.

Keywords: Organizational learning; Power; Routines; Reflection; Team learning