Organizational learning, change and power: toward a practice‐theory framework

Abstract

Purpose

The purpose of this research is to investigate the practices of the interim and current CEOs employed in managing a supportive environment conducive for learning as well as sustaining organizational change; and second, to describe the theory of practice guiding their efforts.

Design/methodology/approach

An action science approach, coupled with the case‐study data‐gathering method to enable a pragmatic grounding of the change processes and organizational learning.

Findings

A theory of practice defined as three process principles of power that aid in managing a supportive environment conducive for learning as well as organizational change.

Research limitations/implications

The theory of practice set forth combines two advocated views in using power (position power and empowerment) into a framework of reciprocal‐relational power. The theory needs to undergo further research to test its applicable knowledge in an action context.

Practical implications

Potential guide in helping practitioners in recognizing and implementing processes of reciprocal‐relational power to improve organizational learning and the success of change.

Originality/value

The paper presents a new way to recognize and see reciprocal‐relational forces within a cultural‐social‐political context.

Citation

Ford, R. (2006), "Organizational learning, change and power: toward a practice‐theory framework", The Learning Organization, Vol. 13 No. 5, pp. 495-524. https://doi.org/10.1108/09696470610680008