Search results

What if we were to take an explicit relational perspective on organizing? What if we put our organizational conversations and interactive practices right in the middle of our scholarly focus on organizations? In this contribution, I wish to document how the concept of “relational practices” can be formulated as a generative approach to organizing in emergent and multiplex organizational contexts. Starting from the main concern of developing “actionable knowledge” about organizing, I will compare and contrast a relational constructionist approach with a mere instrumental approach to organizing. Beyond the purposive coordination of the means to attain intended goals, organizing will be considered as an essentially relational activity. Actors acknowledge mutually meaningful contributions and, at the same time, mutually enact organizational membership through joint engagement in “relational practices.” Relational organizing is as much a goal in itself as a means to an end.

This book focuses on the concept and role of relational practices as a way to understand, conceive, and study processes of organization, and subscribes to a processual view of organization that, since Weick's seminal book The Social Psychology of Organizing, has turned the study of organizations into one of organizing. More than 30 years later, the field of organizing has increasingly expanded Weick's interpretive framework of sense making, resulting in a rich palette of conceptual frameworks that vary between such diverse processual approaches as complexity theory, phenomenology, narration, dramaturgy, ethnomethodology, discourse (analysis), practice, actor-network theory, and radical process theory (Steyaert, 2007). These various theoretical approaches draw upon and give expression to a relational turn that has transformed conceptual thinking in philosophy, literature, and social sciences, and that increasingly inscribes the study of organization within an ontology of becoming.

This paper aims to introduce a joint DEMATEL and NK methodology to develop a process model for introducing and implementing relational supply chain practices for low-carbon supply chains. Using this process model as a guide, insights into specific practices and how to implement these relational practices to achieve competitive advantage across organizations are introduced.

Low-carbon cooperation practices framework based on the relational view is developed. A methodology based on DEMATEL and the NK model is used to construct a sequential process model for introducing and implementing these relational practices. Empirical data from three manufacturing organizations in China are utilized to validate the model.

Initial results provide a sequence of relational practices for guiding those organizations and their suppliers for healthy and low-carbon development. Interdependencies between relational practices are analyzed and evaluated from four aspects. Insights into the broader application of the methodology and initial results from both a research and managerial perspective are presented, especially with consideration of the China, an emerging economy, context.

The methodology remains relatively abstract in nature, yet the tool can provide very useful interpretations and information for both researchers and practitioners.

This paper stipulates that in addition to internal operational practices, the relational practices between buyer and supplier may be equally important to achieve a low-carbon outcome, especially in supply chain setting. This paper also shows that not only the relational practice itself but also the implementation sequence of the relational practices can relate to performance. According to the authors’ initial results, organizations in this study should first develop product development cooperation, then exchange carbon knowledge and implement effective governance and last build a trust relationship with its suppliers for low-carbon cooperation.

This is one of the few approaches that directly evaluates and identifies the interdependencies among relational practices and to construct a process model for introducing and implementing low-carbon supply chain cooperation. It is also the first time that the NK model has been integrated with DEMATEL. Focusing on Chinese supply chain carbon emissions concerns is also a unique perspective.

From previous research projects in the context of technological innovation and social development the author argues that knowledge development, as well as knowledge sharing and integration, are essentially relational activities. Actors define and deal with content issues while mutually defining each other and the emergent social membership at the same time. These relational aspects are handled mostly implicitly: people talk “content” and “enact and experience” the relational mode. In process consultation approaches in training and development contexts, consultants work explicitly on the relational reflexivity. Examples are given of a third mode, a dialogical mode of creating relational practices while attending both aspects: the content and the relational in an integrated skilful mode.

The purpose of this paper is to draw on the direct experience of a practitioner undertaking real-time research in his organization to offer insights into the dual role of practical insider and theoretical outsider. The duality helps the researcher to live “in” and think “out” of the research context to develop a theory for practice and then transpose it to a practice for theory through the collaboration of an external theoretical insider.

This is a theoretical account of the reflexive experience of the practitioner reintroducing relational ethnography, where the researcher regards processes and spaces as the objects of analysis rather than bounded groups and places. It emphasizes the relational significance of the researcher, researched, and theoretical insider in exploring the structures of relations and meanings in the field of professional practice.

The paper argues that understanding the complementariness and paradoxes of the dual role helps the researcher to identify knowledge gaps and contest commonsense knowledge in search of critical knowledge and theoretical insights. The transition between the bounded (restrained) and unbounded (unrestrained) selves occurs in the holding space of research, influencing the position from which the researcher views himself, his subjects, and his social world.

The paper extends the dimension of ethnographic research, which de-centers the authority and control of the researcher to that of the relationship between the researcher and informants, by focusing on the relational significance between the researcher, researched, and theoretical insider. This perspective gives rise to a deeper understanding of relational ethnography, seen largely in sociological research, as relevant to organizational research, where structures of relations and actions explored in real time could account for the configuration, conflict, and coordination of work practices.

Studies demonstrate the central role of principals in developing and sustaining teacher commitment to their school. Teachers' commitment to their school impacts teaching, learning, innovation and school climate and manifests job satisfaction. Commitment strongly relates to teacher attrition. Attrition is important in the study of school success and failure given its strong predictive link to student learning.

This study thus identifies relational practices of principals who successfully develop and maintain high levels of commitment among their teaching staff compared to those principals who fail to maintain high commitment or fail to raise low commitment among their teachers during the school year. To investigate this process, this study uses longitudinal, within-year school network and climate data for teachers and principals in 15 American charter schools. With these data and theories offered by social-psychology and organizational studies, the interpersonal leadership and school climate conditions set forth by the principal link to the fluctuating levels of commitment among teachers.

Despite the consistently established link between employee commitment and organizational success and failure, this operationalization of changing levels of staff commitment is a novel contribution to the discussion of organizational principal leadership failure. This study clearly tests the questions: Which emotional responses prove volatile to teachers' repeated exchanges with their principals? How do principals' relational practices impact teachers' commitment to teaching? Among the strongest findings is the key practice of principals to maintain trust—interpersonal and schoolwide—to improve commitment among teachers and avoid loss of commitment by the end of the school year.

Relational practices of principals can promote quality relationships that uphold trust and sustain environments conducive to maintaining high organizational commitment. When leaders fail to establish and maintain quality relationships, challenges experienced during a school year become more difficult to overcome.

The opportunity arises to test the time-varying aspect of interpersonal relations in organizations and the subsequent idea about how organizational leaders maintain strong relationships, strengthen poor ones or repair injured relationships. These results evidence teacher commitment is prone to decline at the end of the school year yet the chance and magnitude of the fluctuation directly responds to changes in principals' relational practices. With relational practices, principals can induce affective responses from teachers at the interpersonal and organizational level that improve commitment among teachers and reduce drops in commitment.

Middle leaders are educators whose practices of building relational trust are critical for generating the kind of strong and sustainable professional learning communities necessary for leading productive site-based education development in their school. This chapter specifically focuses how building an ethic of relational trust, experienced in five interrelated dimensions, aligns with establishing core foundational conditions for building community. Building trust and communities of professional learners are not mutually exclusive – in fact, each reciprocally facilitates, progresses, supports, and sustains the development of the other. The foundations for community building, described as cornerstones, form over time and progressively involve, and achieve, contextuality, commitment, communication, collaboration, criticality, and collegiality. Reflection questions are provided throughout; these are designed to directly focus the attention of middle leaders towards understanding and developing their own trust practices, that with time, create conditions for generating strong viable communities of professional practice.

The invitation in this chapter is to see or remember¹ what can be gained and achieved by turning our attention from a style of thinking and speaking that focuses on the “truth about things” and shifting it to a recognition of the contribution of our own cultural practices in how things come-to-be what they seem. We are invited to look at human social processes and the relationships of how things in the world get caught up in these, historical or current but always active, processes and in so doing create meaning.The point here is to arrest or interrupt the spontaneous, unself-conscious flow of our ongoing activity, and to give “prominence to distinctions which our ordinary forms of language easily make us overlook.” ( Wittgenstein, 2001, p. 43 )We are invited to indulge a little less in the apparent “nature of things” and instead give a little more attention to the practices that make things happen and the relations between their inter-actors. Rather than having the relationship between “a directly perceiving mind and reality” as our primary focus we are looking afresh at those social processes that attribute characteristics to its actors and “cause us to hold beliefs.” We might call this “relational practicing.”² I assume that the proper study of interaction is not the individual and his [sic] psychology, but rather the syntactical relations among the acts of different persons mutually present to one another….. …Not, then, men [sic] and their moments. Rather moments and their men. ( Goffman, 1982, p. 2 )Goffman richly points out the variety of ordinary, everyday ways in which people participate in social encounters and how they conduct the minutia of constitutive relational practices. Goffman spent a lifetime illuminating the relevance of the almost hidden inter-participant grammar in cooperative performance of coordinated meaning and structure and also had much to say about the practical relationships between the actors and those prevailing enacted structures.

The purpose of this paper is to examine whether the organizational redesign opportunities currently offered by web-based technological innovations contribute to rebuilding and strengthening the employee-HR department relationship, rendering personnel management policy criteria more transparent, increasing perceived fairness and thus helping to instil trust in the HR department, albeit in a diverse virtual context.

The authors designed a survey involving 526 Gen Y employees and tested the hypotheses using structural equation modelling analyses.

The results confirm a positive relationship between relational e-HRM system adoption, procedural justice and trust in the HR department.

The results provide evidence that technology can support the development of institutional trust in virtual environments and thus contribute to the growing e-HRM literature, to the more consolidated strategic HRM research domain and to the debate on trust in technology-mediated relationships.

The paper provides valuable and at times unexpected results on the new potential role of the HR department in the current fluid and insecure labour market, thereby forming the basis for defining some useful guidelines to design and implement the e-HRM architecture.

The paper focuses on understanding how relational e-HRM could impact on the direct employee-HR department relationship, from the Gen Y employees perspective, that is almost neglected in the growing literature. Moreover it suggests some unexpected insights on the role of technology innovativeness in moderating the impact of e-HRM on trust in the HR department.

The purpose of this study is to investigate how concentrated owners add value to Asian firms. While prior research suggests that relational owners (i.e., business groups, top management team, board, government, banks, families, and corporation) may help firms fill institutional voids, this study proposes that it is transactional owners (i.e., foreign and institutional investors) lacking this ability who contribute most to firm performance. As these owners frequently hail from contexts with well-developed corporate governance traditions, they tend to have experience with the design and implementation of such governance practices.

This study involves a meta-analysis covering 276 studies from 17 Asian countries.

This study shows that transactional owners impose effective governance practices such as separating the chief executive officer (CEO) and Chair roles and assuring board independence. These practices promote decisions benefiting all shareholders, such as preventing diversification and financial over-leveraging.

This study contributes to the comparative corporate governance literature by showing that implementing internal governance practices helps improve firm performance in Asia. It also contributes to the owner identity literature by opening the black box of how transactional and relational owners differentially affect firms’ strategic behavior. Overall, this study yields a more nuanced understanding of what transactional owners contribute to Asian firms.