Document Type

Conference Proceeding

Publisher

DiskBank

Faculty

Faculty of Business and Law

School

School of Management / Centre for Innovative Practice

RAS ID

14997

Comments

This article was originally published as: Garratt, L. B., & Jackson, P. D. (2012). Power relationships shaping organisational learning for volatility and instability: Authentic or Compliant?. Proceedings of Australian and New Zealand Academy of Management (ANZAM). (pp. 15). Perth, Australia. DiskBank. Original article available here

Abstract

We live in times of great economic and social volatility, where higher levels of innovation and improvement are demanded of business and individuals than ever before. Emancipatory organisational learning offers great potential for freeing people’s minds to truly imagine for the future, but as a reality it proves elusive. This paper presents a model of three power relationships which create learning spaces that are either ‘liberated’ or ‘managed’ and subsequently organisational learning that is ‘authentic’ or ‘compliant’. ‘Authentic’ learning is important if the creative energies and resources within organisations are to be fully engaged and mobilised in times of volatility and instability. However, under traditional power relationships employees simply comply with the wishes of managers and organisational learning is constrained.

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Business Commons

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