Knowledge sharing in a dispersed network of HR practice: Zooming in on power/knowledge struggles

Heizmann, Helena

doi:10.1177/1350507610394409

Cited by 50 publications

(84 citation statements)

References 36 publications

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“…This would progress the emergent works on politics, conflict and negotiations in practice based studies (e.g. Contu and Willmott, 2003;Fox, 2000;Heizmann, 2011;Kakavelakis and Edwards, forthcoming;Mørk et al, 2010;Ormrod et al, 2007;Roberts, 2006). We also believe that further comparative work is called for that pays close attention to how institutional patterns structure organizational career paths (Whitley, 2007).…”

Section: Discussionmentioning

confidence: 99%

Bringing context and structure back into situated learning

Hotho

Saka‐Helmhout

Becker-Ritterspach

2013

Management Learning

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Practice-based studies have progressed thinking in the knowledge, learning and innovation field by emphasizing the continual negotiation of social structures and meaning through participation.Yet only a few contributions discuss how participation and learning are affected by broader structures. This is an inconsistency in the understanding of 'situated' learning where learning through participation is restricted to the immediate community involved in a social activity. We aim to address this inconsistency by investigating the effects of the interplay between institutional and organizational structures on patterns of participation and, in turn, learning outcomes. We develop a framework of situated learning in MNEs, and explore its value through a comparative case study of the introduction of new practices in four subsidiaries of two MNEs in two contrasting national institutional systems. Our case findings suggest that while the interplay between institutional context and organizational structure indeed matters, it does not determine collective participation and situated learning as actors can actively create solutions when structural conditions and institutional demands are less aligned. ' (Contu and Willmott, 2003: 294) Keywords

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Section: Discussionmentioning

confidence: 99%

Bringing context and structure back into situated learning

Hotho

Saka‐Helmhout

Becker-Ritterspach

2013

Management Learning

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“…This theory suggests that meanings of actions, skills and knowledge created in one practice cannot be "transferred" to another, as they are given different (if any) meanings when introduced to different practices (Gherardi 2001. This approach has inspired management and organization researchers who question if and how knowledge and insights developed in temporary projects consisting of representatives from different divisions of (or between) companies and created solely to contribute to innovations and problem solving in their ordinary divisions, can actually be of use and benefit in other contexts (Bechky 2003, Brown & Duguid 2001, Carlile 2002, Contu 2014, Contu & Willmott 2003, Heizmann 2011, Swan et al 2010. Given that similar types of questions are asked by TD researchers, regarding socially robust and actionable knowledge, organization and management studies may be able to throw new theoretical light over some of the challenges that the TD research faces.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The knowledge development taking place in these practices is situated, in the sense that it is meaningful and relevant for the actors in relation to how they collectively create meaning regarding what their practice should accomplish and why (Carlile 2002, Heizmann 2011, Gherardi 2001. From the perspective of TD research, the logic behind this approach is that knowledge production will lead to the development of, for the participants, meaningful shared knowledge and outcomes with substantial implications for their ordinary practices.…”

Section: Introductionmentioning

confidence: 99%

The role of learning in transdisciplinary research: moving from a normative concept to an analytical tool through a practice-based approach

Westberg

Polk

2016

Sustain Sci

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The role of learning in transdisciplinary research: moving from a normative concept to an analytical tool through a practice-based approach. Sustainability Science. Volume: 11, Number: 3, pp 385-397. http://dx.doi.org/10.1007/s11625-016-0358-4.Access to the published version may require journal subscription. Published with permission from: Springer. Abstract Transdisciplinary (TD) research is an example of a participatory research approach that has been developed to address the complexity of societal problems through the exchange of knowledge and expertise across diverse groups of societal actors. The concept of knowledge exchange is central to the ability of TD research to produce usable knowledge. There is, however, limited theoretical attention to the processes that enable knowledge exchange, namely learning. In this article we analyze the "transferability" of knowledge generated in TD research settings from a practice-based approach. In this approach, learning and knowing are seen as situated in social practices, in meaning making processes where the involved participants make sense of what they do and why they do it. We describe and analyze three TD projects, and discuss the role of practitioners´ perspectives in the interpretation of the tasks and realization of TD, and in the consequences this has for the organization of the research process and the usability of its results. The analysis shows that while the project teams were given the same task and framework, they did not understand or enact TD in a similar fashion. The three projects created different goals and organizations. They also resulted in different challenges, which could be identified and analyzed by the use of a practice-based approach to learning. In the conclusions, we identify aspects for both practice and research that are important for creating sufficient conditions for learning in TD research processes so that they can better promote contributions to societal change.

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“…In the context of the global workplace, the 'stickiness' of knowledge constitutes particular issues when knowledge is shared across functions, national and regional offices, or organisations (Gherardi & Nicolini 2002;Heizmann 2011Heizmann , 2012Sole & Edmondson 2002).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Working across Cultural Spheres: The Knowledge Sharing Practices of Boundary spanners in a Global Insurance Firm

Heizmann

2015

CCS Journal

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As organisations are becoming increasingly complex from a cultural perspective, it is important to understand how practitioners manage the differences that arise when working with peers that engage in different cultural (national cultural, professional, functional) spheres. The purpose of this paper is to contribute to practice-based research on knowledge sharing by using a discourse analytic lens which exposes the link between the knowledge (sharing) practices of boundary spanners at cultural interfaces and its immediate power effects for the subjects involved. The paper examines how a community of in-house consultants in a global insurance firm shifts from translating to transformational knowledge sharing practices depending on the power relations that link them to their audiences, highlighting: (1) the political nature of boundary spanners’ knowledge sharing practices, (2) the power effects for the subjects involved and (3) the relational character of communities of practice. The study suggests that knowledge (sharing) practices are not neutral but have power implications that need to be considered in cross-cultural boundary work if participants want to achieve more meaningful forms of mutual engagement.

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Knowledge sharing in a dispersed network of HR practice: Zooming in on power/knowledge struggles

Cited by 50 publications

References 36 publications

Bringing context and structure back into situated learning

Bringing context and structure back into situated learning

The role of learning in transdisciplinary research: moving from a normative concept to an analytical tool through a practice-based approach

Working across Cultural Spheres: The Knowledge Sharing Practices of Boundary spanners in a Global Insurance Firm

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