Organizational transformation in crisis: learning from emergent patterns of knowing and organizing

Abstract

Purpose Complex crises affect tightly coupled systems making them highly unpredictable. This paper aims to determine how organizations learn from their crisis experience shaping their knowledge and transformation trajectory toward and beyond survival. A theoretical framework integrating organizational learning (OL) and knowledge management in organizational transformation (OT) in complex crises is presented. Design/methodology/approach This conceptual paper presents a systematic literature review on OT in crisis from 2000 to 2021. To achieve integration, the authors searched for studies on OT, knowledge management and OL, each paired with a crisis. Findings Crises highlight the emergent and decentered nature of knowing and organizing. This study suggests that OT is achieved through various changes in organizational knowledge. Different learning modes enable the transformation of knowledge in a crisis: contextual or situated learning, strategic and collective integration. Research limitations/implications The authors' pandemic experience may have influenced the analysis. This paper does not account for new types of learning emerging due to the influence of digital technologies. Practical implications Organizations may hasten renewal through distributed crisis management facilitated by contextual and strategic learning and collective integration. Originality/value This study categorizes learning, based on its function in crisis management, into three types: contextual learning for creative problem-solving, strategic learning for leadership and direction and collective integration to evaluate their crisis journey. Through this classification, this study sheds light on the types of knowledge needed to manage crises effectively, showing that organizations can leverage their crises by transforming and innovating themselves in this turbulent period.

Balancing power, learning and change in learning organizations

“…Learning is the process that connects all organizational stakeholders in all interactions. However, it is particularly interesting to examine the role of learning in crises and organizational transformation, which was addressed by Andres and Heo (2023). Knowledge, especially specific knowledge, can be considered a strategic asset.…”

“…Knowledge, especially specific knowledge, can be considered a strategic asset. Andres and Heo (2023) wanted to examine how organizations learn in crisis and from crisis to ensure their survival, but also transformation if necessary. A crisis may be small in scale and predictable, or a sudden and unforeseen event that leaves little or no room for planning.…”

“…However, organizations that operate according to the principles of the learning organization are aware that ambiguous situations allow for different learning experiences by empowered organizational members who receive new information as a basis for collective sense-making and often improvise and design new solutions along with new mental models. Practitioners looking for guidance in the literature will be surprised to find that crisis management and organizational change are studied separately, which has been unified by Andres & Heo (2023) and their integrative framework for organizational transformation in times of crisis. Organizational transformation often resembles metamorphosis, which requires transformational learning (Mezirow, 1997).…”

“…It also allows for a broader sense of purpose, which makes it a good learning approach for ambiguous situations such as emerging crises. Andres & Heo (2023) also suggest that practitioners consider contextual learning and strategic learning, in which an organization seeks knowledge to identify strategies, policies and actions to achieve a desired future. This could be followed by collective integration, where learning from different stakeholders is integrated and leads to a shared understanding of the approach to address a crisis situation.…”

“…Learning is critical to organizational change and transformation, and this was addressed by Andres & Heo (2023). In the face of adverse circumstances, but also in normal situations, practitioners should practice agile and contextual learning as well as transformational learning.…”