Working With Differences in Everyday Interactions through Anticipational Fluidity: A Hermeneutic Perspective

Cunliffe, Ann L.; Locke, Karen

doi:10.1177/0170840619831035

Cited by 25 publications

(23 citation statements)

References 62 publications

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“…The interviews and group discussions have been audio-recorded, transcribed and carefully analyzed, adopting both a phenomenological and semiotic perspective (Mininni and Manuti, 2017), as well as a ricoeurian hermeneutic orientation (Bartunek and Louis, 1996; Cunliffe and Locke, 2019).…”

Section: Resultsmentioning

confidence: 99%

Dwelling within the fourth industrial revolution: organizational learning for new competences, processes and work cultures

Ivaldi

Scaratti

Fregnan

2021

JWL

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Purpose This paper aims to address the relevance and impact of the fourth industrial revolution through a theoretical and practical perspective. The authors present both the results of a literature review, highlighting the new competences required in innovative workplaces and a pivotal case, which explores challenges and skill models diffused in industry 4.0, describing the role of proper organizational learning processes in shaping new work cultures. Design/methodology/approach The paper aims to enhance the discussion around the 4.0 industrial revolution addressing both a theoretical framework, valorizing the existing scientific contributes and the situated knowledge, embedded in a concrete organizational context in which the fourth industrial revolution is experienced and practiced. Findings The findings acquired through the case study endorse what the scientific literature highlights about the impact, the new competences and the organizational learning paths. The conclusions address the agile approach to work as the more suitable way to place humans at the center of technological progress. Research limitations/implications The paper explores a specific organizational context, related to a high-tech multinational company, whose results illustrate the empirical evidence sustaining transformations in the working, professional and organizational cultures necessary to face the challenges of the fourth industrial revolution. The research was conducted with the managers of an international company and this a specific and limited target, even though relevant and interesting. Practical implications The paper connects the case with the general scenario, this study currently faces, to suggest hints and coordinates for crossing the unfolding situation and finding suitable matching between technological evolution and the development of new work and professional cultures and competences. Social implications Due to the acceleration that the COVID-19 has impressed to the use of digital technologies and remote connexion, the paper highlights some ambivalences that the quick evolution of the new technologies entails in relation to work and social conditions. Originality/value The opportunity to match both a literature analysis and an in-depth situated case study enhances the possibility to achieve a more articulated and complex view of the viral changes generated in the current context by the digitalization process.

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Section: Resultsmentioning

confidence: 99%

Dwelling within the fourth industrial revolution: organizational learning for new competences, processes and work cultures

Ivaldi

Scaratti

Fregnan

2021

JWL

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“…If the goal is to truly connect, then listeners need practice-and, perhaps, facilitation and other supports-to provide space for others to tell their stories, to unpack their deeper values and influences (Isay, 2015). The principles of conversational learning, which inform our framework of ELT and real plays, suggest that being curious about views different from our own does not mean abandoning our own viewpoint (Cunliffe and Locke, 2020) and that it can be easier to listen when "genuinely trying to understand [a conversation partner's] differences" (Baker et al, 2005: 422). A key goal of our paper has been to develop a thoughtful approach to help learners grow their capacity for having difficult conversations and connecting across individual differences.…”

Section: Discussionmentioning

confidence: 99%

Toward a pedagogy of connection: A critical view of being relational in listening

Hinz

Stephens

Oosten

2021

Management Learning

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Positive Organizational Scholarship (POS) perspectives define interpersonal work experiences such as positive work relationships and high-quality connections by the mutual growth and empowerment experienced by relationship or connection partners. Listening has been implicated as a key mechanism for building such positive interpersonal work experiences, but it is unclear how listening spurs on mutual, rather than one-sided growth, in relationship and connection partners. In this paper, we argue that management education currently focuses on the intrapersonal capability of listeners to execute key verbal and non-verbal behaviors. Less emphasis is placed on the mutual experience co-created between speaker and listener and, thus, on the potential for mutual growth and empowerment. We articulate what “being relational” in the listening experience means, and use experiential learning theory to articulate how educators might create learning spaces for “being relational” through conversations between listener and speaker. Throughout the paper we contend with issues of individual and structural power asymmetries inherent in understanding listening as a relational process.

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“…In this section, the authors describe the main results for each of the three research paths. While for the first two research paths were used traditional methods of descriptive statistics for the data analysis, for the discursive data coming from survey and interviews conducted with teachers and students, the authors used both a phenomenological and semiotic perspective ( Mininni et al, 2014 ; Mininni and Manuti, 2017 ) and a ricoeurian hermeneutic orientation ( Bartunek and Louis, 1996 ; Cunliffe and Locke, 2019 ), seeking for the meanings and representations they deliver.…”

Section: Key Findings and Discussionmentioning

confidence: 99%

HRM 4.0 and New Managerial Competences Profile: The COMAU Case

2020

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The digital revolution has generated huge changes in the world of work, with relevant implications for the Human Resources Management (HRM) function. New challenges arise in facing digital work, digital employees, and digital management, such that the connection between new technologies and HRM is now described as electronic HRM (e-HRM). Challenges and connection entail the possibility to review the notion of HRM itself, examining new research perspectives and lines of interpretation following a Critical Management Studies approach, thus developing a more contextualized view in conceiving HRM, a more expansive consideration of stakeholders, and a longer-term perspective in approaching the results of digital transformation and HRM outcomes. The article analyzes a specific organizational case, involving a multinational enterprise, and explores how the case study enhances the understanding of HRM as a social practice embedded in specific situated contexts. Such a conception enables the engagement of multiple rationalities, related to both internal and external stakeholders, overcoming a “mere antiperformance stance” and achieving forms of reconstructive reflexivity concerning the interconnection between the digital age, HRM, and the innovative generation of social value through an authentic corporate responsibility.

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Working With Differences in Everyday Interactions through Anticipational Fluidity: A Hermeneutic Perspective

Cited by 25 publications

References 62 publications

Dwelling within the fourth industrial revolution: organizational learning for new competences, processes and work cultures

Dwelling within the fourth industrial revolution: organizational learning for new competences, processes and work cultures

Toward a pedagogy of connection: A critical view of being relational in listening

HRM 4.0 and New Managerial Competences Profile: The COMAU Case

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