Enabling organisational knowledge through action learning : an epistemological study

[摘要] ENGLISH ABSTRACT:Key words: Organisational knowledge, pluralistic epistemology, action learning, systems theory,structuration theory, organisational learning, knowledge management.In today's competitive environment the value and importance of knowledge as an organisationalresource is considered to be a key element and source of power. Knowledge is regarded as the singlemost important source of core competence to ensure competitiveness and long term sustainability.The value of most products and services now depends on knowledge-based intangibles and manyorganisational theorists argue that strategy formulations should be built on a resource-based theory.The challenge for many organisations is therefore how to enable organisational knowledge and how toincrease their organisational learning capacity and performance.Following a multi-disciplinary approach, this study critically evaluates and interprets existing theorieson action and systems thinking. The traditional positivist paradigm no longer answers to the needs of apost-modem paradigm and corporate epistemologists and practitioners alike are in search of a newparadigm on how to construct organisational knowledge. Drawing on Habermasian theory ofcommunicative action, as well as Parsons' general theory of action and Giddens' structuration theory, Iargue that the construction of knowledge happens in a pluralistic manner, in contrast with traditionalapproaches which support a paradigm informed by a singular epistemology. A pluralistic approach tothe development of knowledge, in relation to a Habermasian theory of communicative action whichemphasises the importance of communication and which integrates action and systems theory, istherefore proposed. Constitutive features of organisational knowledge, such as deliberation, knowledgeleadership, organisational culture and technology, are identified and analysed.Action learning has been adopted by a number of leading international comparues as a learningmethodology. However, action learning has seemingly not been grounded in a defensibleepistemological framework. In redescribing action learning, this study explores epistemologicalfoundations of action learning in an attempt to provide corporate epistemologists with a defensibleepistemological framework which promotes pluralism and constitutive features of organisationalknowledge.A framework for organisational learning and knowledge construction, the Pluralistic Action LearningSystems theory (pALS), is suggested as an improved model of organisational learning suitable forimplementation in a post-modem era. This framework incorporates the primary technical elementsof the learning process, namely problem identification, collection of information, analysis andinterpretation, application/use and reflection, as well as organisational enablers inherent in collaborative learning. Organisational knowledge is therefore seen as the outcome of a learning processwhich occurs at the individual, social and organisational system levels. Organisational knowledge is alsoconstituted by features such as communication, knowledge leadership and trust which are essential in acollaborative learning environment. Knowledge is therefore not constructed through a single paradigm,but socially constructed through a pluralistic epistemology. Organisational knowledge is the outcomeof organisational learning and such an organisational learning process is enabled by an action learningapproach.An empirical study is conducted which is based on a forty-point questionnaire. The sample size is 120part-time MBA students who are enrolled for an action learning management development programmeand who have all been theoretically and practically exposed to an action learning programme. Thefindings of the empirical study conclude that the construction of knowledge happens in a pluralisticmanner and that an organisational epistemology should be shaped by a pluralistic framework if it wereto be successful in a post-modem business environment. It proposes that action learning, which isshaped by a pluralistic epistemology grounded in the Habermasian theory of communicative action,provides a defensible framework to enhance organisational knowledge through a collaborative learningapproach fostering values such as deliberation, trust and openness.

[发布机构] Stellenbosch University