Power relations in organizational change: an activity-theoretic perspective

Abstract

PurposeThe purpose of this study is to develop a multi-level and politically informed perspective on organizational learning and change based on the cultural-historical activity theory (CHAT) in order to contribute to a less managerialist and more multi-voiced understanding of change. The authors aim for a better understanding of the links between expansive learning, contradictions in and of activity systems and episodic and systemic power.Design/methodology/approachThe authors develop a framework on expansive learning, integrating the concept of faces of power. The framework is applied to a case study.FindingsThe authors show productive and restrictive effects of episodic and systemic power for dealing with contradictions in expansive learning and organizational change. The productive role of change critics and non-managerial actors is shown.Research limitations/implicationsThe case study is illustrative and findings need to be validated and expanded through more detailed empirical investigations. Future studies should particularly investigate how patterns of power could itself become the object of expansive learning.Practical implicationsThe framework fosters an understanding of organizational change as multi-voiced, decentralized and driven by contradictions. Emancipation of actors and protected social spaces are essential for unfolding the productive potential of multi-voicedness against the backdrop of asymmetric power relations in organizations.Originality/valueThe authors step back from a managerialist perspective on organizational change by developing a politically informed, activity theoretic perspective on learning systems. The paper contributes to a better understanding of contradictions, related multi-voicedness and effects of episodic/systemic power in expansive learning and change.