Organizational Defensive Routines Research Articles

Organizational structure and organizational learning: The moderating role of organizational defensive routines

Literature on organizational learning (OL) shows that even firms who self-perceive themselves to have appropriate organizational structures still fail to generate appropriate learning outcomes. In this article, we claim that one of the neglected key factors explaining learning failures are organizational defensive routines (ODRs). Drawing on the literature, our theoretical inference is that high levels of ODRs can negatively moderate the relationship between organizational structures and OL. To test this moderation hypothesis, the study employs hierarchical regression analysis on a sample of 358 respondents from various industries in the United Kingdom. The result confirms that formalization negatively affects OL, and the effect of formalization on OL is negatively moderated by ODRs regardless of organizational age, size, and sector.

Triggers and Damages of Organizational Defensive Routines

Existing research on organizational defensive routines (ODRs) posits that they have strong and intertwined individual and organizational components. However, the literature has not yet systematically isolated and analyzed factors at both levels that trigger ODRs. This paper first utilizes theory on organizational routines to explain the characteristics of ODRs. Next, it identifies their individual and organizational level triggers. At the individual level factors generating ODRs are general self-efficacy, locus of control, and neuroticism while those operating at the organizational level are organizational politics, red tape, and organizational structure. The paper finally explores the potential damages ODRs could cause to individuals and organizations related to individuals’ job satisfaction, work engagement, organizational ambidexterity, and organizational learning. The theoretical model in this paper builds a foundation for future empirical study and extends theoretically the nomological network of ODRs.

Are organisational defensive routines harmful to the relationship between personality and organisational learning?

This paper examines the interaction effect between a selection of personality traits — i.e. conscientiousness, openness to experience and neuroticism — and organisational defensive routines (ODRs) on organisational learning. The data sample included 351 employees from a wide range of industries in the UK. In line with the current literature, we hypothesized that ODRs act as a moderator between selected employee personality traits and learning. Though the findings do not support our hypotheses on the moderation effects, we could isolate an unexpected positive link between ODRs and organisational learning which merits attention and further research. Implications for the theory and limitations of the study are discussed.

Developing an empirical scale for organizational defensive routines

Organizational Defensive Routines (ODRs) are defined as any actions and policies that prevent employees and organizations from experiencing embarrassment and threat. ODRs research lacks in diagnostics, testing and generalizable results due to its heavy reliance on action research methods. This paper aims at covering this gap by developing a scale to measure ODRs from individuals’ perceptions at both the organizational and the individual level. After setting the theoretical framework, the paper presents five studies that describe a scale development process. The final scale consists of 14 items meeting standard quality requirements. The findings provide a valuable tool for future studies to explore relationships between ODRs and other aspects of organizational life.

Investigating the Impact of Organizational Defensive Routines on Organizational Learning

Organizational learning is fundamentally important for organizations to stay competitive in the current dynamic environment. The literature on organizational learning mainly focuses on conceptualiz...

Factors Hindering the Learning of ICT: An Empirical Study in Transport Sector

The purpose of this paper is to investigate whether (i) both operational staff and engineering staff in a Hong Kong public transport company have same perception that the organizational defensive patterns impede them from learning new information and communication technology (ICT) from other companies, and (ii) skilled incompetence, organizational defensive routines, and fancy footwork are positively associated with each other in both operational and engineering groups of a transport company. This paper investigated the influence of organizational defensive patterns by means of a survey of 324 employees (151 operational staff and 173 engineering staff) at a Hong Kong public transport company. Each employee selected completed a questionnaire that asked them to indicate the influence of the organizational defensive patterns (skilled incompetence, organizational defensive routines, and fancy footwork) on the learning of ICT in their organization. The results indicated that both operational staff and engineering staff shared the same perceptions about how organizational defensive patterns impeded their learning of newly adopted ICT systems. The findings also indicated that the operational and engineering groups of the transport company perceived that skilled incompetence, defensive routines, and fancy footwork were positively associated with each other. Copyright © 2011 John Wiley & Sons, Ltd.

Influence of organisational defensive patterns on learning ICT

PurposeThe purpose of this paper is to investigate whether the IT professionals in a Hong Kong public transport company have a general perception of influence of the organisational defensive patterns on learning of ICT; and whether skilled incompetence, organisational defensive routines and fancy footwork are positively associated with each other in IT group of a transport company.Design/methodology/approachThis paper investigated the influence of organisational defensive patterns by means of a survey of 171 IT professionals at a Hong Kong public transport company. Each selected employee completed a questionnaire that asked them to indicate the influence of the organisational defensive patterns (skilled incompetence, organisational defensive routines and fancy footwork) on the learning of ICT in their organisation.FindingsThe employees indicated that skilled incompetence, organisational defensive routines and fancy footwork had influence on the learning of ICT. The findings show that the IT professionals in a Hong Kong transport company have the general perception of influence of skilled incompetence, defensive routines and fancy footwork on learning of ICT. The findings also indicate that skilled incompetence, defensive routines and fancy footwork are positively associated with each other in IT group of the transport company.Originality/valueThis article is a first step towards extending the theory and practice of organisational defensive patterns to IT group of a transport company.

The influence of organisational defensive patterns on innovation capacity and learning of information and communication technology: an empirical study in Hong Kong transport sector

Organisational defensive patterns, including skilled incompetence, organisational defensive routines and fancy footwork, are considered to be a hindrance to effective learning and innovation capacity building in all organisations. The purpose of this research is to investigate: 1 the perceptions of the influence of organisational defensive patterns on the learning of ICT 2 the relationships among three mechanisms of organisational defensive patterns 3 the impact of organisational defensive patterns on innovation capacity building, in operational groups of transport sector. The study was conducted by survey and 304 operational employees completed questionnaires which were designed to measure the influence of the organisational defensive patterns (skilled incompetence, organisational defensive routines and fancy footwork) on learning ICT and innovative capacity building in their organisations. The findings revealed that: 1 skilled incompetence, organisational defensive routines and fancy footwork impeded the operational staff to learn ICT from other companies 2 there were positive relationships among skilled incompetence, organisational defensive routines and fancy footwork 3 skilled incompetence, organisational defensive routines and fancy footwork weakened the innovative capacity building in both transport companies.

Making Enterprise System Work:The Role of Organizational Defensive Routines

This paper discusses some of the challenges that organizations face when trying to make enterprise systems work. Using critical ethnography, we studied the implementation of an enterprise system in a small-medium sized enterprise within a large conglomerate in Australasia. We found that organizational learning around strategically important issues failed to occur. This failure to learn negatively impacted the implementation of the enterprise system. We use the theory of organizational defensive routines to help explain this failure.

Learning With Scenarios: Summary and Critical Issues

This issue of Advances in Developing Human Resources has discussed scenario planning as a contemporary business approach to support the strategic roles of human resource departments in organizations. Scenario planning is usually situated in the domain of strategic and business planning, yet it is increasingly considered a major organizational intervention approach to overcome organizational defensive routines and bring about learning and change in organizations.The articles in this issue bring together academics and practitioners discussing a wide range of issues concerning the theory, research, and practice of scenario planning, illuminating different applications of the method as well as some pitfalls that need to be acknowledged and considered by those wishing to use it in their organizations.

System constellations as a tool supporting organisational learning and change processes

Originally developed in the context of family therapy, system constellations are introduced using an organisational learning and system theoretical framework. Constellations are systemic group interventions using a spatial representation of the system elements. They correspond to deutero-learning processes and use higher-order systemic thinking. Several company cases are analysed where constellations were used to overcome organisational defensive routines of the participants of a change process. The analysis shows, how a certain set of systemic principles, which is identified, is at work in situations where organisational defensive routines block learning and prevent the creation of sustainable solutions. It is shown that system constellations can help organisations deal with complex management situations. The relationship to other organisational intervention methods is discussed and possible directions of future research are highlighted in connection with a brief review of the relevant scholarly literature.

Learning barriers in continuous product innovation

In today's dynamic and turbulent environment companies are required to increase their effectiveness and efficiency, exploit synergy and learn product innovation processes in order to build competitive advantage. To be able to stimulate and facilitate learning in product innovation, it is necessary to gain an insight into factors that hinder learning and to design effective intervention strategies that may help remove barriers to learning. This article reports on learning barriers identified by product innovation managers in over 70 companies in the UK, Ireland, Italy, Netherlands, Sweden and Australia. The results show that the majority of the barriers identified can be labelled as organisational defensive routines leading to a chain of behaviours; lack of resources leads to under-appreciation of the value of valid information, absence of informed choice and lack of personal responsibility. An intervention theory is required which enables individuals and organisations to interrupt defensive patterns in ways that prevents them from recurring.

GIS Implementation in Developing Countries: Learning from Organisational Theory and Reflective Practice

Both Geographic Information Systems (GIS) implementation successes and failures can be attributed to many factors, some that have little or nothing to do with the technology. While the discourse in the developed world has shifted from examining GIS implementation in isolation, developing countries appear to be still bogged down by many institutional barriers that impede implementation. In this context, an integrative implementation framework that takes into consideration politics and policy issues is developed to understand, explain, and assess GIS implementation in developing countries. The uniqueness of country‐specific problems is acknowledged and juxtaposed against a body of theory in order to evaluate GIS implementation efforts. Based on reflective accounts of implementation efforts in three developing countries, four overarching characteristics of successful GIS implementation across country contexts are identified. These include clarity in problem definition, forging strategic alliances, incremental planning, and developing local knowledge. GIS implementation is likely to occur only when individuals and organisations creatively challenge existing norms, organisational defensive routines, and inefficient bureaucratic practices. Therefore, successful GIS implementation in developing countries is a likely outcome of critical reflective practice that relies on the capacity of empowered individuals and groups rather than solely on organisational structures.

Coaching, mentoring and the sibling organization

The sibling organization is a stage in the development of organizations following the uncertainty created by downsizing and restructuring. People feel the need to invest in self‐preservation, perhaps at the expense of collaborative effort, risk‐taking and shared learning. Organizational defensive routines limit growth and creativity. Morale is depressed, job satisfaction is reduced and performance goes down. To counter this post‐change depressive effect, a new contract of mutual investment and respect needs to be created between the employee and the organization. A coaching style of management combined with independent mentoring support can provide the vehicle for a climate of two‐stranded development where both the needs of the individual and the needs of the organization are aligned.

Reinforcing organizational defensive routines: An unintended human resources activity

AbstractAlthough human resources professionals are against the proliferation of defensive routines, they often design programs that reinforce them. This paper examines one organization in depth in order to illustrate how its human resources professionals acted in ways that unintentionally reinforced the very defensive routines that they were trying to reduce. Organizational defensive routines organized into self‐reinforcing loops can result in lack of effective line leadership and increasing difficulty for management development, organizational development, education, organizational diagnosis, and compensation to achieve their objectives.