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„Political context matters!“: Eine Analytik zur politischen Situiertheit expansiven Lernens

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Management zwischen Reflexion und Handeln

Part of the book series: Managementforschung ((MGTF,volume 25))

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Zusammenfassung

Lernen in Organisationen, das Wechselspiel von Aktion und Reflektion, ist sozial eingebettetes, situiertes Lernen. Soziale Situationen wiederum sind meist politisch geprägt. Aber was bedeutet politisch geprägte Situation? Die meisten Lerntheorien geben darauf keine sehr differenzierte Antwort. Wir sehen darin eine wesentliche konzeptionelle Schwäche und entwickeln eine Analytik, mit der die politische Situiertheit des Lernens in Organisationen erfasst und interpretiert werden kann. Dazu nutzen wir die tätigkeitstheoretische Konzeption expansiven Lernens und verfeinern sie um eine politisch informierte Konzeption kooperativen Widerstandes. Die Tragfähigkeit dieser Analytik wird an einem empirischen Fall illustriert und weiter entwickelt. hn Ergebnis zeigt die Falldiskussion u.a., dass vier verschiedene Erscheinungsformen von Macht (Zwang, Manipulation, Legitimation/DeLegitimation, Subjektivierung) in kooperativen Widerstandsbeziehungen als generische soziale Mechanismen expansiven Lemens interpretiert werden können. Sie sind mit der betrieblichen Herrschafts- und Sozialordnung eng verknüpft. Politische Situiertheit expansiven Lernens ist deshalb grundsätzlich „doppelt reflexiv“ zu deuten: als Voraussetzung expansiven Lernens (Instrument für Lernen) und Gegenstand des Lemens selbst (Selbstanwendung von Lernen auf die eigenen politischen Voraussetzungen).

Learning in organizations, the interplay between action and reflection, is socially embedded, situated learning. Sodal situations are, in turn, mostly of political character. But what da situations with a political character involve? Most learning theories da not provide a differentiated answer. We consider this to be an essential conceptual weakness and develop an analysis for the capture and interpretation of political situatedness of Iearning in organizations. Far this purpose we employ activity theoretical concepts of expansive learning and refine them with a politically informed concept of cooperative resistance. Tbe validity of this analysis is illustrated and developed by an empirica1 case study. Tbe results of the case discussion show that there are four different manifestations of power (coercion, manipulation, legitimation/delegitimation, subjectification) in relations of cooperative resistance, which can be interpreted as generic sodal mechanisrns of expansive Iearning. Tbey are closely Iinked to regime and social order in a company. Political situatedness of expansive Iearning must therefore be prindpally interpreted in a “double reflexive” way: as prerequisite for expansive Ieaming (instrument for Iearning) and object of Iearning itaelf (selfapplication of Iearning to own political prerequisites).

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Authors and Affiliations

  1. Professur für BWL, insb. Organisation, Technische Universität Dresden, 01069, Dresden, Deutschland

    Prof. Dr. Frank Schirmer & Dr. Silke Geithner

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  1. Prof. Dr. Frank Schirmer
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  1. Inst für Personalmanagement, Helmut-Schmidt-Universität Hamburg, Hamburg, Germany

    Peter Conrad

  2. Lehrstuhl für BWL, Europa-Universität Viadrina, Frankfurt (Oder), Germany

    Jochen Koch

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Schirmer, F., Geithner, S. (2015). „Political context matters!“: Eine Analytik zur politischen Situiertheit expansiven Lernens. In: Conrad, P., Koch, J. (eds) Management zwischen Reflexion und Handeln. Managementforschung, vol 25. Springer Gabler, Wiesbaden. https://doi.org/10.1007/978-3-658-11194-6_3

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  • Online ISBN: 978-3-658-11194-6

  • eBook Packages: Business and Economics (German Language)

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