A Dialogical Approach to the Creation of New Knowledge in Organizations

By Haridimos Tsoukas. Organ. Sci., 2009

685 citations recorded by the source corpus.

Despite several insightful empirical studies on how new knowledge is created in organizations, there is still no satisfactory answer to this question. The purpose of this chapter is to address the question by focusing on direct social interaction. By reinterpreting several organizational examples, as well as findings from organizational knowledge research, the chapter illustrates the process by which new knowledge in organizations originates and develops using a dialogical perspective. When productive, dialogue leads to self-distanciation, namely to individuals taking distance from their customary and unreflective ways of acting as practitioners. Dialogue is productive depending on the extent to which participants engage relationally with one another. When this happens participants are more likely to actively take responsibility both for the joint tasks in which they are involved and for their relationships with others.

Subfields: Organizational Behavior and Human Resource Management, Strategy and Management

View Paper: https://www.semanticscholar.org/paper/24711546a705843f5101ff46d2b7cd1429b0f2c1

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Citations in the corpus

Knowledge Collaboration in Online Communities (2011, background): “…associated with knowledge collaboration in organizational teams: stable membership, convergence after divergence, repeated people-to-people interactions, goalsharing , and feelings of interdependence among group members (Boland et al. 1994, Carlile 2002, Dougherty 1992, Schrage 1995, Tsoukas 2009).”
Inclusive leadership and innovative work behavior: The role of psychological empowerment (2018, background): “…respond to the workplace issues, unexpected events, creation of new ideas to improve the work process and to produce and advance new products and services (Tsoukas & Vladimirou, 2001; Wierdsma, 2004; Tsoukas, 2009; Miettinen, Samra-Fredericks, & Yanow, 2009; Kocher, Kaudela-Baum, & Wolf, 2011).”
Managing Organizational Change: Negotiating Meaning and Power-Resistance Relations (2011, background): “2004), “productive” (Tsoukas 2009), and “creative” (Gratton and Ghoshal 2002) dialogue, which is needed to bring about the fresh distinctions, new connections, and novel experiences associated with successful organizational change (Tsoukas and Chia 2002) through the active engagement of a wide range”
Organizational Learning: From Experience to Knowledge (2011, positive): “Mindful processes include dialogic practices (Tsoukas, 2009 ) and analogical reasoning, which involves the comparison of cases and the abstraction of common principles (Gick & Holyoak, 1980; Gentner, 1983).”
Experiencing Creativity in the Organization: From Individual Creativity to Collective Creativity (2012, background): “A constructivist view of knowledge focuses on the intraorganizational processes through which new knowledge is generated and has highlighted the importance of both social practices within which new knowledge is created and social interaction through which new knowledge emerges (Tsoukas, 2009).”
Theorizing Practice and Practicing Theory (2011, background): “…and sharing within organizations by such scholars as Bechky (2003a, 2003b; 2006), Brown and Duguid (1991, 1998), Boland and Tenkasi (1995), Carlile (2002, 2004), Cook and Brown (1999), Gherardi (2006), Gherardi and Nicolini (2002), Nicolini et al. (2003), Tsoukas (2005, 2009), and Wenger (1998).”
Coactive Vicarious Learning: Toward a Relational Theory of Vicarious Learning in Organizations (2017, background): “…an active, co-producing part (Garud et al., 2011), as the listener engages in dialogue with the storyteller, asking for clarification or expressing emotional responses about the story, ultimately changing how the storyteller views 19 and understands the experience (Sawyer, 2003; Tsoukas, 2009).”
Transcending Knowledge Differences in Cross-Functional Teams (2012, background): “This dialogic process builds on back-and-forth forms of dialogue in which each person engages with each other's disciplinary perspective in sufficient depth to facilitate a conceptual combination, expansion, and reframing (Tsoukas 2009).”
The Process of Schema Emergence: Assimilation, Deconstruction, Unitization and the Plurality of Analogies (2013, methodology): “We take written discourse to represent cognitive schémas (Barr, Stimpert, & Huff, 1992; Tsoukas, 2009).”
Creative Synthesis: Exploring the Process of Extraordinary Group Creativity (2014, background): “Enacting an idea is therefore a starting point for group interaction that invites reactions from others (Tsoukas, 2009) in a way that merely discussing abstract ideas may not.”
Digital Innovation Management: Reinventing Innovation Management Research in a Digital World (2017, background): “This is no different than socio-cognitive innovation with less digital artifacts (Carlile 2004; Harvey 2014; Majchrzak et al. 2012; Tsoukas 2009).”