FROM SENSEMAKING IN ORGANIZATIONS

By Karl E. Weick. 2021

The Nature of Sensemaking Seven Properties of Sensemaking Sensemaking in Organizations Occasions for Sensemaking The Substance of Sensemaking Belief-Driven Processes of Sensemaking Action-Driven Processes of Sensemaking The Future of Sensemaking

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Critique and Contribute: A Practice-Based Framework for Improving Critical Data Studies and Data Science (2017, background): “The social processes of storytelling, guesswork, and negotiation helped the design team with ‘‘sensemaking’’ 1,41 around who the data are for, what the data need to do, how the data need to be made, and how data can per-suade.”
Answering Five Key Questions About Workplace Bullying (2012, background): “Meso-level framing vocabularies (Weick, 1995) that inform sense making also discourage addressing adult bullying.”
From quality assurance to quality practices: an investigation of strong microcultures in teaching and learning (2014, background): “Weick (1995) has consistently argued that since our ability to look forward is heavily dependent on norms and values created by history and traditions, sense-making – the process of creating coherence and meaning in situations characterized by complexity – is predominantly path dependent.”
Classifying Managerial Responses to Multiple Organizational Identities (2000, background): “Indeed, some researchers have viewed identity as an ongoing, highly reflexive process, whereby individuals and collectives interpret and enact their "self" in the broader context of their social environment (cf. Blumer, 1969; Cerulo, 1997; Gergen, 1991; Goffman, 1959; Weick, 1995).”
Identification in Organizations: An Examination of Four Fundamental Questions (2008, background): “Finally, as Weick (1995) reminded us, humans are meaning seekers and the process of identifying with collectives and roles helps reduce the uncertainty associated with interacting in new environments or with changes in familiar environments.”
Managing the learning and transfer of global management competence: Antecedents and outcomes of Japanese repatriation effectiveness (2009, background): “Weick (1995) notes that under conditions of heightened arousal individuals are inclined to resort to first-learned, best-learned routines and close themselves off to new learning.”
Linking Meaningfulness in the Workplace to Employee Creativity: The Intervening Role of Organizational Identification and Positive Psychological Experiences (2009, background): “These authors viewed the process of meaning creation as a type of sense-making (Starbuck & Milliken, 1988; Weick, 1995) that responds to such existential questions as ‘‘Why am I here?’’ and ‘‘Who am I?’’”
Doing good, doing harm, being well and burning out: The interactions of perceived prosocial and antisocial impact in service work (2007, background): “To reduce dissonance and sustain their moral identities, employees seek to rationalize and justify their antisocial impact (e.g. Weick, 1995; Wong & Weiner, 1981).”
Microfoundations of Organizational Paradox: The Problem Is How We Think about the Problem (2017, background): “A paradox mindset shapes the way we make sense of tensions (Bartunek, 1988; Lüscher & Lewis, 2008; Weick, 1995; Westenholz, 1993).”
Waking Up! Mindfulness in the Face of Bandwagons (2003, background): “In contrast, if mindlessness is the norm, we disagree with Weick et al.'s (1999) assertion that underspecified structures will lead to enhanced mindfulness.”
The appropriated language: Dominant stories as a source of organizational inertia (2012, background): “To this end, we suggest that storytelling (Boyce, 1995) and sensemaking (Weick, 1995) be complemented with a semantic approach (Fairclough, 1992; Van Dijk, 1995), which allows us to take into consideration the micro-level of storytelling and sensemaking: the words used to tell a story and to label…”
Cultural Match or Culturally Suspect: How New Teachers of Color Negotiate Sociocultural Challenges in the Classroom (2008, background): “Such factors shape teachers’ worldviews (Weick, 1995) and affect their school selection, connections with students, and teaching practices, which in turn shape the context for their socialization experiences (Delpit, 1995; Lankford, Loeb, & Wyckoff, 2002).”
The Role of Narratives in Sustaining Organizational Innovation (2009, background): “Such insights can bring new meaning to the situation and, in turn, inform new approaches or solutions (Czarniawska and Gagliardi 2003, Weick 1995).”