Organisatoriska lärandeparadoxer : Hur ledare kan hantera organisatoriska lärandeparadoxer samt bidra till organisationens dynamiska förmåga

Detta är en Kandidat-uppsats från Högskolan i Gävle/Företagsekonomi; Högskolan i Gävle/Företagsekonomi

Sammanfattning: Title: Paradoxes of Organizational Learning- How managers can maneuver organizational paradoxes of learning and further contribute to the organizations dynamic capability. Level: Final assignment for bachelor’s Degree in business administration Author: Leo Neuman and Oliver Crawford Supervisor: Tomas Källquist Date: 2018 – January Aim: Previous research points out that today's organizations are faced with several paradoxes, i.e. conflicting demands that are both recurrent and lasting over time. It has therefore become vital for leaders to be able to handle these opposite pairs simultaneously by thinking both / and instead of either / or. Furthermore, some researchers have found that successful management of paradoxes seems to favor the organization's dynamic capabilities, which are the organizational processes, routines and skills that give leaders the ability to respond quickly and efficiently in fast-changing environments. The purpose of the study is to increase understanding of how leaders can handle organizational learning paradoxes and contribute to the organization's dynamic capability. Method: The study assumes a hermeneutical and social constructivist perspective. The research effort is abductive and the research method qualitatively using unstructured and semi-structured interviews. The data collection and analysis of the study has been inspired by tools in grounded theory. Result & Conclusions: The study suggests that the importance of communication permeates all forms of organizational learning and that participation contributes to the organizations dynamic capability. Suggestions for future research: For further research, we propose that the link between communication and participation be investigated as there may be potential synergies. Contribution of the thesis: From a theoretical perspective, this study contributes to identifying a broader relevance of communication in the management of organizational learning paradoxes and the importance of participation in the development of the organization's dynamic capability. From a practical perspective, the study can help leaders and other banking professionals, or other dynamic industries consider the importance of communication for all forms of organizational learning, and value participation as a contributing factor to the organization's dynamic capability. Key words: Organizational learning paradoxes, the organization's dynamic capability, leadership, communication, participation.

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