By Claus Jacobs
Responsiveness - conceived of as an organization's skill to hear, comprehend and reply to calls for positioned to it by means of its stakeholders - has turn into an important, but underresearched idea in strategic swap and association improvement.
Claus Jacobs develops an idea of enactive responsiveness that transcends the conventional stimulus-response metaphor by way of re-introducing the dialogical and relational dimensions of responsiveness. in line with an interpretive case examine of a 12-month organizational swap venture in a overall healthiness care association, he conceptualizes responsiveness as a perceptive, reflective and adaptive capability of a company. hence, this research contributes to the advance of a thought and perform of 'organizational answerability'.
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Additional resources for Managing Organizational Responsiveness: Toward a Theory of Responsive Practice
Thereby, we might get access to our biases and subtleties. This results in a shift from convincing each other to a building a shared experience base for learning: "The more the group has achieved such collective understanding, the easier it becomes to reach decisions, and the more likely it will be that the decision will be implemented in the way the group meant it" (Schein, 1999: 211). In summary, Schein does not suggest a superiority of dialogue regardless of the specific requirements or goals of a conversation.
21 Rather than seeing learning as related to cognition or knowledge, learning is seen as reactive adaptation in line with stimulus-response learning principles. In contrast, March and Olsen (1975) suggest that organizational learning results from experiential learning cycle based on cognition and preferences of the organizational actors. Crucial to organizational learning are the individual capabilities of correctly interpreting environmental ambigUity, thereby relying on cognitive processes - including their limitations.
At this stage, blind spots as well as new meaning can be discovered. Another feature of this mode is that people start to learn shared language by crossing boundaries of mental models. It allows identifying and connecting at certain viewpOints and assumptions that might have a very different viewpoint from them. It is through such an experience that the use of your 'own' language by another participants indicates that he or she has understood or at least made a credible attempt towards understanding (Isaacs, 1999).