To Learn or Not to Learn: A Question of Power Relations in Organizational Routines

權力對於組織常規學習的影響

組織常規的學習，權力涉入的影響來自組織層次的脈絡因素。此研究以醫療組織導入專案為變革工具，探討學習和權力之間的關係。以台灣中區的地區教學醫院為個案，歷經五年的長期觀察所得的質性資料，分析推論出兩個影響組織常規的組織層面的因素。第一個因素是正式或非正式權力突顯的程度，第二個因素是共同參與團隊集體反思改變的程度，這兩個因素組合成四種不同時期的學習狀態，而形成不同的權力關係和學習效果。展現出來的學習效果以組織常規的體制化與否來作收歛。可看出組織常規的改變背後影響的因素。 The aim of this article is to examine the dynamics of learning and power in organizational routines. In particular, this involves developing an understanding of how political and reflexive aspects of learning make clear the link between individual and organizational learning. Our research highlights a healthcare organization that uses project-learning as a tool for change. The study shows how interactive dynamics of two key dimensions account for a distinction of learning or routines between mindless repetition and effortful accomplishments that emerged during a five year period of the project teams. The first dimension is the extent to which learning is influenced by formal or informal power, and the second dimension is the extent to which individuals engage with collective change. The article explores how power relations render inflexible patterned interactions, mediate the legitimacy of change initiatives, and institutionalize learning outcomes. The paper draws out implications to the agency for the flexibility and persistence of routines, the contribution of the study to organizational learning, and aspects for future research.