Situated Dialogic Action Research as an Approach to Organizational Learning “from within” Dialogical Process

This paper contributes both to the field of organizational learning and action research by exploring how organizational learning can be developed “from within” process and “from within” the organization itself through “situated dialogic action research” (Shotter, 2006, 2010a), as opposed to instrumental and linear approaches to organizational learning. The paper argues for a relational-responsive process-oriented approach to co-creating learning in organizations, and the central research question of this paper is: How can we co-create organizational learning while moving forward together “from within” dialogical process? This is illustrated through an example from a five-year action research project in a public institution specialized in supporting citizens with significant visual and hearing impairments. In this project, leaders and employees from the institution participated in dialogues in minor groups and collaborated on specific actions for learning and knowledge development defined by themselves through situated dialogic action research. Data from the dialogical process were generated through audio recordings, photos, field notes, and visual posters with drawings and notes from the process. The findings from the project have shown that the process has led to learning and development at personal, departmental, and organizational levels. This included: 1) an increased reflexivity in the dialogues; 2) a greater sense of agency and empowerment among the participants; 3) strengthened collaboration within and across organizational units (teams and departments); 4) enhanced competences (among all of us) in participating in, and facilitating, dialogical processes; 5) a strengthened collaboration in the relationship between leaders and employees; and 6) enhanced learning and professional development across disciplines and locations. The overall conclusion of our study is that action research can be used for much more than just developing competence in organizations, while the project has shown that situated dialogic action research can also enhance organizational learning and strengthen relational collaboration and coordination across structures, units and locations.