Abstracts
Abstract
This paper seeks to analyze the extent to which organizations can learn in an Information System (IS) context by focusing on the relationship between projects and communities of practice. Adopting a theoretical framework combining the social learning literature (Lave, 1991; Wenger; 1998, Orlikowski, 2002) and a structural approach (Giddens, 1984), we used an ethnographic study to examine two contrasting learning dynamics in the IS Department of a multinational car manufacturer. Our findings highlight embeddedness and facilitating and inhibiting factors in learning process. Our discussion suggests an integrated knowledge management perspective (Pawlowski, Robey, 2004; Levine, Xin, 2007, Srikantaiahet al., 2010).
Keywords:
- Learning dynamics,
- project team,
- communities of practice,
- social boundaries,
- IS context,
- knowledge management
Résumé
Dans cet article nous analysons comment les organisations apprennent dans un contexte en Systèmes d’Information, où projets et communautés de pratique interagissent. Notre cadre conceptuel combine la littérature en apprentissage social (Lave, 1991; Wenger; 1998, Orlikowski, 2002) et l’approche structurationniste (Giddens, 1984). L’étude ethnographique utilisée permet d’analyser deux dynamiques d’apprentissage contrastées dans la Direction des Systèmes d’Information d’un constructeur automobile en France. Nos résultats soulignent les attributs encastrés des connaissances ainsi que les facteurs facilitateurs et inhibiteurs du processus d’apprentissage collectif. Notre discussion suggère une perspective intégrée du management des connaissances (Pawlowski, Robey, 2004; Levina, Xin, 2007, Srikantaiah et al., 2010).
Mots-clés :
- dynamique d’apprentissage,
- équipe projet,
- communauté de pratique,
- frontières sociales,
- contexte SI,
- management des connaissances
Resumen
En el presente trabajo analizamos cómo las organizaciones aprenden en un contexto de Sistemas de Información donde proyectos y comunidades de práctica interactúan. Para hacerlo, combinamos la literatura en aprendizaje social (Lave, 1991; Wenger; 1998, Orlikowski, 2002) y la teoría estructuracionista (Giddens, 1984). El estudio etnográfico utilizado permite analizar dos dinámicas contrastadas de aprendizaje en un fabricante de automóviles en Francia. Nuestros resultados muestran atributos de los conocimientos así como factores facilitadores e inhibidores de aprendizaje colectivo. Nuestra discusión sugiere una perspectiva integrada de la gestión de los conocimientos (Pawlowski, Robey, 2004; Levine, Xin, 2007, Srikantaiah et al., 2010).
Palabras clave:
- dinámica de aprendizaje,
- equipo de proyecto,
- comunidad de práctica,
- fronteras sociales,
- contexto SI,
- gestión de los conocimientos
Appendices
Bibliography
- Abbott, A. (1995), “Things of boundaries: Defining the boundaries of social inquiry”, Social Research 62/4: 857-882.
- Angot, J., Josserand, J. (1999), “Analyse des réseaux sociaux”, in Thietard R.-A., Méthodes de recherches en gestion, Dunod, Paris: 397-421.
- Ayas K., Zeniuk N., (2001), “Project-Based Learning: Building Communities of Reflective Practitioners”, Management Learning, Vol. 32, No. 1: 61-76.
- Bresnen, M., Goussevskaia, A., Swan, J. (2004), “Embedding New Management Knowledge in Project-Based Organizations”, Organization Studies, 25(9): 1535–1555.
- Bootz, J.-P. (2009), “Les communautés d’apprentissage: Structuration de la littérature, illustrations et perspectives”, Gestion2000, juillet – août: 175-193.
- Brown. J. S.. and Duguid. P., (1991), “Organizational Learning and Communities-of-Practice: Toward a Unified View of Working. Learning and Innovation”, Organization Science (2: 1): 102-111.
- Bourdieu, P, (1998), Practical Reason: Qn the Theory of Action, Stanford University Press, Stanford, CA.
- Carlile, P. R. (2002), “A pragmatic view of knowledge and boundaries: Boundary objects in new product development”, Organization Science, 13(4): 442-455.
- Carlile, P. R. (2004), “Transferring, Translating, and Transforming: An Integrative Framework for Managing Knowledge Across Boundaries,” Organization Science (15: 5): 555-568.
- Castro Gonçalves, L. (2010), Les dynamiques d’apprentissage collectif développé au sein d’un contexte SI: l’équilibration entre projet et communauté de pratique. Le cas de la Direction des Systèmes d’Information de PSA Peugeot Citroën. Editions Universitaires Européennes.
- Castro Gonçalves, L. (2007), “La face cachée d’une “communauté de pratique technologique”, Revue Française de Gestion, vol. 33, n°174, mai 2007: 149 - 169.
- Castro Gonçalves, L., Grimand, A., Mounoud, E., Vandangeon-Derumez, I. (2007), “A case study on knowledge sharing: the Information System Department of a French car-making company faced with the growth of IT”, InternationalJournal Automotive Technology and Management, 7(1): 1-16.
- Ciborra, C. (1992). “From thinking to tinkering: The grassroots of strategic information systems”. The Information Society, Vol. 8, No. 4: 297-309.
- Cohen, D. (1998), “Toward a Knowledge Context; report on the First Annual U.C. Berkeley Forum on Knowledge and the Firm.”, California Management Review, 40(3): 22-39.
- Cohendet, P., Diani, M. (2003), “L’organisation comme une communauté de communautés: croyance collectives et culture d’entreprise”, Revue d’économie politique, 5 (113): 697-720.
- Cook, S. D. N., Brown, S.-J. (1999), “Bridging epistemologies: The generative dance between organizational knowledge and organizational knowing”, Organization Science 10(4): 381-400.
- Daft, R. L., Weick, K.E. (1994), “Toward a Model of Organizations as Interpretation Systems”, Academy of Management Review, vol. 9, n° 2: 284 – 295.
- Deltour, F., Sargis Roussel, C. (2010), “L’intégration des connaissances par les équipes projets ERP: deux études de cas en PME”, Systèmes d’Information et Management, 1(15): 1-16.
- Eisenhardt, K. M. (1989), “Making, Fast Strategic Decisions in High-Velocity Environments”, Academy of Management Journal, 32(3): 543-576).
- Engeström, Y., (2006), “From Well-Bounded Ethnographies to Intervening in Mycorrhizea Activities”, Organization Studies, 27(12): 1783-1793.
- Gherardi, S. (2010), Telemedicine: A practice-based approach to technology, Human Relations, 64 (4): 501-524.
- Giddens, A., (1990), The consequences of modernity, Stanford, CA: Stanford University, Press.
- Giddens, A. (1984), The constitution of society: Outline the theory of structuration, Polity Press, Cambridge.
- Glaser, B. G., and Strauss, A. L. (1967), The Discovery of Grounded Theory: Strategies for Qualitative Research, Aldine Publishing Company, Chicago.
- Golden-Biddle, K. and Locke, K. (1993), “Appealing Work: An Investigation of How Ethnographic Works Convince”, Organization Science, 4/4: 595-616.
- Gott, S. P., Hall E. P., Pokomy R. A., Dibble E., Glaser R. (1993), “A naturalistic study of transfer: Adaptive expertise in technical domains” in Transfer on Trial: Intelligence, Cognition and Instruction, Detterman D. K. and Sternberg R. J. (eds), 258–288. Norwood, NJ: Ablex.
- Groleau, C., (2000), “La théorie de la structuration appliquée aux organisations: le cas des études sur la technologie”, Journées de recherche Structuration et Management des organisations, march.
- Hansen, M. T. (2002), “Knowledge networks: Explaining effective knowledge sharing in multiunit companies”, Organization Science, 13(3): 232-248.
- Hatchuel, A., (1992), L’expert et le Système, Economica.
- Hernes, T. (2004), “Studying composite boundaries: A framework of analysis”, Human Relations, 57: 9-29.
- Horibes, F. (1999). Managing knowledge workers. New York: Wiley.
- Hsiao, R.-L., Tsai S. D.-H., Lee C.-F., (2006), “The problems of Embeddedness: Knowledge Transfer, Coordination and Reuse in Information Systems”, Organization Studies, 27(9): 1289-1317.
- Koskine, K. U., (2004), “Knowledge management to improve project communication and implementation”, Project Management Journal, 35(2): 13–19.
- Lave, J., (1991), “Acquisition des savoirs et pratiques de groupe”, Sociologie et sociétés, vol. XXIII, n°1: 145-162.
- Leonard-Barton, D. (1995), Wellsprings of Knowledge, Harvard Business School Press, Boston, Massachussets.
- Levina, N., Vaast, E. (2005), “The Emergence of Boundary Spanning Competence in Practice: implications for Implementation and Use of Information Systems”, MIS Quarterly, Vol. 29 No. 2: 335-363.
- Levina, N., Xin, M. (2007), “Comparing IT Workers’ Compensation across Country Contexts: Demographic, Human Capital, and Institutional Factors”, Information Systems Research, Vol. 18, No. 2: 193–210.
- Lindkvist, L. (2004), “Governing project-based firms: Promoting market-like processes within hierarchies”, Journal of Management and Governance 8: 3–25.
- March, J. G., Olsen, J. P., (1976), Ambiguity and choice in organizations, Scandinavian University Press Publication, 408p.
- Mansour, N., Gaha, C. (2009), “L’échec d’un projet de gestion des connaissances: cas d’une entreprise de conseil”, Management International, 13(4): 91-146.
- Miles, M. B., and Huberman, A. M. (1994), Qualitative Data Anaiysis: An Expanded Sourcebook, Sage Publications, Thousand Oaks. CA.
- Montgomery, K., Oliver, A. L., (2007), “A fresh look at how professions take shape: dual-directed network dynamics and social boundaries”, Organization Studies, 28 (05): 661-687.
- Orlikowski, W., (2002), “Knowing in practice: Enacting a collective capability in distributed organizing”, Organization Science, 13 (3): 249-273.
- Pawlowski S. D., Robey, D. (2004), Bringing User Organizations: Knowledge Brokering and the Work of Information Technology Professionals, MIS Quarterly Vol. 28 No. 4: 645-672.
- Pettigrew, A. (1992), “The character and signifiance of strategy process research”, Strategic Management Journal, vol.13: 5-16.
- Romelaer, P., (1998), “L’apprentissage dans les organisations” inGestion et théorie des jeux, l’interaction stratégique dans la décision, J. Thépot Editor, Vuibert, Collection FNEGE: 173–190.
- Rouleau, L., (2006), “Comprendre la fabrique de la stratégie à partir des pratiques”, in La fabrique de la stratégie. Une perspective multidimensionnelle, Golsorki Editor, Vuibert.
- Royer, I., Zarlowski, P. (2001), “Research Design” in, Doing Management Research, aComprehensive Guide, Thietard, R.-A. et al., London, Sage: 111-131.
- Scarbrough, H., Swan J., Laurent S., Bresnen M., Edelman L., Newell S., (2004), “Project-Based Learning and the Role of Learning Boundaries”, Organization Studies, 25 (9): 1579–1600.
- Srikantaiah, K.T., Koenig, M.E.D., Hawamdeh, S. (2010), Convergence of Project Management and Knowledge Management, The Scarecrow press, UK.
- Sulanski, G. (1996), “Exploring internal stickiness: Impediments to the transfer of best practice within the form”, Strategic Management Journal.
- Swanson, E. B. and Ramiller, N. C., (1997), “The organizing vision in information systems innovation”, Organization Science, 8(5): 458-474.
- Weick, K. E., (1990), “Technology as equivoque: sensemaking in new technologies”, in PS Goodman et al (eds), Technology and Organizations, Publishers.
- Wenger, E., (1998), Communities of Practice: learning, meaning and identity, Cambridge University Press.