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Título: LEARNING IN ORGANIZATIONAL ROUTINES: DESIGN THINKING AND THE CREATION OF ROUTINES GUIDED BY A LEARNING LOGIC
Autor: MARIA ISABEL PEIXOTO GUIMARAES
Instituição: PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO - PUC-RIO
Colaborador(es):  SANDRA REGINA DA ROCHA PINTO - ADVISOR
Nº do Conteudo: 35729
Catalogação:  29/11/2018 Idioma(s):  PORTUGUESE - BRAZIL
Tipo:  TEXT Subtipo:  THESIS
Natureza:  SCHOLARLY PUBLICATION
Nota:  Todos os dados constantes dos documentos são de inteira responsabilidade de seus autores. Os dados utilizados nas descrições dos documentos estão em conformidade com os sistemas da administração da PUC-Rio.
Referência [pt]:  https://www.maxwell.vrac.puc-rio.br/colecao.php?strSecao=resultado&nrSeq=35729@1
Referência [en]:  https://www.maxwell.vrac.puc-rio.br/colecao.php?strSecao=resultado&nrSeq=35729@2
Referência DOI:  https://doi.org/10.17771/PUCRio.acad.35729

Resumo:
In a world characterized by volatility, uncertainty, complexity and ambiguity (McChrystal, 2015), where situations of disorder and indeterminacy predominate (Schon, 1983), success in organizations depends on learning (Argyris, 1991). In this scenario, firms are betting on the idea that design thinking can be a strong tool for forging their way to a desirable level of innovation. Their attention focused on this context, some researchers have advanced the idea of how organizational routines - collaborative, flexible and dynamic - guided by a learning logic, can help to structure innovation in complex projects (Edmondson and Zuzul, 2016). It is in this scenario that this article is positioned. This is a study in the field of organizational learning from the practice perspective, which is based on the premise that the design thinking (DT) approach can bring the logic of learning to organizational routines, since we can say that DT is anchored in the fundamentals of Dewey s pragmatism (Dalsgaard, 2014) and of pragmatic learning (Brandi and Elkjaer, 2011). Through the lens of phenomenography, a theoretical-methodological approach, we sought to understand and describe the variation in the form of experiencing learning in practices (routines) based on the DT approach, in order to construct an original theoretical framework. Twenty-one interviews were conducted with professionals from different companies, professions and occupations, which enabled the collection of distributed data, guaranteeing the variety required by the method. As a result, three categories of description emerged from the interaction between the field data and the researcher: learning-based practice; learning-based thinking; and learning-based culture. These categories represent three different conceptions about learning in organizational routines guided by the Design Thinking approach. And together, they represent a holistic way of experiencing this phenomenon. The variation between the three conceptions is evidenced by means of seven dimensions that explain it. The explanatory dimensions represent a detail of what and how one learns, in the perception of the interviewees and in the situation delimited in the study. Within the what is learned, five explanatory dimensions were observed: (1) the property of learning; (2) the object of learning; (3) the value generated by learning; (4) the learning outcome; and (5) the impact of learning on organizational routines. Within the how one learns, two explanatory dimensions were observed: (6) the dynamics and resources used to learn; and (7) the role of DT in learning. The hierarchical organization of the three categories composed the Outcome Space, which served as the basis for the elaboration of a theoretical framework with propositions that present paths for the construction of organizational routines guided by a learning logic, instead of patterns, scripts and blueprints (Edmondson and Zuzul, 2016) - which intends to make an important contribution to the processes of innovation in organizations and to the advancement of theory and practice in the field of organizational learning.

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