Siinviidatu leidis oma koha põhjusel, et organisatsioonisiseste kontrollimehhanismide minuni jõudvad praktikad ja mõtestamine on väga üheülbalised ning sageli – kummalisel kombel! – ei toeta organisatsiooni eesmärke. Selline mulje on tekkinud. Võimalik, et eksin. Igatahes on siinses tekstis olulist paljudele juhtidele-organisatsioonidele ja kõikidele osalistele. Seda aga ainult juhul, kui huvi on.
Broadly speaking, organizational control refers to any mechanism through which managers attempt to direct their employees’ attention, behaviors, and performance to align with the organization’s goals and objectives […] For example, prominent frameworks delineate controls based on whether they are formal or informal (Cardinal, Sitkin, and Long, 2004; Kirsch, Ko, and Haney, 2010; Ben-Menahem et al., 2016; Kreutzer et al., 2016), coercive (Anteby and Chan, 2018), normative (Kunda, 2006), peer-based (Loughry, 2010), or concertive (Barker, 1993).
In reality, the process of creating and spreading organizational controls within organizations is likely to be rife with contestation and negotiation, and so paying close attention to both managers’ and employees’ behaviors and interactions while they attempt to develop new organizational controls may further our understanding of how control mechanisms spread and unfold.
Drawing from these data, and using the literature on team learning as an analytical lens, I develop a model showing how the implementation of organizational control mechanisms unfolds within organizations as a learning process.
As noted by Valentine (2018), theories on effective team learning processes have converged around two vital learning activities: (1) action, which encompasses all activities related to testing new or improved ways of working in a context (Edmondson, Bohmer, and Pisano, 2001; Tucker, Nembhard, and Edmondson, 2007; Nembhard and Tucker, 2011); and (2) reflection, which includes activities related to designing changes to the focal work practices and reflecting on previous trials, as well as any discussions related to understanding the problems and solutions affecting the team’s ability to deliver against its mandate (Edmondson, Bohmer, and Pisano, 2001; Gibson and Vermeulen, 2003).
First, it shows that control mechanisms can be co-created through the interactions between managers and employees as they engage in an iterative team learning process in two stages: (1) learning about the mandated control mechanism in order to assess its viability in the local context; and (2) learning how to (re)design the control mechanism so that it delivers its intended control outcomes.
Chown, J. (2021). The Unfolding of Control Mechanisms inside Organizations: Pathways of Customization and Transmutation. Administrative Science Quarterly, 66(3), 711–752. https://doi.org/10.1177/0001839220980015