Organizational Routines as a Source of Continuous Change

Организационные рутины как источник непрерывных изменений
Martha S. Feldman
2000-12-01

continuous changeorganizational learningorganizational routinesperformative model of organizational routinesroutine participants as agents
In this paper I claim that organizational routines have a great potential for change even though they are often perceived, even defined, as unchanging. I present descriptions of routines that change as participants respond to outcomes of previous iterations of a routine. Based on the changes in these routines I propose a performative model of organizational routines. This model suggests that there is an internal dynamic to routines that can promote continuous change. The internal dynamic is based on the inclusion of routine participants as agents. When we do not separate the people who are doing the routines from the routine, we can see routines as a richer phenomenon. Change occurs as a result of participants' reflections on and reactions to various outcomes of previous iterations of the routine. This perspective introduces agency into the notion of routine. Agency is important for understanding the role of organizational routines in learning and in processes of institutionalization.
1
A performative model of organizational routines is proposed, positing an internal dynamic that promotes continuous change.
2
Agency of participants links routines to organizational learning and processes of institutionalization.
3
Including routine participants as agents reveals routines as richer phenomena and is essential to explaining change.
4
Organizational routines have great potential for continuous change despite common perceptions of them as unchanging.
5
Routines change as participants respond to outcomes of previous iterations, indicating iteration-based adaptation.

Organizational routines

How inclusion of participants as agents and their reflections/reactions to prior iterations produce internal dynamics that drive continuous change, learning, and institutionalization of routines

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2000-12-01
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Martha S. Feldman
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