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Activity theory as a framework for the study of organizational transformations

Introduction

Recent theorizing on organizational change puts emphasis on notions of paradox, spirals, pluralism, ambivalence, and chaos. Organizations have to deal with multiple, partially conflicting values, tasks and goals, multiple parallel lines of change. There is no single, predetermined linear path forward. Change often takes the form of patchwork or bricolage, partly improvised, partly strategic and visionary. This patchwork differs from externalist models in which change is seen primarily as adoption of innovations coming from outside. The patchwork of transformation is actively constructed through problem solving and action within the organization. These actions and solutions proceed in spirals of multiple scales and durations.

“Positive feedback loops emerge to drive people, groups, and organizations into spirals of increasing or decreasing pluralism and change. These loops can have consequences that occur at different points in time, and so intersect in unpredictable ways.” (Eisenhardt, 2000, p. 703)

The idea of spirals is central to the activity-theoretical concept of expansive learning (Engeström, 1987). In an expansive cycle or spiral, externalist and internalist explanations of change are brought together. Expansive learning may be seen as a cycle or spiral that begins with internal turmoil nurtured by seeds of discoordination planted by external contacts at the end of the previous cycle. As the inner unrest grows, more actors are drawn into active engagement with the internal contradictions. This gradually leads to a reformulation of relations to external partner systems. In this phase, lateral transitions and boundary crossing between the organizations or units involved becomes crucial.

Ever since Vygotsky’s pioneering work (see Vygotsky, 1978), activity theory has seen learning as potential trailblazer for developmental transformations. This implies that the current dichotomy between organizational learning and organizational transformation needs to be overcome. Thus, it is appropriate to begin this treatise with the issue of levels of learning.

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