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Given the centrality of experiential learning in the Carnegie School, we focus on how this form of learning provides an opportunity for deepening the relationship between the Carnegie School and Routine Dynamics. Experiential learning is central to Routine Dynamics because the flow and progression of routines emerge from experiential learning like processes of taking action, evaluating the results of those actions, and, if necessary, making adjustments to future actions.
This chapter offers an introduction to Routine Dynamics as a particular approach to studying organizational phenomena. We provide a brief description of the genealogy of research on routines; starting with the work of the management scholar Fredrick Taylor (1911) and the pragmatist philosopher John Dewey (1922) at the beginning of the last century, to the works of the Carnegie School on standard operating procedures around the middle of the last century, to the economics-based Capabilities approach and finally the practice-based approach of Routine Dynamics around the turn of the century. We also discuss the advantages of conceptualizing patterns of action as “routines”, as compared to “practices”, “processes”, “activities” or “institutions”. In particular, we highlight that the concept of routines directs the researcher’s attention to certain specificities of particular action patterns, such as task orientation, sequentiality of actions, recurrence and familiarity as well as attempts at reflexive regulation. We also introduce and explain the key concepts of the Routine Dynamics perspective and how they have developed over time.
Over the last two decades, Routine Dynamics has emerged as an international research community that shares a particular approach to organizational phenomena. At the heart of this approach is an interest in examining the emergence, reproduction, replication and change of routines as recognizable patterns of actions. In contrast to other research communities interested in those phenomena, Routine Dynamics studies are informed by a distinctive set of theories (especially practice theory and related process-informed theories). This Handbook offers both an accessible introduction to core concepts and approaches in Routine Dynamics as well as a comprehensive and authoritative overview of research in different areas of Routine Dynamics. The chapters of this Handbook are structured around four core themes: 1) Theoretical resources for research on the dynamics of routines, 2) Methodological issues in studying the dynamics routines, 3) Themes in Routine Dynamics research and 4) Relation of Routine Dynamics to other communities of thought.
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