Analysis of ISO 9001 Paradox of Knowledge Codification Using the Activity System Model: Tensions in Practices and Expansive Learning

Introduction

After the industrialization and the standardization of production, the human relations theory of management proved the importance of social relationships in companies to motivate employees and develop their capabilities and those of the organization. Since then, the organizational system has been shaped by several management theories, tools and methodologies stemming from several disciplines (psychology, sociology, economy and management) to explain that productivity and creativity can be achieved when the goals of an organization and the needs of employees are met. These goals can be met through a mutual learning (between the top management and the employees) managed by a supportive and participative management, that does not see employees as merely more cogs in the company’s wheel, but much more as an inseparable part of the global strategy: employees can (and need) to be shared the big objectives to help, empowered to innovate, and recognized by their hierarchy to exist and feel belonging and useful to their company in which they evolve. By this participative management framework, companies tend to become learning and knowledge-based organizations: they learn, use and innovate out of their employees’ knowledge and know–how (Argyris & Schön, 1976; Nonaka & Takeuchi, 1995; Grant, 1996), to enhance organizational learning that leverage the organization’s core competencies (Prahalad & Hamel, 1990).

This evolution in management is the symptom of modern and mature companies which seek achieving two apparently paradoxical goals (Handy, 1995): efficiency through stabilization (by exploitation of internal good practices) and innovation through the exploration of new knowledge and opportunities. These paradoxes create contradictions that are visible in organizational procedures and tensions and conflicts that emerge between employees.

These organizational paradoxes and their contradictions represent the focal point of this research. Through this paper, we will analyse the contradictions in procedures (organization paradox) and the tensions between employees and management that emerge during the implementation of a management tool oriented to both exploitation and exploration (learning paradox): the ISO 9001 standard.