MaryJane Johnson essai des positions

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MaryJane Johnson essai des positions
November 2002 Organization Studies 23(6):893-898
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Growing attention to self-as-theorist threatens to shift reflexivity from a means to improve theory to an end in itself. Such a shift both muddles observations and conceals the possibility that reflexive liabilities are present-at-hand reconstructions of dissimilar ready-to-hand moments of data collection. Reflexivity lived forward differs, from reflexive threats to validity understood backward. This difference is illustrated through an analysis of Wicklund's theory of multiple perspectives. It is concluded that current renderings of reflexivity may have focused on the wrong categories.
... Rhodes (2009), for instance, argues that too much reflexivity in the process of research may actually reinforce paradigmatic boundaries and limit possibilities of inquiry. He suggests, following Weick (2002) , that the danger of reflexivity in research is to become too focused on one's own practices, rather the practices being studied. However, as Rhodes suggests, the way out is more reflexivity -albeit in an ethical sense, which acknowledges the responsibility produced through academic writing. ...
... For Josef K, the problem of reflexivity is not the danger of becoming overly narcissistic, as Rhodes (2009) or Weick (2002) have suggested with regard to research methodology. In The Trial, an excess of reflexivity adds layers of interpretation upon one another. ...
... Finally, those few critical voices of reflexivity in organizational studies (Rhodes, 2009; Weick, 2002) have warned against the danger of overly narcissistic reflexivity, which threatens that we lose sight of those we research and the ethical responsibility of academic writing. Their proposed solution is a reflexivity which is open to others, critical to its own truth claims and explicitly ethical. ...
This paper presents a close encounter between the literary works of Franz Kafka and a core topic in organizational theories of power, namely the participation of subjects in their own subjectification. In discussing ‘In the Cathedral’, the penultimate chapter of The Trial by Franz Kafka, the paper develops three central aspects of Kafka’s text: reflexivity as a form of entanglement with power, self-slander complementing formal involvement, and humour as a form of freedom. These aspects are mirrored against the example of performance evaluation to complement and enrich the theoretical debate about subjectification more generally. The paper and its contributions serve as a corrective to approaches that overemphasize either the possibilities of resistance, for example through reflexivity, or the impotence of the subject in the face of power.
... Self-consciousness is "a social process involving the capacity humans have as subjects to take themselves as objects" (Mead quoted in Stacey and Shaw, 2006, p. 129). With Mead's perspective as backdrop, I turn to Weick (2002) who sets out an argument for the need to sharpen our understanding of what he calls 'real-time reflexivity'. Weick positions attention as the data platform for deep thinking and he points out that attention plays a crucial role in spotting excluded voices whilst also recognising that the danger attached to making "[…] attention an end in itself" is present when it comes to an engagement with the idea of "self-as-theorist" (p. ...
... Can we truly know ourselves to the extent that we can own our ontological and epistemological givens and do we understand better our own habitus through the encounter with others (Johnson and Duberley, 2003)? Is it possible to engage reflexively with attention whilst at the same time using attention as our data platform for deep thinking (Weick, 2002) ? ...
... The practice of attention as a study in the field of management learning is still largely ignored when one considers the immense importance and impact of attention in all of our lives. There are numerous examples of scholars who, in my interpretation, are proposing a practice of attention by implication (Ladkin and Taylor, 2010;Ramsey, 2014;Stacey, 2001Stacey, , 2007Stacey, , 2012 Weick, 2002 Weick, , 2005, but only a few who dare to make the significance of a deliberate practice explicit (Bion, 1970;French and Simpson, 2015, Weil, 1952. We also learnt that unless we look at historic and current practices that have roots in non-secular or spiritual traditions (Ganeri, 2017;Hadot, 1995Hadot, , 2004Weil, 1952Weil, , 2000, fewer scholars still provide actual guidance about how a deliberate practice of attention might be developed. ...
In this very moment, our attention is being captured, tracked and traded as a commodity in the commercial market. As a global community, we are facing one of the most serious cultural crises of our time yet we are too distracted to be aware of it and for that simple reason we are ill-prepared to deal with its consequences. This is the challenging landscape of the Attention Economy where managers are expected to make responsible, ethical decisions every day and where organisations are fighting a battle to maintain focus on what matters. This reality is the backdrop of this study and the environment in which I explore what a deliberate practice of attention means for the development of self and others in the workplace.

I present a case for why a conscious engagement with attention is essential for management learning and how the development of a deliberate practice plays an important role for human self-transformation and connection to purpose. It starts with a review of historic and contemporary academic literature on different aspects of attention and proceeds to present the findings of an eighteen-month longitudinal study comprising the stories of ten managers as they explore their emerging practice of attention in the context of everyday life. A five-year record of autoethnographic accounts weaves through the research and reveals that not only is a regular, rigorous self-examination a necessary condition for maintaining a deliberate practice of attention – the deliberate practice of attention is a necessary condition for being on a path to self-knowledge. In exploring the epistemic significance of attention, this study reconstructs the bridge between attention and ethics – a connection that, in light of our current situation, is far too rarely made explicit.

This study is, itself, an exercise in attention practice. Through the reflexive engagement with the literature, the lived experience of the participants and the autoethnographic accounts, the reader is invited to experience the phenomenology of being on a path to self-knowledge by attending to attention in a deliberate manner. This research is a contribution to management learning and a call for a new ethics of attention in which managers develop ways of choosing and discerning to what and to whom they attend as they go about their daily lives in the workplace.
... In simple terms, reflexivity is an awareness of the researcher's role in the practice of research and the way this is influenced by the object of the research, enabling the researcher to acknowledge the way in which he or she affects both the research processes and outcomes. It is often termed as the process by which research turns back upon and takes account of itself (Alvesson, Hardy, & Harley, 2008; Weick, 2002) , described by Clegg and Hardy (1996, p. 4) as 'ways of seeing which act back on and reflect existing ways of seeing'. Reflexivity involves awareness that the researcher and the object of study affect each other mutually and continually in the research process (Alvesson & Skoldburg, 2000). ...
... Lynch (2000), for example, argues against reflexivity as an academic virtue and source of privileged knowledge, questioning the way reflexivity is used to promote theoretical and methodological advantage. Others have noted the tendency for reflexivity to be perceived as narcissism or navalgazing (Cunliffe, 2004;Tomkins & Eatough, 2010; Weick, 2002) . In reflexive practice, the occasional confessional nature of reflexivity may stand in tension with self-indulgence, such that Fournier and Grey have argued that there is a tendency 'to privilege the voice of the author, while the subjects of organizational life are effaced, or kept at a distance' (Fournier & Grey, 2000, p. 22). ...
... Within this move, the study of 'positive organizations' has emerged (Cameron, Dutton and Quinn, 2003), which focuses on exploring positive human processes in organizations. Compassion is one such process, and in recent years, there has been a growing body of literature on compassion in organizations, with scholars positioning it as central to positivity, productivity and performance (Atkins and Parker, 2012;Dutton, Worline, Frost and Lilius, 2006;Frost, 1999; 2002; Kanov, Maitlis, Worline, Dutton, Frost and Lilius, 2004;Lilius, Worline, Maitlis, Kanov, Dutton and Frost, 2008;Lilius, Worline, Dutton, Kanov and Maitlis, 2011;Lilius, Kanov, Dutton, Worline and Maitlis, 2012;Pace, 2010). For example, empirical research has shown that caring managers and caring colleagues are two of the most important predictors of organizational performance (Harter, Schmidt and Haynes, 2002) and acts of compassion have been found to be linked to organizational commitment ; positive relationships (Kanov et al, 2004); and trust (Dutton et al, 2006). ...
... This enables participants to tell their own story in their own way and to surface the experiences that are significant to them, as opposed to the researcher taking participants down avenues of enquiry that are judged as important by the researcher alone. In this sense, it ensures that the interview remains firmly focused on the participant, remembering, as Weick (2002) puts it, we as researchers are "not the point" (Weick, 2002:898). ...
This paper seeks to extend theory within positive organizational scholarship by re-conceptualising the current model of compassion at work, which views compassion as a one-way process of noticing, feeling and responding; by instead presenting compassion as a two-way interaction between a compassion 'giver' and a compassion 'receiver'. The paper draws on empirical evidence from a biographic narrative interpretive study in which four managers and nine 'workplace witnesses' (i.e. colleagues who worked alongside these managers) explore how experiences of personal trauma (i.e. bereavement or critical illness) affect their approach to work as a result. To the authors' knowledge, this is the first application of the Biographic Narrative Interpretive Method (BNIM) to organizational research to date. Consequently, this paper argues that it was through a process of reflexive engagement brought about by this novel methodological approach that an extended conceptualisation of compassion emerged. It was through the reflexive process that was created during data collection where participants and their witnesses reflected upon their workplace interactions post-trauma, that salient episodes of compassion could be recounted from both sides of the interaction. This paper presents empirical evidence to suggest that there are three factors that influence compassion as a dyadic process. Firstly, compassion interactions may begin from 2 either side of the process (from the compassion giver, or the compassion receiver). Secondly, the way in which compassion interactions are interpreted depends on contextual factors (such as the quality of the relationship between the compassion giver and the compassion receiver; work group norms; or the context in which the interaction takes place). Thirdly, compassion interactions are not always viewed positively. This paper seeks to advance our knowledge of compassion at work by exploring the way in which individuals construct their struggles in conversation with others, as an important component in understanding ethics of care in organizations. Furthermore, the paper argues that compassion is a basic requirement of managers and that "competent compassion" is a key relational skill for managers to develop.
... For example, although Gold (1958) believed that 'every field role is at once a social interaction device for securing information for scientific purposes and a set of behaviours in which an observer's self is involved' (p218), Gold stopped short of presenting this as a matter for undue concern. According to Weick (1999), it was not until the 1970's that management researchers started to think about their thinking, and reflexivity is often considered as a process by which research turns back and takes account of itself (Weick 2002; Alvesson et al 2008;Haynes 2012). ...
This study examines the lived experiences of temporary agency workers in a UK fresh food factory. The UK food supply chain, like other lower paid and lower skilled sectors, is heavily reliant on this precarious form of employment and the voice of these workers has not been adequately heard. Whilst temporary agency work has been subject to extensive research, few accounts take into consideration the view from below to consider the overall lived experiences of these workers. This is surprising and, given the significance of this form of employment, warrants further examination. In this study I give an ethnographic account of the lived experiences of temporary agency workers in a salad processing factory, focusing on three aspects. The first aspect considers precarious work and employment insecurity and explores the experiences of temporary agency workers as they seek work and then aim to maintain work, whilst the second aspect examines these agency workers as they undertake work. These temporary agency workers experience multi-faceted relationships whilst at work - which is the third aspect of their lived experiences that this study examines. The ethnographic approach that I adopted for this study combined participant observations and semi structured interviews to provide valuable insights into the work experiences of temporary agency workers. As the motivation for this study was to further understand the lived experiences of temporary agency workers in the food supply chain, an ethnographic approach was necessary as we cannot really learn a great deal about what actually happens or about how things work in organizations without undertaking the intensive and close-up participative research that is central to an ethnographic approach. By examining the lived experiences of temporary agency workers in this way, this thesis makes an important contribution to the literature in the following areas. First, I add to our knowledge of temporary agency work by highlighting and explaining how temporary agency workers exhibit individual agency to lessen the effects of precarious work and employment insecurity. Second, many temporary agency workers carry out intense work and this thesis contributes to the literature on temporary agency work by examining how the combined effect of temporality and hard work intensifies their workplace experiences. Third, the relationships experienced by temporary agency workers from within a blended workforce have not been adequately examined from their perspective and this thesis contributes to the literature in this area. Whilst blending suggests a workplace which is smooth and homogenous, I introduce the concept of the mixed-up organisation to appropriately reflect that life on the diverse factory shop floor is far more complicated. Finally, this study reveals how discreet acts of resistance are enacted by temporary agency workers, and in doing so further highlights that these workers possess a surprising degree of individual agency.
... In spite of the increased comfort with and interest in "confessional tales" as a genre and data-sharing medium, we are concerned that reflexivity has in fact "lulled us to sleep" (Koning and Ooi 2013). Many scholars have suggested that reflexivity is at heart, a narcissistic, self-indulgent, or at best, a tiresome endeavor that might be well intentioned but has no objective-a kind of insidious navel gazing (Kemmis 1995;Lynch 2000;Patai 1994; Weick 2002) . Rosaldo (1993) warns that "if classic ethnography's vice was the slippage from the ideal of detachment to actual indifference, that of present-day reflexivity is the tendency for the self-absorbed Self to lose sight altogether of the culturally different Other" (7). ...
This article examines the affective registers of conducting research with vulnerable populations. We examine the challenges of conducting ethnographies with peoples that are living in conditions of chronic poverty, oppression, and political upheaval. Reversing the ethnographic lens from the participant onto the researcher, we investigate the humanity and the vulnerability of the anthropologist to highlight the emotional journey that accompanies such work.
... Ethnographic research requires the researcher to be part of the environment under investigation, either formally or informally, to undertake participant observation, observing subjects in their natural settings -in this case the work environment (Cross, 1994;Cayla et al., 2014;Ericksson and Kovalainen, 2015;McCabe, 2014). The approach enables the researcher to capture in-depth informant data 'in the moment' (Weick, 2002) . It provides multiple benefits, not the least of which is that it allows the researcher 'to experience close, longitudinal exposure to the context, enabling the interpretation of situations relevant to the area of interest' (Sayer and Harvey, 1997: 430). ...
The aim of this research is to provide perspectives on how entrepreneurial practitioners, specifically owners of high-tech small firms (HTSFs), engage with knowledge transfer and learn. The authors draw on extant research and report on the views and observations of the principals in two case study companies in the HTSF sector with regard to growing their ventures and developing learning while part of a Knowledge Transfer Partnership (KTP) programme. Entrepreneurial learning is an area of significant interest due to the growth of entrepreneurship and the varied ways in which learning can take place. There are many different interventions that can be used to transfer knowledge and develop learning, but there is limited, if any, consensus on their respective effectiveness. The researchers used an ethnographic approach in two companies over an 18-month period. The study concludes that the KTP intervention facilitates an opportunity for learning through disruption, with the key barrier to any new learning being established practice. Interestingly, the findings suggest that entrepreneurial learning is greatly facilitated by ‘on-the-job’ learning.
... Researchers may also experience moments of surprise, discomfort, or confusion themselves during interviews. Such moments may signal breaches of taken-for-granted values or expectations and should prompt researchers to re-examine the classbased presuppositions implicit in their interview questions (Weick, 2002) . ...
In this paper, we explore the methodological implications of conducting qualitative interviews when researchers and participants come from different social classes. Singling out class on its own terms, rather than considering it as an auxiliary structural factor, we examine the unique challenges that arise during cross-class interviews. Such challenges, we contend, require researcher reflexivity about how researcher–participant interactions unfold and the ways in which knowledge is generated during the interview process. In our discussion, we draw on Bourdieu’s cultural view of social class to argue that cross-class dynamics between the researcher and the participant – along with the normalization of middle-class values often inherent
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