Organizational learning, change and power: toward a practice‐theory framework

Purpose – The purpose of this research is to investigate the practices of the interim and current CEOs employed in managing a supportive environment conducive for learning as well as sustaining organizational change; and second, to describe the theory of practice guiding their efforts. Design/methodology/approach – An action science approach, coupled with the case‐study data‐gathering method to enable a pragmatic grounding of the change processes and organizational learning. Findings – A theory of practice defined as three process principles of power that aid in managing a supportive environment conducive for learning as well as organizational change. Research limitations/implications – The theory of practice set forth combines two advocated views in using power (position power and empowerment) into a framework of reciprocal‐relational power. The theory needs to undergo further research to test its applicable knowledge in an action context. Practical implications – Potential guide in helping practitioners in recognizing and implementing processes of reciprocal‐relational power to improve organizational learning and the success of change. Originality/value – The paper presents a new way to recognize and see reciprocal‐relational forces within a cultural‐social‐political context.