本文精选了管理学国际顶刊《Academy of Management Annals》近期发表的论文，提供管理学研究领域最新的学术动态。

Bureaucracy for the 21st Century: Clarifying and Expanding Our View of Bureaucratic Organization

原刊和作者：

Academy of Management Annals Volume 16 Issue 2

Pedro Monteiro （Copenhagen Business School）

Paul S. Adler （USC Marshall School of Business）

Abstract

This review aims to redress the growing gap between the receding discourse on bureaucracy and bureaucracy’s continuing presence as the predominant organizational form. Reviewing a century of organizational research on bureaucracy, we find three main perspectives, which developed in succession but persist in parallel: bureaucracy as an organizing principle, as a paradigmatic form of organization, and as one type of structure among others. We argue that these three perspectives should be brought into closer dialogue and expanded, so we can overcome the decontextualized, reified, and atomized ways in which bureaucracy is often viewed. To that end, we offer three pathways to stimulate future research—exploring bureaucracy in its wider context, bureaucracy in action, and bureaucracy’s interdependencies and configurations. Finally, we discuss how we can better understand the various guises in which bureaucracy continues into the 21st century.

Link: https://doi.org/10.5465/annals.2019.0059

A Strategic View of Team Learning in Organizations

原刊和作者：

Academy of Management Annals Volume 16 Issue 2

Jean-François Harvey （HEC Montréal）

Henrik Bresman （INSEAD）

Amy C. Edmondson （Harvard Business School）

Gary P. Pisano （Harvard Business School）

Abstract

Research in strategic management and organizational behavior has increasingly focused on understanding how organizations achieve and sustain performance in fast-changing environments. Strategy research has suggested that senior managers, through their decisions, influence capabilities at the organizational level. Organizational behavior research has suggested that teams, through engaging in learning within and across their boundaries, contribute to organizational-level capabilities. Only recently have researchers started to link the two sets of insights, exploring the idea that team learning plays a critical bridging role in how decisions by senior managers translate into organizational performance outcomes. This paper organizes these insights into a model of capability development focused on how different kinds of team learning routines may support organizational capabilities that create competitive advantage. The model introduces a strategic view of team learning, highlighting the ability of senior managers to shape team learning routines effectively as a critical skill because of its role in building organizational capabilities. We identify a lack of research in this area and suggest future directions to address it.

Link: https://doi.org/10.5465/annals.2020.0352

Individual-Centered Interventions: Identifying What, How, and Why Interventions Work in Organizational Contexts

原刊和作者：

Academy of Management Annals Volume 16 Issue 2

Brittany Lambert （Indiana University）

Brianna Barker Caza （University of North Carolina at Greensboro）

Elizabeth Trinh （University of Michigan）

Susan Ashford （University of Michigan）

Abstract

An increasing number of scholars are using interventions to positively affect individual and organizational outcomes at work. Yet the potential of intervention-based management research is currently limited by ambiguities surrounding: (a) what constitutes an intervention study, (b) how and why interventions bring about desired change, and (c) guiding theoretical and methodological principles for intervention studies. To address these challenges, we provide an integrative review of 172 management publications that use individual-centered interventions and synthesize insights about how researchers can trigger, study, and explain the process of positive change in organizations through intervention research. We begin by providing conceptual clarity and specificity to intervention-based research by analyzing the variety of interventional designs to identify core components and areas of fragmentation. We then offer an integrative framework that synthesizes existing intervention studies around the core mechanism pathways through which individual change is realized. Finally, we provide guidance on methodological considerations and discuss the critical issues that scholars confront when using interventions. Our hope is that the insights we uncover in this review will not only identify blind spots and areas of opportunity for intervention research but also contribute to deeper understanding of the tension between theoretical and applied managerial implications.

Link: https://doi.org/10.5465/annals.2020.0351

Barriers and Boosts: Using Inequity Frames Theory to Expand Understanding of Mechanisms of Race and Gender Inequity

原刊和作者：

Academy of Management Annals Volume 16 Issue 2

L. Taylor Phillips （New York University）

Sora Jun （Rice University）

Angela Shakeri （New York University）

Abstract

Inequity can be framed in terms of disadvantage or advantage, with different consequences for how people understand the inequity. Here we ask, how do scholars conceptualize race and gender inequity in organizations? Using the perspective of inequity frames theory, our review reveals a chronic disadvantage lens in existing scholarship: race and gender inequity are overwhelmingly described as being caused by disadvantage. In turn, we find that scholars of such demographic inequity in organizations often focus solely on disadvantaging mechanisms, such as prejudice and stereotypes, belonging threats, and structural barriers. Nevertheless, our review of disparate literatures on attractiveness, nepotism, and social class (which use an advantage lens) demonstrates how specific and distinct advantaging mechanisms – including helping behaviors, permissiveness, and structural advantages – also create inequity. Such advantage mechanisms are largely missing in race and gender inequity literatures, despite the likelihood that such mechanisms contribute to, and ultimately allow the persistence of, race and gender inequity in organizations. Finally, we highlight steps scholars can take to expand the lenses they use to examine demographic inequity, and as such, expand the range of mechanisms identified and leveraged to reduce such inequity.

Link: https://doi.org/10.5465/annals.2020.0314

Theorizing Gender in Social Network Research: What We Do and What We Can Do Differently

Academy of Management Annals Volume 16 Issue 2

Raina Brands （University College London）

Gokhan Ertug （Singapore Management University）

Fabio Fonti （NEOMA Business School）

Stefano Tasselli （Erasmus University Rotterdam and University of Exeter）

Abstract

We review the ways in which gender is theorized in social network research and propose an alternative approach for future research to consider. To assess “what we do,” we undertake an evaluative review. In that review, we first examine how gender is typically theorized in structural approaches to social network research. Then, in greater detail, we review social network research that affords more diversity into such theorizing. We organize this more detailed review around a framework that is based on the level of analysis at which the implications of gender are invoked (cognitive, behavioral) and the focus of relational mechanisms that are used (ego based, alter based). Following this review of “what we do,” we consider “what we can do differently” by reflecting on the state of the literature and proposing a broad agenda, which we see as an alternative to many of the current approaches. We illustrate the implications of this alternative using four research topics and approaches.

Link: https://doi.org/10.5465/annals.2020.0370