How Institutional Influences on Routines Impact Routine Learning Processes

This paper contributes to research on routine learning based on internal change dynamics of routines. We define routine learning as a social learning process involving a multitude of actors and apply a performative routine model to analyze impacts of the institutionalization of routines within an organization on the occurrence of explorative routine learning. From an institutional perspective, we argue that the understanding of involved actors influences their possibility to recognize new opportunities based on routine outcomes and thus initiate explorative changes. A 'technical' understanding and thus effortful routine performance is more likely to lead to explorative routine learning than an 'institutional' understanding which implicates routine performance as a mindless act.