A Narrative Inquiry into Organizational Intelligence Pedagogy
A Narrative Inquiry into Organizational Intelligence Pedagogy

Summary/Abstract: This study aimed to understand the value perceived by the student-practitioner of the Organizational Intelligence (OQ) Model as an interdisciplinary, pedagogical approach to improving evidence-based management (EBMgt) practices in today's organizations. The most prevalent example of organizational hubris is the assumption that the firm knows "enough" about its stakeholders, competitors, market, and, most significantly, itself. Such a deficiency in organizational knowledge management– intentional or not – can quickly become the underlying cause of organizational failures if new learning is not leveraged into performance improvement. This narrative inquiry took the analytical form of a narrative mode of analysis, conjoining narrative thinking with contextual storytelling from the perspective of individual participants (Kim, 2016; Polkinghorne, 2010). In this case, the interpretation of participant perspectives is examined while assessing how evidence-based practices influence organizational ignorance, learning, and systematic decision-making levels. Findings from this study showed that participants (as leaders in their fields) experienced the benefit of learning to see multiple interpretations of reality and forming interdisciplinary praxis between ignorance, learning, and evidence-informed decisions that enhance organizational outcomes positively. Furthermore, benefits to collateral disciplines include implementation science and interventional research to inform and influence organizational change, policy-making, and other positive outcomes. The OQ pedagogy model advances instructional activities into learned-centered activities, placing the student-practitioner back into the reality of their workplace. It enables the active processing and application of new knowledge to support more effective, applied learning that benefits the student-practitioner and their organization. Findings advocate avoiding 'textbook syndrome' to help the student-practitioner make realistic sense of their situations inside organizations.

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