The paper "Organizational Routines as a Source of Continuous Change" by Martha S. Feldman challenges the common perception that organizational routines are unchanging and argues that they have significant potential for change. Feldman presents observations from her fieldwork in a student housing department, where she initially expected to find routines that remained stable over time. However, she discovered that these routines were undergoing substantial changes, particularly in areas such as hiring, training, and moving students into residence halls. Feldman proposes a performative model of organizational routines, suggesting that routines are dynamic and can evolve through the actions and reactions of participants. This model emphasizes the role of agency, where participants' reflections on and responses to outcomes of previous iterations of the routine influence its continuous development. The paper discusses specific examples of routine changes, such as the centralized screening process for hiring, which led to more uniform staff qualities but also created a divide between central administrators and building directors. The author highlights how these changes in routines can have broader implications for organizational structure and relationships. For instance, the new hiring and training routines led to the creation of specialist groups, which changed the way resident staff dealt with issues like bulimia. The paper concludes by discussing the implications of this perspective on learning and institutionalization in organizations, emphasizing that routines are not static but are continuously shaped by the actions and interactions of organizational members.The paper "Organizational Routines as a Source of Continuous Change" by Martha S. Feldman challenges the common perception that organizational routines are unchanging and argues that they have significant potential for change. Feldman presents observations from her fieldwork in a student housing department, where she initially expected to find routines that remained stable over time. However, she discovered that these routines were undergoing substantial changes, particularly in areas such as hiring, training, and moving students into residence halls. Feldman proposes a performative model of organizational routines, suggesting that routines are dynamic and can evolve through the actions and reactions of participants. This model emphasizes the role of agency, where participants' reflections on and responses to outcomes of previous iterations of the routine influence its continuous development. The paper discusses specific examples of routine changes, such as the centralized screening process for hiring, which led to more uniform staff qualities but also created a divide between central administrators and building directors. The author highlights how these changes in routines can have broader implications for organizational structure and relationships. For instance, the new hiring and training routines led to the creation of specialist groups, which changed the way resident staff dealt with issues like bulimia. The paper concludes by discussing the implications of this perspective on learning and institutionalization in organizations, emphasizing that routines are not static but are continuously shaped by the actions and interactions of organizational members.