Martha S. Feldman's paper argues that organizational routines, often seen as stable and unchanging, have the potential for continuous change. She presents a performative model of organizational routines, suggesting that routines have an internal dynamic that can promote continuous change. This dynamic is based on the inclusion of routine participants as agents. Change occurs as participants reflect on and react to outcomes of previous iterations of the routine. This perspective introduces agency into the notion of routine, which is important for understanding the role of organizational routines in learning and institutionalization. Feldman's study focuses on routines in a student housing department of a large state university, including hiring, training, budgeting, moving students into residence halls, and closing residence halls. She found that most of the routines she studied were undergoing substantial change, challenging the traditional view of routines as stable. She argues that routines are not just stable but can change continuously, influenced by internal dynamics and the reactions of participants. Feldman's research highlights the importance of agency in organizational routines. She suggests that routines are not just behavioral or cognitive but include both aspects, involving flows of connected ideas, actions, and outcomes. Ideas produce actions, actions produce outcomes, and outcomes produce new ideas. The relationship between these elements generates change. The fit between ideas, actions, and outcomes is not always tight, but outcomes can generate new ideas and actions. Feldman's study also shows that organizational routines are not just effortful but also emergent accomplishments. They are often works in progress rather than finished products. She argues that understanding organizational routines as ongoing accomplishments is important for understanding learning and institutionalization in organizations. Feldman's research provides a performative model of organizational routines, emphasizing the role of agency in routine change. She suggests that routines are not just stable but can change continuously, influenced by internal dynamics and the reactions of participants. This perspective moves away from viewing routines as either behavioral or cognitive and toward thinking about routines as something that includes both of these aspects.Martha S. Feldman's paper argues that organizational routines, often seen as stable and unchanging, have the potential for continuous change. She presents a performative model of organizational routines, suggesting that routines have an internal dynamic that can promote continuous change. This dynamic is based on the inclusion of routine participants as agents. Change occurs as participants reflect on and react to outcomes of previous iterations of the routine. This perspective introduces agency into the notion of routine, which is important for understanding the role of organizational routines in learning and institutionalization. Feldman's study focuses on routines in a student housing department of a large state university, including hiring, training, budgeting, moving students into residence halls, and closing residence halls. She found that most of the routines she studied were undergoing substantial change, challenging the traditional view of routines as stable. She argues that routines are not just stable but can change continuously, influenced by internal dynamics and the reactions of participants. Feldman's research highlights the importance of agency in organizational routines. She suggests that routines are not just behavioral or cognitive but include both aspects, involving flows of connected ideas, actions, and outcomes. Ideas produce actions, actions produce outcomes, and outcomes produce new ideas. The relationship between these elements generates change. The fit between ideas, actions, and outcomes is not always tight, but outcomes can generate new ideas and actions. Feldman's study also shows that organizational routines are not just effortful but also emergent accomplishments. They are often works in progress rather than finished products. She argues that understanding organizational routines as ongoing accomplishments is important for understanding learning and institutionalization in organizations. Feldman's research provides a performative model of organizational routines, emphasizing the role of agency in routine change. She suggests that routines are not just stable but can change continuously, influenced by internal dynamics and the reactions of participants. This perspective moves away from viewing routines as either behavioral or cognitive and toward thinking about routines as something that includes both of these aspects.