Learning to be a lawyer in transnational law firms: communities of ...
Learning to be a lawyer in transnational law firms: communities of ...
Learning to be a lawyer in transnational law firms: communities of ...
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Table 5. Strategies <strong>of</strong> identity regulation and their impacts on identity and cultures <strong>of</strong><br />
work. Strategies <strong>in</strong> italics are enacted through tra<strong>in</strong><strong>in</strong>g based CoP <strong>in</strong> <strong>transnational</strong> <strong>law</strong> <strong>firms</strong><br />
Source: Based on Alvesson and Willmott (2002).<br />
Discursive strategy<br />
Language games and Impacts on identity and<br />
cultures <strong>of</strong> work<br />
Def<strong>in</strong><strong>in</strong>g the person directly<br />
Def<strong>in</strong><strong>in</strong>g a person by def<strong>in</strong><strong>in</strong>g<br />
others<br />
Provid<strong>in</strong>g a vocabulary <strong>of</strong><br />
motives<br />
Explicat<strong>in</strong>g morals and values<br />
Knowledge and skills<br />
Group categorization and<br />
affiliation<br />
Hierarchical location<br />
Establish<strong>in</strong>g and clarify<strong>in</strong>g the<br />
rules <strong>of</strong> the game<br />
Def<strong>in</strong><strong>in</strong>g the context<br />
The characteristics desired <strong>of</strong> the ‘ideal employee’ <strong>of</strong><br />
explicitly stated.<br />
An <strong>in</strong>dividual or groups is compared <strong>to</strong> others who<br />
represent ‘ideal’ cultures <strong>of</strong> work<br />
A language is created <strong>to</strong> identify and help <strong>in</strong>dividuals<br />
<strong>in</strong>terpret the ‘ideal’ culture sought<br />
Values are espoused, <strong>of</strong>ten via s<strong>to</strong>ries and by<br />
comparison <strong>to</strong> those values deemed unacceptable, <strong>to</strong><br />
help workers orientate themselves <strong>to</strong>wards ‘ideal’<br />
cultures<br />
Education and tra<strong>in</strong><strong>in</strong>g as ways <strong>of</strong> <strong>in</strong>still<strong>in</strong>g the<br />
competencies needed <strong>to</strong> perform <strong>in</strong> l<strong>in</strong>e with ‘ideal’<br />
cultures<br />
Divid<strong>in</strong>g up the world <strong>in</strong><strong>to</strong> ‘us’ and our identity and<br />
‘them’ and their alterity<br />
Prais<strong>in</strong>g <strong>in</strong>dividuals and groups that reflect the culture<br />
and values <strong>of</strong> the firm<br />
Lay<strong>in</strong>g out the ‘norms’ <strong>of</strong> how th<strong>in</strong>gs are done <strong>in</strong> an<br />
explicit fashion<br />
Stat<strong>in</strong>g clearly the conditions that are sought <strong>in</strong> the firm<br />
and expectations about how workers align themselves <strong>to</strong><br />
this context<br />
40