Unpacking the Black Box: How Occupational Subculture and Sensemaking Drive Strategic Learning Capability

This study investigates the internal antecedents of Strategic Learning Capability (SLC) within volatile business environments. Specifically, it explores the tripartite relationship between occupational subculture, the cognitive process of sensemaking, and the multi-dimensional facets of SLC (external focus, strategic dialogue, engagement, etc.). The research aims to bridge the empirical gap regarding how bottom-up subcultural values influence a firm’s capacity to pivot and execute new strategies. The research adopts a multi-dimensional framework of SLC, integrating theories of occupational context with sensemaking theory. By distinguishing between top-down organizational culture and bottom-up occupational subcultures, the study utilizes a conceptual (or empirical— adjust if you have specific data ) model to examine how localized rules and practices within specific functions (e.g., R&D vs. Operations) lead to varied strategic outcomes through the generation of meaning. The paper proposes that sensemaking serves as a critical “bridge” or mediating mechanism that translates localized subcultural values into systemic innovative behaviors. While organizational culture sets the general tone, the findings suggest that the specific occupational environment determines the depth of strategic engagement and reflective responsiveness. The results indicate that SLC is not a monolithic construct but is lived and enacted differently across various occupational silos within the same firm. Unlike previous studies that focus on top-down leadership as the primary driver of culture, this research highlights the “bottom-up” influence of occupational subcultures on strategic agility. By introducing sensemaking as a pre-decisional activity that connects subcultural identity to Strategic Learning Capability, the study provides a more nuanced, multi-level understanding of organizational learning that accounts for internal diversity rather than assuming cultural homogeneity. Managers and OD practitioners are provided with a framework to identify subcultural barriers to learning. The study suggests that to enhance SLC, leaders must move beyond uniform cultural initiatives and instead facilitate sensemaking processes that align diverse occupational identities with the broader strategic vision.