Transferring Collective Knowledge: Collective and Fragmented Teaching and Learning in the Chinese Auto Industry

Collective knowledge, consisting of tacit group-embedded knowledge, is a key element of organizational capabilities. This study undertakes a multiple-case study of the transfer of collective knowledge, guided by a set of tentative constructs and propositions derived from organizational learning theory. By focusing on the group-embeddedness dimension of collective knowledge, we direct our attention to the source and recipient communities. We identify two sets of strategic choices concerning the transfer of collective knowledge: collective vs. fragmented teaching, and collective vs. fragmented learning. The empirical context of this study is international R&D capability transfer in the Chinese auto industry. From the case evidence, we find the expected benefits of collective teaching and collective learning, and also discover additional benefits of these two strategies, including the creation of a bridge network communication infrastructure. The study disclosed other conditions underlying the choice of strategies of transferring collective knowledge, including transfer effort and the level of group-embeddedness of the knowledge to be taught or re-embedded. The paper provides a group-level perspective in understanding organizational capabilities, as well as a set of refined constructs and propositions concerning strategic choices of transferring collective knowledge. The study also provides a rich description of the best practices and lessons learned in transferring organizational capabilities.knowledge transfer, collective knowledge, organizational capabilities, R&D capabilities, organizational learning, network, China

FROM IT ASSETS TO BUSINESS AND ECONOMIC VALUE

This study conceptually develops a Business Value if IT (BVIT) model, conjointly and innovatively using four theoretical frameworks, the Resource-Based View(RBV) of the firm, Knowledge-Based View (KBV), Contingency theory, and the Strategic Alignment Model. The developed model proposes that IT-enabled knowledge and communication capabilities, which actually create IT-enabled economic value (EVIT), can be driven by organizational strategy and resources via their impact on IT strategy and resources. The study contributes to the extant body of knowledge by developing three new IT-driven business value constructs: Know-Tech, Com-Tech, and EVIT along with theoretical grounding and implications about empirical measurements. It is thus suggested that IT-enabled knowledge and communication capabilities mediate the effects of organizational and IT strategies and resources on EVIT, thereby illustrating the paths that lead from IT components to IT-embedded capabilities and to EVIT. The model implies that IT matters in modern knowledge-based turbulent and dynamic competitive environments by contributing to the acquisition of organizational IT-Embedded knowledge and communication capabilities that can drive sustainable economic value. The proposed model also shows the paths by which IT contributes to eventual organizational economic gains albeit indirectly through deeply embedded, inimitable, dynamic and valuable organizational knowledge and communication capabilities. This research paves the way to an empirical investigation of \u27IT-Embeddedness\u27 as recently called for by scholars

A Task-Based Approach to Organization: Knowledge, Communication and Structure

We bridge a gap between organizational economics and strategy research by developing a task-based approach to analyze organizational knowledge, process and structure, and deriving testable implications for the relation between production and organizational structure. We argue that organization emerges to integrate disperse knowledge and to coordinate talent in production and is designed to complement the limitations of human ability. The complexity of the tasks undertaken determines the optimal level of knowledge acquisition and talent. The relations between tasks, namely, complementarities or substitutabilities and synergies, determine the allocation of knowledge among members of the organization. Communication shapes the relation between individual talent, and governs the organizational process and structure that integrates disperse knowledge to perform tasks more efficiently. Organization structure can also be deliberately designed ex ante to correct bias of individual judgement, the extent to which is dependent on the attributes of tasks. Organization process and the routinized organizational structure are the core of organizational capital, which generates rent and sustains organizational growth. This task-based approach enriches the existing body of organization studies, in particular the knowledge-based theory of the firm and the dynamic capabilities theory.task-based approach, complementarities, tacit knowledge, codifiable knowledge, code,vertical communication, horizontal communication, organizational architecture, decision bias

Transferring Collective Knowledge: Collective and Fragmented Teaching and Learning in the Chinese Auto Industry

Collective knowledge, consisting of tacit group-embedded knowledge, is a key element of organizational capabilities. This study undertakes a multiple-case study of the transfer of collective knowledge, guided by a set of tentative constructs and propositions derived from organizational learning theory. By focusing on the group-embeddedness dimension of collective knowledge, we direct our attention to the source and recipient communities. We identify two sets of strategic choices concerning the transfer of collective knowledge: collective vs. fragmented teaching, and collective vs. fragmented learning. The empirical context of this study is international R&D capability transfer in the Chinese auto industry. From the case evidence, we find the expected benefits of collective teaching and collective learning, and also discover additional benefits of these two strategies, including the creation of a bridge network communication infrastructure. The study disclosed other conditions underlying the choice of strategies of transferring collective knowledge, including transfer effort and the level of group-embeddedness of the knowledge to be taught or re-embedded. The paper provides a group-level perspective in understanding organizational capabilities, as well as a set of refined constructs and propositions concerning strategic choices of transferring collective knowledge. The study also provides a rich description of the best practices and lessons learned in transferring organizational capabilities.http://deepblue.lib.umich.edu/bitstream/2027.42/39804/3/wp420.pd

Learning Histories

{Excerpt} How can we gauge the successes and failures of collective learning? How can the rest of the organization benefit from the experience? Learning histories surface the thinking, experiments, and arguments of actors who engaged in organizational change. In the corporate world, the precedence ascribed to individual learning can run counter to organizational learning, the process by which an organization and its people develop their capabilities to create a desired future. Without doubt, developing capabilities is a precondition of a desired future; however, if the essence of a learning organization is that it actively identifies, creates, stores, shares, and uses knowledge to anticipate, adapt to, and maybe even shape a changing environment, the driving concern must be reflection, communication, and collective sense makingfor action across its personnel. (Proponents of organizational learning grumble that people in organizations perform collectively yet still learn individually from incomplete, heterogeneous information to which they ascribe different meaning.) Intra-organizational interaction for learning cannot depend on serendipity: it must be encouraged, facilitated, recognized, and rewarded. Increasingly, narration is deemed a good vessel for bridging knowledge and action in the workplace

Information Technology and Organizational Learning: An Investigation of Exploitation and Exploration Processes

This study investigates the effects of information technology on exploration and exploitation in organizational learning. We extend an earlier computational model of organizational learning and introduce learning between individuals through three distinct mechanisms: face-to-face exchange, IT-enabled communication support, and knowledge repositories. Each of these mechanisms has a distinct effect upon the exploration and exploitation dynamics in organizational learning, and we conclude that these capabilities offer firms a more robust ability to manage the exploration and exploitation balance in organizational learning

Bridging Organizational Silos

{Excerpt} A silo is a tall, self-contained cylindrical structure that isused to store commodities such as grain after a harvest. It is also a figure of speech for organizational entities—and their management teams—that lack the desire or motivation to coordinate (at worst, even communicate) with other entities in the same organization. Wide recognition of the metaphor intimates that structural barriers in sizable organizations often cause units to work against one another: silos, politics, and turf wars are often mentioned in the same breath. An organization is a social arrangement to pursue a collective intent. Coordination, and the requisite communication it implies, is fundamental to organizational performance toward that. Yet, many organizations grapple with the challenge of connecting the subsystems they have devised to enhance specific contributing functions. Here and there, organizational, spatial, and social boundaries impede—when they do not block—the flows of knowledge needed to make full use of capabilities. High costs are borne from duplication of effort, inconsistencies, and inefficiencies. Everywhere, large organizations must move from managing silos to managing systems

Editorial: technology in higher education and human performance

Improvement of learning and human development for sustainable development has been recognized as a key strategy for individuals and organizations to strengthen their competitive advantages. It becomes crucial to help adult learners and knowledge workers to improve their self-directed and life-long learning capabilities. Meanwhile, learning in this context has expanded from individual to community and organizational levels with new focuses on externalization of tacit knowledge, creation of new knowledge, retention of knowledge assets for continuous improvement, and cross-cultural communication. To adapt to these changes, technologies have played an increasingly important role in enhancing and transforming learning at individual, community, and organizational levels. Papers in this special issue are representative of ongoing research on integration of technology with learning for innovation and sustainable development in higher education institutions and organizational and community environments.published_or_final_versio

Organization, Evolution, Cognition and Dynamic Capabilities

Using insights from ‘embodied cognition’ and a resulting ‘cognitive theory of the firm’, I aim to contribute to the further development of evolutionary theory of organizations, in the specification of organizations as ‘interactors’ that carry organizational competencies as ‘replicators’, within industries as ‘populations’. Especially, I analyze how, if at all, ‘dynamic capabilities’ can be fitted into evolutionary theory. I propose that the prime purpose of an organization is to serve as a cognitive ‘focusing device’. Here, cognition has a wide meaning, including perception, interpretation, sense making, and value judgements. I analyse how this yields organizations as cohesive wholes, and differences within and between industries. I propose the following sources of variation: replication in communication, novel combinations of existing knowledge, and a path of discovery by which exploitation leads to exploration. These yield a proposal for dynamic capabilities. I discuss in what sense, and to what extent these sources of variation are ‘blind’, as postulated in evolutionary theory.evolutionary economics;organization;cognition;dynamic capabilities

Organization, Evolution, Cognition and Dynamic Capabilities

Using insights from 'embodied cognition' and a resulting 'cognitive theory of the firm', I aim to contribute to the further development of evolutionary theory of organizations, in the specification of organizations as 'interactors' that carry organizational competencies as 'replicators', within industries as 'populations'.Especially, I analyze how, if at all, 'dynamic capabilities' can be fitted into evolutionary theory.I propose that the prime purpose of an organization is to serve as a cognitive 'focusing device'.Here, cognition has a wide meaning, including perception, interpretation, sense making, and value judgements.I analyse how this yields organizations as cohesive wholes, and differences within and between industries.I propose the following sources of variation: replication in communication, novel combinations of existing knowledge, and a path of discovery by which exploitation leads to exploration. These yield a proposal for dynamic capabilities.I discuss in what sense, and to what extent these sources of variation are 'blind' , as postulated in evolutionary theory.organization;evolution;cognition;dynamic capabilities;learning;invention