Organizational knowledge dynamics

The paper addresses the main issues concerning knowledge conceptualization and knowledge dynamics, in the context of Romanian organizations. The links between organizational knowledge, organizational learning and organizational culture are being investigated, with the aim of conceptual clarification and paradigm unification, in a domain of increasing research interest, where increasing complexity implies the risk of increasing confusion.knowledge dynamics, organizational learning, organizational intelligence, organizational culture.

Organizational learning and emotion: constructing collective meaning in support of strategic themes

Missing in the organizational learning literature is an integrative framework that reflects the emotional as well as the cognitive dynamics involved. Here, we take a step in this direction by focusing in depth over time (five years) on a selected organization which manufactures electronic equipment for the office industry. Drawing on personal construct theory, we define organizational learning as the collective re-construal of meaning in the direction of strategically significant themes. We suggest that emotions arise as members reflect on progress or lack of progress in achieving organizational learning. Our evidence suggests that invalidation – where organizational learning fails to correspond with expectations – gives rise to anxiety and frustration, while validation – where organizational learning is aligned with or exceeds expectations – evokes comfort or excitement. Our work aims to capture the key emotions involved as organizational learning proceeds

An analysis of schema change intervention

Successful organizational transformation relies on being able to achieve paradigm or collective schema change, and more particularly, the ability to manage the interplay between pre-existing schemas and alternative schemas required for new environments. This conceptual paper presents an analysis and critique of collective schema change dynamics. Two schema change pathways are reflected in the literature: frame-juxtapose-transition and frame-disengage-learning. Research findings in each pathway are limited and/or contradictory. Moreover, research on schema change focuses primarily on social dynamics and less on the relationship between social schema change dynamics and individual schema change dynamics. One implication of this lack of focus on individual schema change dynamics is the masking of the high level of cognitive processing and cognitive effort required by individuals to effect schema change. The capacity to achieve organizational transformation requires that more attention is given to managing these dynamics, which, in turn, requires significant investment in developing the change leadership capabilities of managers and the organizations they manage

Expectational Bottlenecks and the Emerging of New Organizational Forms

In this article we discuss the dynamics of organizational change when agents have heterogeneous initial conjectures and do learn. In this framework, conjectural equilibrium is defined as a steady state of the learning process, and all the adjustment occurs in disequilibrium. We discuss the properties of the system under different “rationality” assumptions, and using well-known learning algorithms. We prove analytically that multiplicity of equilibria, and failure of good organizational routines, cannot be ruled out: better, they are fairly probable. Stability is a crucial matter: it is shown to depend on initial conjectures. Finally, learning does not necessarily select the best.

Behavioral Aspects of Organizational Learning and Adaptation

In this paper, I seek to understand the behavioral basis of higher organizational learning and adaption as a teleological dynamic equilibrium process to decipher the underlying psycho-physiological aspects of individual cognitive learning related to organizational adaption. Dynamics of cognitive learning has some differential paths within the neural circuitry which follows certain patterns that leads to individual as well as organized evolution in course of a learning process. I undertake a comparative analysis of human cognitive and behavioral changes and the active mechanisms underlying animal behavior and learning processes to understand the differential patterns of these adaptive changes in these two species. Cognitive behavioral learning processes have certain economic perspectives which help an individual to attain efficiency in workplace adaptation and in learning which however, the individual when being part of an alliance, ember positive influence on the society or organization as a whole. Comparatively, in primates, I review some empirical evidences drawn from chronological studies about cognitive behavioral learning process and adaptation as well as the presence of the capacity of making attributions about mental states, which exists in rudimentary form in chimpanzees and apes. Following this, I apply the outcomes of the findings on different aspects of human cognitive and adaptive behavioral learning-induced evolutionary changes and how human beings are able to exploit the presence of these additive advantages under cluster settings.Animal behavior, cognitive economics, motivational energy, neural adaptation, neuroscience, Organizational learning, organizational adaptation, teleological process

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

Cognitive and behavioral learning in organizational change

More than thirty years after Argyris and Schön (1978) dedicated a book to the subject, organizational learning theories still have difficulties to elaborate a common vocabulary and definitions set. Following Argyris and Schön seminal work, some management researchers and psycho-sociologists emphasized the cognitive aspects of organizational learning, trying to determine the best organizational practices that should be implemented in a group. On the other hand, behavioral and evolutionist economists are studying organizational learning by focusing on routines, seen as practices that are used tacitly by a team in order to solve a recurrent problem. In this paper, we aim to conciliate these two conceptions of organizational learning by showing that, unlike the psycho-sociologists say, organizational learning and organizational change must be seen as the two sides of the same idea, and unlike behavioral economists say, the role of collective intentions and collective psychology appears to be determinant if one wants to understand the specific dynamics of any organizational learning process

Building Organizational Resilience Through Organizational Learning: A Systematic Review

With organizational environments becoming increasingly complex and volatile, the concept of “organizational resilience” has become the “new normal”. Organizational resilience is a complex and multidimensional concept which builds on the myriad of capabilities that an organization develops during its lifecycle. As learning is an inherent and essential part of these developments, it has become a central theme in literature on organizational resilience. Although organizational resilience and organizational learning are inherently interrelated, little is known of the dynamics of effective learning that may enhance organizational resilience. This study explores how to achieve organizational learning that can serve to promote organizational resilience. Our aim is to contribute to a more comprehensive knowledge of the relation between organizational resilience and organizational learning. We present the results of a systematic literature review to assess how organizational learning may make organizations more resilient. As both organizational resilience and organizational learning are topics of practical importance, our study offers a specifically targeted investigation of this relation. We examine the relevant literature on organizational learning and resilience, identifying core themes and the connection between the two concepts. Further, we provide a detailed description of data collection and analysis. Data were analyzed thematically using the qualitative research software NVivo. Our review covered 41 empirical, 12 conceptual and 6 literature review articles, all indicating learning as mainly linked to adaptation capabilities. However, we find that learning is connected to all three stages of resilience that organizations need to develop resilience: anticipation, coping, and adaptation. Effective learning depends upon appropriate management of experiential learning, on a systemic approach to learning, on the organizational ability to unlearn, and on the existence of the context that facilitates organizational learning.publishedVersio

Learning-by-Doing, Organizational Forgetting, and Industry Dynamics

Learning-by-doing and organizational forgetting have been shown to be important in a variety of industrial settings. This paper provides a general model of dynamic competition that accounts for these economic fundamentals and shows how they shape industry structure and dynamics. Previously obtained results regarding the dominance properties of firms' pricing behavior no longer hold in this more general setting. We show that forgetting does not simply negate learning. Rather, learning and forgetting are distinct economic forces. In particular, a model with learning and forgetting can give rise to aggressive pricing behavior, market dominance, and multiple equilibria, whereas a model with learning alone cannot.