Ambidexterity involves strategies for effectively managing the inherent tensions between short-term stability and long-term investments, a challenge known as the exploitation-exploration paradox. Despite the acknowledged importance of learning in the context of ambidexterity, there is a limited understanding of how various forms of organizational learning are employed over time in projects focused on either exploitation or exploration. This gap in knowledge is significant because the timing and sources of knowledge acquisition that support innovation can significantly impact the success of an ambidextrous approach. In essence, ambidexterity not only requires balancing the conflicting demands of exploitation and exploration but also necessitates the integration of both internal and external knowledge sources.https://dc.suffolk.edu/ciclseries/1002/thumbnail.jp

Seidle, Russell J.

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Suffolk University Digital Collections @ Suffolk Practical Insight Series The Center for Innovation and Change Leadership 2023 Sequences of Learning Types for Organizational Ambidexterity Russell J. Seidle Suffolk University Follow this and additional works at: https://dc.suffolk.edu/ciclseries  Part of the Business Commons Recommended Citation Seidle, Russell J., "Sequences of Learning Types for Organizational Ambidexterity" (2023). Practical Insight Series. 3. https://dc.suffolk.edu/ciclseries/3 This Article is brought to you for free and open access by the The Center for Innovation and Change Leadership at Digital Collections @ Suffolk. It has been accepted for inclusion in Practical Insight Series by an authorized administrator of Digital Collections @ Suffolk. For more information, please contact dct@suffolk.edu. SUFFOLK UNIVERSITY   |   1 RESEARCH BY RUSSELL J. SEIDLEAmbidexterity involves strategies for effectively managing the inherent tensionsbetween short-term stability and long-term investments, a challenge known as theexploitation-exploration paradox. Despite the acknowledged importance of learning in thecontext of ambidexterity, there is a limited understanding of how various forms oforganizational learning are employed over time in projects focused on either exploitation orexploration. This gap in knowledge is significant because the timing and sources of knowledgeacquisition that support innovation can significantly impact the success of an ambidextrousapproach. In essence, ambidexterity not only requires balancing the conflicting demands ofexploitation and exploration but also necessitates the integration of both internal and externalknowledge sources. Sequences of LearningTypes for OrganizationalAmbidexterity  C E N T E R  F O R  I N N O V A T I O N  A N D  C H A N G E  L E A D E R S H I PINTRODUCTIONNurturing a cultureof continuouslearning is essentialas it fostersadaptability.SUFFOLK UNIVERSITY   |   2Ambidexterity withinorganizations involvesbalancing the seeminglycontradictory elements ofexploration and exploitation.It's not just a balancing act buta complex interplay of criticalcomponents. First, nurturing aculture of continuous learningis essential as it fostersadaptability. An openorganizational mindset and areadiness to embraceparadoxical cognitive framesare equally crucial. Diverseindividual experiences providefertile ground forambidexterity, and resourceflexibility moderates thebalance between explorationand exploitation. Coordinatingstructures, which includeintegration, differentiation,resource mobilization, andcollaboration, play a pivotalrole in establishingambidexterity. Cognitiveacceptance of paradox andleadership's guidance furtherenhance this delicateequilibrium. The outcomes ofambidexterity are improvedperformance and successfulproduct development. The linkbetween ambidexterity andorganizational learning is alsovital. Learning for explorationand exploitation is not AMBIDEXTERITY INTHE LITERATURE which involves enhancingexisting expertise, often beginswith experiential learning toleverage in-house capabilitiesduring the early stages ofinnovation. As projectsprogress into the developmentphase, issues like technicalcomplexity and stakeholdermanagement becomeprominent. At this point,vicarious learning from similarindustry peers, such ascompetitors, becomesvaluable as it offers insightsderived from theirexperiences. However, duringthe implementation phase,there's a shift back toexperiential learning.Organizations recognize theneed to directly engage withcustomers and stakeholders togather feedback and fine-tunetheir innovation.On the other hand, explorationventures into unchartedterritory, focusing on search,variation, risk-taking, andexperimentation. Here, abalance between experientialand vicarious learning iscrucial right from the project'sinitiation. Both directexperience and externalobservations play a role ingenerating the unique insightsnecessary for radicalinnovation. This equilibriumbetween learning methodscontinues during the mutually exclusive butcoexisting, yet the sequencingof learning types throughoutthe innovation processremains insufficientlyexplored. The study focuses ontwo core learning forms:experiential and vicarious.Experiential learning involveshands-on engagement withinternal knowledge creation,while vicarious learningcenters on externalobservation and inference.This dual focus enablesorganizations to balanceinternal and externalknowledge creation effectively,impacting their ability tonavigate the exploration-exploitation tightrope.Understanding the sequenceof learning types inorganizational processes iscrucial for achievingambidexterity. Exploitation, Figure 1: Major AMOLED Investments 2003-19LEARNING-TYPESEQUENCING FOREXPLOITATION ANDEXPLORATION Our aim is to lay a strongfoundation for future researchin this area. While experiential learning isvital for both exploration andexploitation, there aredistinctions in how theselearning types are sequencedand their external orientation.This raises the question ofhow organizations caneffectively balanceexploitation and exploration.Structural forms play a pivotalrole in fostering anexploratory orientation,leading to greater integration—a contextual approach. Inthis study, we explorestructural differentiationinvolving separate units for development stage asorganizations tap into bothinternal and externalknowledge to navigate thepath to commercializing theirinnovative offerings. Animportant distinction lies inthe choice of referents forvicarious learning. Whileexploitative endeavors oftenemulate similar firms,exploratory innovationrequires seeking inspirationfrom dissimilar entities.Finally, duringimplementation, the emphasisshifts back to experientiallearning as organizationsinternalize the lessons neededto sustain the success of theirnew offering.SUFFOLK UNIVERSITY   |   3Figure 1 outlines the learningsequences for exploratory andexploitative innovation. Itshows how different types oflearning evolve during theinnovation process. Theupward slope signifies theaccumulation of knowledgeover time. These sequencesand their relevance fororganizational ambidexterityare derived from our analysisof projects at Calabasas andPalisades, with potentialvariations in other industrysectors.Figure 1: Learning SequencesFOSTERINGAMBIDEXTERITY IN THELEARNING-INNOVATIONPROCESS Organizationsstriving forambidexterity canenhance theirexploratory andexploitative effortsby implementingstructures thatfacilitate knowledgeacquisition fromvarious sources. SUFFOLK UNIVERSITY   |   4exploration and exploitation.At the same time, successfulambidexterity relies onintegration mechanismsfacilitating internal knowledgesharing between the two. Weinvestigate technologybrokerage and cross-unitinterfaces as elementssupporting ambidexterity,based on our empirical datafrom biopharmaceutical firms.The extent to which thesemechanisms apply in differentsectors is a matter for futureresearch. Organizations striving forambidexterity can enhancetheir exploratory andexploitative efforts byimplementing structures thatfacilitate knowledgeacquisition from varioussources. Technologybrokering, the practice ofestablishing connections  across different industries, isa valuable approach. It servestwo key functions: identifyingexternal knowledge fromdiverse sources andintegrating this knowledge toenrich the organization'sexperience base. To integratetechnology brokering intostructures supportingambidexterity, organizationsshould define specific roles. In exploratory innovation,both experiential andvicarious learning areessential. Vicarious learninginvolves gaining knowledgefrom dissimilar sourcesoutside the organization. Thisexternal focus is vital,especially in the initiation anddevelopment phases ofexploration. To support this,cross-industry technologybrokering roles play a criticalrole. These brokers interactwith organizations in differentindustrial contexts,summarizing and integratingexternal knowledge to make itusable for exploration.  In the pursuit ofambidexterity, organizationsmust consider how theysequence and implementdifferent types of learning intheir innovation processes. Inthe context of exploitativeinnovation, which involvesrefining and enhancingexisting products or services,organizations emphasizevicarious learning from similarreferents, often competitors.This requires structures likeintra-industry technologybrokering roles. This externalfocus becomes prominentduring the development stageof exploitative innovation.  In addition to structuralconsiderations, organizationsseeking ambidexterity needintegration mechanisms.Flexible and targetedintegration mechanisms canbalance exploration andexploitation without requiringa comprehensive shift inorganizational culture. Here,cross-unit interfacesincorporating both cross-industry and intra-industrybrokerage roles are essential,serving as bridges betweendifferent productdevelopment activities. The timing of these cross-unitinterfaces aligns withexperiential learning, crucialfor ambidexterity, asorganizations consistentlyrevert to it during theimplementation phase ofinnovation. This integrationfosters a deliberate focus onexperiential learning,enriching the organizationalknowledge base. In summary, the sequencingand integration of learning SUFFOLK UNIVERSITY   |   4types, along with thestructural and organizationalmechanisms, are vital fororganizations aiming toachieve ambidexterity inbiopharmaceutical innovation.Further research can explorewhether these mechanismsapply differently acrossindustry sectors. Table I summarizes thevarious propositionsthroughout the innovationprocess for both exploratoryand exploitative projects. Table 1: Value PropositionsCONCLUSIONThe research presents avaluable contribution to theunderstanding of howorganizations can successfullyachieve ambidexterity byeffectively aligning structuraldifferentiation and integrationmechanisms with variousstages of innovation. Thisenhances comprehension oforganizational learning and itspivotal role in drivingtechnological innovation whilemaintaining a delicateequilibrium betweenincremental and radicaladvancements. Weunderscore the symbioticrelationship betweenexperiential and vicariouslearning, advocating thatthese two approaches shouldbe integrated to optimizeinnovation strategies.From a practical standpoint,the research serves as avaluable resource formanagers seeking to navigatethe complex landscape oftechnology brokering roles and their timing within theinnovation process. Executivesaiming to foster ambidexteritycan leverage the model'sinsights, with a particularemphasis on the significanceof both experiential andvicarious learning at distinctphases of innovation. Thisunderscores the need forcreating incentives thatencourage both learningparadigms and facilitatingseamless transitions betweenthem as new productdevelopment evolves.SUFFOLK UNIVERSITY   |   5ABOUT THE AUTHORRussell Seidle is an Associate Professor of Strategyand International Business at Suffolk University, aswell as Director of the Sawyer Business School First-Year Programs. He is the Founder of Postuvo, astartup focused on customer-led sustainabilityinitiatives in traditional retail channels. Seidle has aPhD in Strategy & Organization from the DesautelsFaculty of Management at McGill University. Hisresearch focuses on organizational learning andtechnological innovation in the biopharmaceuticaland medical devices sectors. SUFFOLK UNIVERSITY   |   6The original research is published in: Seidle, R.J. (2019), "Sequences of learning types for organizational ambidexterity", The LearningOrganization, Vol. 26 No. 4, pp. 381-396. https://doi.org/10.1108/TLO-06-2018-0111  

Sequences of Learning Types for Organizational Ambidexterity

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Sequences of Learning Types for Organizational Ambidexterity

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