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There is much interest in organizational knowledge following the recognition of its strategic place in inter‐firm competition, but there is no adequate theory of such knowledge, or of its acquisition, storage and application. Penrose’s (1959) theory of the growth of the firm, Nelson and...
Organizational learning is depicted most frequently as an intra‐organizational information processing activity, but the role that experience plays in the development of organizational knowledge has recently become a more central focus of learning theories. The two primary perspectives on...
Presents the results of a keyword search of the Social Science Citation Index (SSCI), ABI Inform and PyschLit databases using the terms “organizational learning” and “learning organization” to uncover patterns relating to: the amount of publishing activity by year; influential authors;...
The emerging global economy is characterized increasingly by knowledge intensive firms which require that diverse, specialized knowledge workers develop unique knowledge competences, and also collaborate in ways to create new knowledge that enhances the performance of the organization....
Presents a broad review of theory and research about organizations as social, information processing, interpretive, and inquiring systems which locates the origins of key concepts behind organization learning. Shows how different schools of thought explain what is behind routine versus creative...
By definition, all organizations that survive as their environment evolves are learning, at least to some degree, but proposes that the learning capabilities of most organizations are extremely limited, especially when learning requires that diverse constituencies build shared understanding of...
Examines the roles of conviction and doubt in organizational learning processes and focuses on the challenge of transforming individual learning into organizational learning. Explores the individual and organizational effects of too little doubt or too little conviction in terms of awareness of...
Argues that there are two strands in the organizational learning (OL) literature marked by incompatible world views. The dominant substance is modernist while the spirit is interpretive. The focus on systems, in the form of learning loops and systems archetypes, identifies an acceptance of the...
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