| 1. |
- Enberg, Cecilia, et al.
(författare)
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Exploring the dynamics of knowledge integration : Acting and interacting in project teams
- 2006
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Ingår i: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 37:2, s. 143-165
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Tidskriftsartikel (refereegranskat)abstract
- This article investigates knowledge integration in product development projects. While much previous literature draws attention to the need for clearly specified goals, extensive knowledge sharing and close face-to-face interaction for activity and knowledge integration, alternative explanations are offered. The findings highlight the integrative capacity of individuals' experience and tacit foreknowledge of the stacker artefact, as well as the complementary role of meetings and ad hoc problem solving. The article proposes an iterative model of the individual/collective dynamics involved and calls attention to its economizing potential. More generally, it provides an example of how the issue of knowledge integration may be reformulated into a dynamic perspective, recognizing the intergenerational learning benefits that accrue. The conclusions extend the argument of Zollo and Winter by showing how different task-related learning mechanisms may be combined and obtain their integrative capacity within an iterative process. Copyright © 2006 Sage Publications.
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| 2. |
- Hardless, Christian, 1977, et al.
(författare)
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Copernicus Experiencing a Failing Project for Reflection and Learning
- 2005
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Ingår i: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 36:2, s. 181-217
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we discuss an approach to initiate learning and improvement of practice related to complex business processes in corporations. The approach called PIER (Problem-based learning, Interactive multimedia, Experiential learning and Role-playing) uses interactive multimedia scenarios for role-playing in groups. We describe an action research project where PIER was applied as a large-scale competence development initiative in an industrial setting. The purpose was to facilitate experience sharing, discussion and reflection, with the intention of improving project management practices both at the individual level and the organizational level. The results of the evaluation present a situation where PIER supported organizational maintenance but failed to promote organizational change. Hence our study provides support for several key arguments in the debate about organizational learning; in particular, concerning the relationship between learning interventions and organizational development.
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| 3. |
- Holmqvist, Mikael
(författare)
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Complicating the Organization : A New Prescription for the Learning Organization?
- 2009
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Ingår i: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 40:3, s. 275-287
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Tidskriftsartikel (refereegranskat)abstract
- As a result of their learning techniques, organizations tend to generate dominant behavior of either exploitation or exploration making a balanced attention to them hard to achieve. But how can the process through which this undesirable phenomenon develops be made more complicated? Largely this problem remains a neglected one in organizational learning theory. It is important to better understand how organizations can take measures to reduce the pathological effects that learning breeds. In this article I explore the idea of 'complicating the organization' in order to constrain organizations from becoming swiftly locked in learning behavior of excessive exploitation or exploration. I suggest that contemporary organizations should complicate their learning through various interorganizational collaborations. In interorganizational learning activities, organizations have the potential to learn slowly because of being poorly focused in their attention to their experiences. Hence, they may remain open to reflect upon their current operations. They will be learning, but not in a too simpleminded and myopic way by reducing the speed through which competency traps of exploitation and exploration develop.
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| 4. |
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| 5. |
- Örtenblad, Anders, 1963-
(författare)
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Educating everyone in humanities for both post-bureaucracy and bureaucracy : a response to John Hendry
- 2006
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Ingår i: Management Learning. - London : Sage Publications. - 1350-5076 .- 1461-7307. ; 37:3, s. 291-294
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Tidskriftsartikel (refereegranskat)abstract
- Comments on an article by John Hendry. In the main, the commentator agree with Hendry in his description of the 'intellectual tyranny of the economic mindset' and in his concern for other values and goals in business society. Management education definitely needs other than economic goals, as Hendry argues. The commentators arguments for the humanities are slightly different, though, from Hendry's, and he do not think that managers are the only group that needs education in the humanities. Finally, the commentator would like to add a few subjects and methods to those that Hendry suggests should be involved in humanities education for business students. In addition to history and literature, which Hendry suggests, the commentator also recommend education in ethics.
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