Collective Learning in Organizations—Opportunities and Constraints: Case Study of an Avalanche Blocking a Railway Line

Abstract

Damaged infrastructures cause costly delays and losses. In this study, a collective learning framework (CLF) and the theory of loops of learning are applied to a case study to develop a conceptual model on how lessons learned may be put to more effective use. Structures for systematic learning from events may serve as important tools in proactive adaptation for a more resilient infrastructure in future. This article studies an avalanche blocking a railway and an adjacent road in northern Sweden, which involves several interdependencies of critical infrastructures and actors. To enhance resilience future risk assessment and SWOT analyses should include the effects from a changing climate on the vulnerabilities of interdependence among multiple stakeholders and infrastructures. Knowledge‐sharing foremost resulted in single‐loop learning, leading to incremental changes. Respondents expressed an understanding of the importance of double‐loops feedback but sensed that they lacked incentives from top levels in the organization for future reporting of experiences. This lack of incentives may impede establishing collective memory. The findings of this study can be used to improve policy recommendations, and support building resilience through products of learning.

Editorial: The Contingency Perspective to Crisis Management

“…Next, Monika Rydstedt Nyman () looks into collective learning in public organizations dealing with crises. She studies the barriers and opportunities for organizational learning from infrastructure accidents due to climate change‐induced extreme weather events.…”

“…Local respondents feel unsupported by strategic management levels to establish learning loops to collectively deal with crisis situations in new and improved ways. The study shows how interaction between stakeholders positively contributes to their knowledge on the crises and the response options, but that challenges remain to adopt these lessons in a shared organizational knowledge base and changed organizational behavior (Rydstedt‐Nyman, ).…”

“…Last, John Van Trijp () et al discern six crisis types and relate these to organizational resilience, defined as ‘learning to improve itself by withstanding, surviving and adapting to crisis demands’ (Van Trijp, Boersma, Van Trijp, & Groenewegen, : 3). They employ a survey to study the organizational resilience of twenty‐five Dutch safety regions (multi‐disciplinary emergency preparedness and response organizations at the regional level in the Netherlands) in relation to hazards and crises in their service area.…”

“…接下来，作者Monika Rydstedt Nyman ()研究了应对危机的公共组织集体学习。作者研究了组织从“由气候变化导致极端天气事件所引起的基础设施事故”中学习的障碍和机遇。这类极端事件很可能有规律地发生，然而相应的公共组织不能为双环学习（即学习不仅是为了灾害修复，还用于避免或更好地响应下一次事件）提供激励。双环过程暗示，误差和异常以报告形式呈现，未来的解决方案以前馈方式进入组织，导致认知和态度的转变。研究表明，认知性、组织性更强的学习更加偏好技术解决方案（修复或补救），而且以往危机中有关如何提高快速有效的资源利用、让其他组织介入响应过程的经历，并没有转换成组织学习，引起组织变化。地方响应者没有感受到战略管理的帮助，以建立学习环路，进而以新的、改良的方式集体应对危急情况。研究展示了利益攸关者之间的互动如何为其在关于危机和响应方式上的知识作出积极贡献，但将经验融入一个共享组织知识库、组织态度发生转变，这依然是现存的挑战 (Rydstedt‐Nyman, )。…”

“…A continuación, Monika Rydstedt Nyman () analiza el aprendizaje colectivo en organizaciones públicas que se enfrentan a crisis. Estudia las barreras y las oportunidades para el aprendizaje organizacional de los accidentes de infraestructura debido a los fenómenos meteorológicos extremos inducidos por el cambio climático.…”