From Organizational Learning to the Learning Organization

Moingeon, Bertrand; Edmondson, Amy C.

doi:10.4135/9781446211571.n2

Cited by 83 publications

(122 citation statements)

References 6 publications

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“…In this way, our research enriches knowledge by casting learning from failures as a critical mechanism underpinning effective strategic decision-making. It facilitates more effective team dynamics and behavioral processes (Finkelstein and Hambrick, 1996;Kozlowski and Bell, 2008), particularly when much is at stake (Edmondson and Moingeon, 1998). Hence, dealing effectively with failure is essential in complex and uncertain contexts (Edmondson, 2011).…”

Section: Theoretical Implicationsmentioning

confidence: 99%

CEO relational leadership and strategic decision quality in top management teams: The role of team trust and learning from failure

Carmeli

Tishler

Edmondson

2012

Strategic Organization

198

154

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In this study, we examine a complex pathway through which CEOs, who exhibit relational leadership, may improve the quality of strategic decisions of their top management teams (TMTs) by creating psychological conditions of trust and facilitating learning from failures in their teams. Structural equation modeling (SEM) analyses of survey data collected from 77 TMTs indicate that (1) the relationship between CEO relational leadership and team learning from failures was mediated by trust between TMT members; (2) team learning from failures mediated the relationship between team trust and strategic decision quality. Supplemented by qualitative data from two TMTs, these findings suggest that CEOs can improve the quality of strategic decisions their TMTs make by shaping a relational context of trust and facilitating learning from failures.

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Section: Theoretical Implicationsmentioning

confidence: 99%

CEO relational leadership and strategic decision quality in top management teams: The role of team trust and learning from failure

Carmeli

Tishler

Edmondson

2012

Strategic Organization

198

154

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“…However, others have also noted structural and environmental factors (March, 1991;Van de Ven and Polley, 1992;Kim, 1993;Nonaka, 1994;Zander and Kogut, 1995;Edmondson and Moingeon, 1996;Inkpen and Crossan, 1996;Schilling and Kluge, 2009). Barriers therefore occur at the levels of individuals, groups, organizations, and environments.…”

Section: Feed-forward and Feedback Learningmentioning

confidence: 99%

The Use of Feed-forward and Feedback Learning in Firm-University Knowledge Development: The Case of Japan

Oh¹

2012

KTIS

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The problem Japanese universities face is exactly the same as that of German universities: no international recognition in world rankings of universities despite their high levels of postwar economic and technological developments. This was indeed one reason why world-class Japanese firms, such as Toyota and Sony, have avoided working closely with Japanese universities for R&D partnership and new technology commercialization. To resolve this problem, the Japanese government has continuously implemented aggressive policies of the internationalization, privatization, liberalization, and privatization of universities since the onset of the economic recession in 1989 in order to revitalize the Japanese economy through radical innovation projects between universities and firms. National projects of developing medical robots for Japan's ageing society are some of the ambitious examples that emphasize feed-forward learning in innovation. However, this paper argues that none of these programs of fostering university-firm alliances toward feed-forward learning has been successful in promoting the world ranking of Japanese universities, although they showed potentials of reinforcing their conventional strength of introducing kaizen through feedback learning of tacit knowledge. It is therefore argued in this paper that Japanese universities and firms should focus on feedback learning as a way to motivate firm-university R&D alliances.

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“…Differences of conceptualisation between organisational learning and the learning organisation have been discussed in the literature and argued to be complementary (Edmondson & Moingeon, 1998). A learning organisation is defined as one where (Senge, 2006, p. 3):…”

Section:  Single-loop and Double-loop Learningmentioning

confidence: 99%

“…This has shed light on the deficiencies of multiple theoretical perspectives and several papers can be found in the literature that seek to develop theoretical insights and integrative approaches for an area of knowledge that could be seen as still in development (Crossan et al, 1999;Edmondson & Moingeon, 1998;Edwards, 2005;Thomas & Allen, 2006;Wang & Ahmed, 2003;Yeo, 2002). Organisational learning offers the theoretical integration and connection between individual processes to group and organisational learning and change processes.…”

mentioning

confidence: 99%

An action research approach for embedding education for sustainability in a university undergraduate curriculum

Cebrián

2015

Environmental Education Research

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From Organizational Learning to the Learning Organization

Cited by 83 publications

References 6 publications

CEO relational leadership and strategic decision quality in top management teams: The role of team trust and learning from failure

CEO relational leadership and strategic decision quality in top management teams: The role of team trust and learning from failure

The Use of Feed-forward and Feedback Learning in Firm-University Knowledge Development: The Case of Japan

An action research approach for embedding education for sustainability in a university undergraduate curriculum

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