Knowledge Transfer and Organizational Learning

Argote, Linda

doi:10.1002/9781118736982.ch9

Cited by 21 publications

(6 citation statements)

References 116 publications

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“…Recognizing the collective value of learning through storytelling highlights a final contribution of this work to the literatures on storytelling and vicarious learning in organizations: it adopts a cross-level perspective, revealing how interpersonal storytelling interactions and the broader structures and collective practices in which these interactions are situated can coalesce in the enactment of vicarious learning. Much of the literature on vicarious learning is focused at the organizational level of analysis, either exploring formal organizational practices that promote knowledge sharing among units within a firm or examining how organizations use other firms’ experience to enhance their own learning and performance (e.g., Huber, 1991; Haunschild and Miner, 1997; Hansen, Nohria, and Tierney, 1999; Madsen and Desai, 2010; Argote, 2015). Meanwhile, research on storytelling is generally focused at the individual, dyadic, or small-group level of analysis, given the inherently interpersonal nature of storytelling.…”

Section: Discussionmentioning

confidence: 99%

“…To date, this literature has generally assumed that vicarious learning in organizations occurs either through a process of observing and imitating actions taken in other groups (consistent with similar work at the organizational level of analysis; e.g., Haunschild and Miner, 1997; Baum, Li, and Usher, 2000; Madsen and Desai, 2010) or through the use of organizational systems for capturing and disseminating the lessons of others’ experience (Alavi and Leidner, 2001; Argote, 2015). Yet the nature of work in today’s knowledge-intensive organizations has rendered many of these assumptions untenable (Bresman, 2013; Myers and DeRue, 2017), leaving our understanding of vicarious learning out of step with the realities of work in modern organizations (as much of the literature focuses on more stable, low-uncertainty work contexts; see Greve, 2020).…”

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confidence: 99%

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Storytelling as a Tool for Vicarious Learning among Air Medical Transport Crews

Myers

2021

Administrative Science Quarterly

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Learning vicariously from the experiences of others at work, such as those working on different teams or projects, has long been recognized as a driver of collective performance in organizations. Yet as work becomes more ambiguous and less observable in knowledge-intensive organizations, previously identified vicarious learning strategies, including direct observation and formal knowledge transfer, become less feasible. Drawing on ethnographic observations and interviews with flight nurse crews in an air medical transport program, I inductively build a model of how storytelling can serve as a valuable tool for vicarious learning. I explore a multistage process of triggering, telling, and transforming stories as a means by which flight nurses convert the raw experience of other crews’ patient transports into prospective knowledge and expanded repertoires of responses for potential future challenges. Further, I highlight how this storytelling process is situated within the transport program’s broader structures and practices, which serve to enable flight nurses’ storytelling and to scale the lessons of their stories throughout the entire program. I discuss the implications of these insights for the study of storytelling as a learning tool in organizations, as well as for revamping the field’s understanding of vicarious learning in knowledge-intensive work settings.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Storytelling as a Tool for Vicarious Learning among Air Medical Transport Crews

Myers

2021

Administrative Science Quarterly

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“…Direct experience will normally be more costly to the organisation, but will also provide greater potential for unique and relevant learning than indirect experience (Schulz, 2001). Argote (2014) highlights research indicating that indirect experience both substitutes and complements direct experience. One potentially important factor determining whether knowledge can be transferred between organisational units is the relationship between the units.…”

Section: Organisational Learning After Adverse Eventsmentioning

confidence: 96%

“…First and foremost, it is a process in which a person or group acquires new knowledge. It can also be said to be stored in an organisation's routines and procedures (Levitt and March, 1988), regulations (March et al ., 2000), products and processes, technology and equipment, culture and norms (Argote, 2014) and in individuals (Starbuck, 1992).…”

Section: Organisational Learning After Adverse Eventsmentioning

confidence: 99%

Learning in municipalities after disasters

Betten

Pettersen

Albrechtsen

2021

DPM

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PurposeLearning at the local level is an important contributor to safe and resilient communities. The purpose of this article is therefore to explore what motivates municipalities in Norway to learn from disasters and how they learn from them. This purpose has been fulfilled by (1) addressing the process of learning from disasters occurring within municipalities, and (2) learning from disasters in other municipalities, in particular from the terrorist incidents that occurred in Oslo on 22 July 2011.Design/methodology/approachAn interview study was conducted of individuals responsible for municipal emergency preparedness.FindingsUnwanted events that occur outside municipal borders only trigger learning processes if they are geographically proximate. Events occurring within the geographical borders of the municipality represent greater potential for learning than those occurring outside its borders. Availability of resources for municipal civil protection activities is another factor that has an impact on learning.Originality/valueThe local level plays a key role in generating and maintaining adequate civil protection and emergency preparedness in society. Although the literature on learning from disasters is extensive, learning processes at the local level have been given little attention. This article thus contributes to the existing body of knowledge by studying learning processes following disasters at the local level.

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“…Experiencing failure were related with product innovation result [10]. Various learning processes can be gained from internal and external of organization [11] and [12]. Many firms adopt innovation capability as organization's core competence of a firm and spend billions into the R&D process.…”

Section: Introductionmentioning

confidence: 99%

Perception of Millennial Workforce upon ICT and Organizational Learning and Innovative Performance: The Mediating Role of Ambidexterity

Kosasih

Nugroho

2021

EJBMR

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The company's future performance cannot be reflected only in the current financial performance in the financial statements. Long-term company performance can be reflected by the technology being developed. The role of information and communication technology (ICT) is very important for a company to survive and be able to compete in modern business competition in the era of industry 4.0. Meanwhile, learning organization is fostering communication, knowledge exchange in order to promote the innovation. Ambidexterity capability of organization develops structures to manage innovation and achieve sustained success over time. The purpose of this study is to examine the influence of ICT and organizational learning on firm’s innovative performance which mediated by ambidexterity based on millennial workforce perception. The result of this research found that ICT has significantly positive influence on ambidexterity, but not significantly positive influence on innovative performance. Learning organization has significantly positive influence both on ambidexterity and innovative performance. Ambidexterity has significantly influence on innovative performance. The mediating role of ambidexterity had significantly positive enhanced the influence ICT on innovative performance. Meanwhile, ambidexterity had not significantly positive enhance the influence learning organization on innovative performance.

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Knowledge Transfer and Organizational Learning

Cited by 21 publications

References 116 publications

Storytelling as a Tool for Vicarious Learning among Air Medical Transport Crews

Storytelling as a Tool for Vicarious Learning among Air Medical Transport Crews

Learning in municipalities after disasters

Perception of Millennial Workforce upon ICT and Organizational Learning and Innovative Performance: The Mediating Role of Ambidexterity

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