Learning In Hybrid-Project Systems: The Effects of Project Performance on Repeated Collaboration

Schwab, Andreas; Miner, Anne S.

doi:10.5465/amj.2008.35732606

Cited by 134 publications

(197 citation statements)

References 105 publications

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“…This can reduce wasteful organizational search efforts and improve efficiency and performance (Greve 2003a, Levinthal andMarch 1993). Furthermore, because success experience is highly salient, it draws attention within the organization and inspires confidence in ongoing learning activities (Schwab and Miner 2008). This in turn can point to promising areas for further search (Ocasio 1997, Simon 1997) and stimulate slack search, which can lead to novel and useful knowledge and capabilities (Cyert and March 1992).…”

Section: Theory and Hypothesesmentioning

confidence: 99%

Organizational Learning from Extreme Performance Experience: The Impact of Success and Recovery Experience

Kim

Miner

2009

Organization Science

Self Cite

147

111

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This paper argues that two different types of a firm's own extreme performance experiences—success and recovery—and their interactions can generate survival-enhancing learning. Although these types of experience often represent valuable sources of useful learning, several important learning challenges arise when a firm has extremely limited prior experience of the same type. Thus, we theorize that a certain threshold of a given type of experience is required before each type of experience becomes valuable, with low levels of experience harming the organization. Furthermore, we propose that success and recovery experience will interact to enhance each other's value. These conditions can help overcome learning challenges such as superstitious learning or learning from small samples. We investigate our ideas using a sample of the U.S. commercial banks founded between 1984 and 1998. Our results indicate that both success and recovery experience of a firm generate survival-enhancing learning, but only after a certain level of experience is reached. Furthermore, success and recovery experience enhance each other's learning value, consistent with the theories that emphasize the importance of richer and contrasting experience in providing useful knowledge. Our framework advances organizational learning theory by presenting a contingent model of the impact of success and recovery experience and their interaction.

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Section: Theory and Hypothesesmentioning

confidence: 99%

Organizational Learning from Extreme Performance Experience: The Impact of Success and Recovery Experience

Kim

Miner

2009

Organization Science

Self Cite

147

111

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“…In fact, the dominant current perspective on temporary organizing is that it should be understood in the relative context of the more permanent organizational structures, institutions, and networks in which it is embedded (Bakker, 2010;Burke & Morley, 2016, Grabher, 2004Schwab & Miner, 2008;Manning & Sydow, 2011). In order to address the resulting tensions between more "permanent" elements and more "temporary" ones, they first need to be clearly defined and distinguished.…”

Section: How To Explore and Relate What Is "Permanent" And What Is "Tmentioning

confidence: 99%

“…While the temporary organizing literature is richly endowed with longitudinal single case studies, longitudinal across-project case studies, multilevel studies, and longitudinal quantitative studies are rare. Yet such data are imperative for capturing how projects or temporary organizations reconfigure and develop over time (Bakker, 2016;Schwab & Miner, 2008). Hence, there is a continuing need for both qualitative studies, based on repeated interviews, field observations, and/or ethnography (e.g., Bechky, 2006;see Ligthart, Oerlemans, & Noorderhaven, 2016 as well as Swärd, 2016 in this Special Issue) and quantitative studies based on primary or archival data (e.g., Schwab & Miner, 2008), and mixed-methods studies combining qualitative and quantitative investigations.…”

Section: How To Theorize and Deal With Timementioning

confidence: 99%

Temporary Organizing: Promises, Processes, Problems

Bakker

DeFillippi

Schwab

et al. 2016

Organization Studies

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275

288

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“…There are several problems with temporariness addressed in this literature concerning i.e. the disintegration of project ventures after task completion and the opportunity to learn from projects due to this temporariness (Schwab, 2009;Schwab & Miner, 2008).…”

Section: Discussionmentioning

confidence: 99%

Lasting temporariness: Projects as capability bridges across time and organizational levels

Breunig

Söderlund

Kvålshaugen

2015

AMPROC

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This study reveals how learning and experiences accumulated in temporary projects contribute to capability development and change of strategic orientation in project-based organizations. We argue that capability development in project-based organizations must rest upon an understanding of projects as "capability bridges", thus contrasting extant literature's common treatise of the temporariness inherent in project-based organizing. This paper presents an analytical framework that identifies how capabilities develop over time and across levels in specific contexts. The empirical data is derived from a longitudinal case study of capability development in an international project-based professional service firm. The case study demonstrates how projects function as bridges connecting both past, present and future, and individual-, project and-organization levels, thus illustrating the temporality of capabilities, on the one hand, and the multi-level features of capabilities, on the other hand. Thus, this study shows how knowledge and experiences accumulated from past and current projects influence the formation of future capabilities and strategies. Simultaneously, anticipations of the future influence current activities and the utilization of past project experiences. This leads to an improved understanding of how capabilities are developed across organizational levels and time.

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Learning In Hybrid-Project Systems: The Effects of Project Performance on Repeated Collaboration

Cited by 134 publications

References 105 publications

Organizational Learning from Extreme Performance Experience: The Impact of Success and Recovery Experience

Organizational Learning from Extreme Performance Experience: The Impact of Success and Recovery Experience

Temporary Organizing: Promises, Processes, Problems

Lasting temporariness: Projects as capability bridges across time and organizational levels

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