Organizational learning as a situated routine-based activity in international settings

Saka‐Helmhout, Ayse

doi:10.1016/j.jwb.2009.04.009

Cited by 29 publications

(8 citation statements)

References 53 publications

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“…This relates to translating the strategy directly to the local context: ‘in the light of his own beliefs and value system as well as his socio-cultural environment which may be rooted in a different or parallel history’ (Archibald, 2007: 165). Line managers internalize ideas by converting them to practice (Hong, Snell, & Easterby- Smith, 2009), adapting them to respond to local, context-specific needs (Saka-Helmhout, 2010). More specifically, host-country national managers may have idiosyncratic cultural and educational differences even within a single country, making dissemination and reception of corporate strategies even more complex (Beamond et al, 2016).…”

Section: Actors In Translationmentioning

confidence: 99%

Frames and Actors: Translating Talent Management Strategy to Latin America

2019

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Multinational enterprises (MNEs) transfer their corporate strategies to subsidiaries globally, and in so doing, embark on a translation process. Despite the prevalence of MNEs and their investments in emerging economies, little is known about how local factors affect key actors when translating corporate talent management (CTM) strategies to these regions. This study draws from the translation and talent management literatures to explore the travel of ideas in the context of CTM. Relevant frames (narratives that emerge around actions) and actors are proposed and explored empirically in a qualitative study of 76 employees across an Australian mining MNE with subsidiaries located in Latin America. The findings support extant literature as well as uncovering new frames (categorized in external or corporate, and internal or local) and actors (including non-managerial) as part of the translation process. The findings suggest the need to balance talent management strategies between corporate and subsidiaries by being aware of internal and external frames including in both urban and rural locations. This understanding provides further clarification of the global versus local paradox faced by MNEs. Implications for future research and practice are discussed.

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Section: Actors In Translationmentioning

confidence: 99%

Frames and Actors: Translating Talent Management Strategy to Latin America

2019

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“…Through peripheral activities, novices become acquainted with the tasks, vocabulary, and organizing principles of the community (e.g., Markham, Larmer, & Ravitz, 2003;Utley, 2006). 3 Enculturation via LPP is often applied as an effective principle for on-site learning in organizational contexts (e.g., Argote, 1999;Raelin, 1997;Raz & Fadlon, 2006;Saka-Kelmhout, 2010;Zhu, 2009b) to describe how novices learn to become full members of the community. However, "enculturation" does not imply that CCM students should become business practitioners while still in higher education.…”

Section: Situated Learningmentioning

confidence: 99%

Balancing Emic and Etic: Situated Learning and Ethnography of Communication in Cross-Cultural Management Education

Zhu

Bargiela‐Chiappini

2013

AMLE

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We interrogate current approaches to cross-cultural management teaching and learning, which have been criticized for delivering a curriculum modeled on "cultural patterns." Such approaches could be described as etic or culture-general. We argue for re-centering cross-cultural management teaching and learning around a stronger emic or culturespecific component, balancing the current etic emphasis. This we call the "situated cultural learning approach" (SiCuLA), which focuses on the active role that the learner plays in the specific cultural contexts of learning. First, we propose to look at emic-etic as a continuum, as others have argued, rather than an opposition. Second, we reconceptualize cross-cultural management learning as situated learning and, third, we put forward ethnography of communication (EoC) as a learning epistemology that bridges the gap between situated learning and the classroom and workplace as learning contexts. More important, we propose a novel "situated curriculum" based on practical ideas to train students as culture learners. Last, we discuss some implications for developing an ethnography of communication-based curriculum for future cross-cultural management education.

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“…Organizational Learning Argyris andSchön's (1978, 1996) seminal theory of OL has shaped much of the current discussion of OL in the organizational literature (Godkin & Allcorn, 2009;Saka-Helmhout, 2010;Thomas & Allen, 2006). Argyris and Schön argue that people behave according to "mental maps" that shape how they plan, implement, and review their actions in different situations.…”

Section: Conceptual Framework and Research Hypothesesmentioning

confidence: 99%

Organizational Learning and Individual Values

Cohen

Rosenblatt

Buhadana

2011

Administration & Society

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This study examines the relationship between individual values and organizational learning among employees of an Israeli government ministry. The authors examined the predictive relationships between 10 individual values and organizational learning, focusing on four dimensions of organizational learning. The study sample consisted of 298 civil service employees working in one Israeli ministry. The findings showed that three values that reflect a focus on person-organization fit-namely, security, tradition, and universalismwere positively and consistently related to all dimensions of organizational learning. Other values representing a focus on the individual-power and self-direction-were negatively related to organizational learning.

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Organizational learning as a situated routine-based activity in international settings

Cited by 29 publications

References 53 publications

Frames and Actors: Translating Talent Management Strategy to Latin America

Frames and Actors: Translating Talent Management Strategy to Latin America

Balancing Emic and Etic: Situated Learning and Ethnography of Communication in Cross-Cultural Management Education

Organizational Learning and Individual Values

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