Organizational Memory

Walsh, James P.; Ungson, Gerardo R.

doi:10.5465/amr.1991.4278992

Cited by 1,541 publications

(704 citation statements)

References 75 publications

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653

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“…Our results are consistent with prior theory that emphasizes the difficulties and dangers of interpreting low levels of experience and making use of raw experience to guide significant action . Our results are also consistent with the construct of absorptive capacity (Cohen and Levinthal 1990)-in which some experience makes possible the interpretation of other experience-and the importance of organizational memory Miner 1997, Walsh andUngson 1991) in gaining value from new experience. Our results indicate that after a certain level, additional experience can become useful even if the low levels were harmful.…”

Section: Summary Of Findingssupporting

confidence: 87%

“…It can cross-check for consistency in activities related to avoiding failure and achieving success with a richer palate of events and actions to draw on for causal models of its own history. These ongoing comparisons permit the firm to gain a larger library of possibly valuable activities available to deploy if surprising external events should occur (Feldman 1989, Walsh andUngson 1991). This will also help the firm to identify successful and unsuccessful routines more accurately and to improve its theories about actions leading to success or failure.…”

Section: The Interaction Between a Firm's Own Success And Recovery Exmentioning

confidence: 99%

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

Kim

Miner

2009

Organization Science

148

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: Summary Of Findingssupporting

confidence: 87%

Section: The Interaction Between a Firm's Own Success And Recovery Exmentioning

confidence: 99%

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

Kim

Miner

2009

Organization Science

148

111

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“…Storing knowledge increases opportunities for exploiting knowledge and causes an increase in the surface and depth of learning both theoretical and clinical subjects (47). Knowledge is embedded in individuals, cultures, alterations and structures (48). Educators and students involve in teaching and learning activity by storing knowledge in subjective and objective forms (49).…”

Section: Km and Storing Medical Knowledgementioning

confidence: 99%

Can Knowledge Management Be Implemented in the Teaching of Medical Sciences?

Hassanian¹,

Ahanchian²,

Moonaghi³

2015

Acta Facultatis Medicae Naissensis

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Universities play a vital role in social progress. Knowledge management (KM) is a kind of process which transforms data into knowledge and knowledge into capital. The aim of this paper is to investigate the use of KM in the field of education of medical sciences in order to help educators and students benefit from the knowledge present in the field of health sciences in a more meaningful and informed way.To achieve the aim of this narrative review, the related Persian and English literature sources were carefully examined; first, the Internet and other data bases were searched for articles containing one or more of the following key words: knowledge, knowledge management, medical science and higher education. Then, the related articles were quickly scanned and useful information was extracted. The selected parts of the text were carefully studied and summarized by two researchers. After gaining a thorough comprehension of the subject, its different dimensions and aspects were described and compared.As a process, the goal of KM in the field of medical sciences is to motivate the creation, sharing, storing and utilization of knowledge. Knowledge creation occurs by continually transforming tacit knowledge into explicit knowledge and vice versa. KM can be implemented in different areas of medical science including clinical practice. Knowledge managements system (KMS) plans are used to provide high quality, high value cost-effective care in medical science. Critical factors that influence the success of the implementation of KM in the field of medical education include culture, leadership and appropriate substructure. KM can be implemented for the development of medical education. KM is a tool which makes education and its practice intellectual, high quality and affordable. Implementation of KM is recommended in the field of medical education for effective health care delivery.

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“…Within the traditional approach, it has been generally recognized that organizational memory consists of mental and structural artifacts and is described in terms of objects and bins. For example, Walsh and Ungson [11] propose that organizational memory can be retained in six places: individuals, culture, organizational structures (individual roles), transformation, organizational ecology (the actual physical structure) and external archives. In this way, the interpretations of the past can be embedded in systems and artifacts (e.g.…”

Section: The Notion Of Community Memorymentioning

confidence: 99%

“…To conclude, organizational and community memory consists of mental and structural artifacts [11], but it can also be thought of as a process and representational states [2]. Also, an integral part of community memory is the histories and trajectories of its members, which are represented as the community's shared repertoire.…”

Section: The Notion Of Community Memorymentioning

confidence: 99%

A repository of virtual places as community memory

Prasolova‐Førland¹

2004

Proceedings of the 2004 ACM SIGGRAPH International Conference on Virtual Reality Continuum and Its Applications in Industry - V

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Abstract. This paper discusses the usage of Collaborative Virtual Environments (CVEs) as a repository of virtual places, serving as a community memory. Place is important for human memory and for social life of a learning community. Virtual places have the advantage of flexible creation and modification and therefore can be used for capturing and storing histories and activities in a learning community. We have looked at the theory behind the concept of organizational and community memory and analyzed the lessons learned from the usage of a virtual world, Viras, we have created for social awareness support in a learning context. The result is a set of requirements and a corresponding extension and re-design suggestion for Viras.

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Organizational Memory

Cited by 1,541 publications

References 75 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

Can Knowledge Management Be Implemented in the Teaching of Medical Sciences?

A repository of virtual places as community memory

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