Handbook of Organizational Learning and Knowledge Management E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 1642

Veröffentlichungsjahr: 2011

Beschreibung

The fully revised and updated version of this successful Handbook is welcomed by management scholars world-wide. By bringing together the latest approaches from the leading experts in organizational learning & knowledge management the volume provides a unique and valuable overview of current thinking about how organizations accumulate 'knowledge' and learn from experience.

Key areas of update in the new edition are:

• Resource based view of the firm
• Capability management
• Global management
• Organizational culture
• Mergers & acquisitions
• Strategic management
• Leadership

Leseprobe

Contents

Chapter 1: The Evolving Field of Organizational Learning and Knowledge Management

The Field and Scope of the Handbook

Major Sources

Watersheds

Future Directions

Conclusions

Part I: Disciplinary Perspectives

Chapter 2: Organizational Learning Viewed from a Social Learning Perspective

Abstract

Introduction

Organizational Learning Based Upon Individual Learning Theory

Social Learning Theory in Organizational Learning Literature

Inspiration from Pragmatism

Conclusion and Discussion

Chapter 3: Organizational Learning: The Sociology of Practice

Abstract

Introduction

The Grounding of the ‘Practice-based Studies’ Label

The Polysemy of Practice

The Epistemology of Practice

The Becoming of a Practice and its Stabilization

The Theoretical Contribution Made by the Study of Practices

The Substantive Contribution Made by the Study of Practices

Conclusions

Chapter 4: Psychological Perspectives in Organizational Learning: A Four-Quadrant Approach

Abstract

Introduction

The Four Quadrant Framework

Emotion in Organizational Learning

Conclusion

Chapter 5: Information Technology and the Possibilities for Knowledge Sharing

Abstract

Introduction

Literature Review

Conceptualizing Knowledge Sharing and IT

Indicative Case Example: Knowledge Sharing in Compound UK

Implications for Enterprise 2.0 and Knowledge Management

Practical Implications

Conclusion

Chapter 6: Knowledge Management: Process, Practice, and Web 2.0

Abstract

Introduction

Knowledge Management in Organizations

The Role of Web 2.0 Technologies in Support of Organizational Knowledge Management

Summary and Conclusion

Chapter 7: Knowledge Creation in Firms

Abstract

Knowledge Management: Perils and Promises

Organizational Economics: A Novel Perspective on Knowledge Management

Knowledge Management: Organizational Economic Insights

Conclusions

Chapter 8: A Framework for Integrating Organizational Learning, Knowledge, Capabilities, and Absorptive Capacity

Abstract

Introduction

Definition of Constructs

Definition of Boundaries

Integrative Framework

The Moderating Role of a Knowledge Strategy

Conclusions and Directions for Future Research

Part II: Organizational Learning and Learning Organizations

Chapter 9: Learning Portfolios: An Alternative to Learning Organizations

Abstract

Introduction

Images of Organizations and Learning

Contrasting Images: Implications

FIAT Auto: Case Example of a Company’s Learning Portfolio

Analyzing Learning Portfolios

Learning Portfolio Management

Investment Dimensions to Learning

Assessing Learning Effectiveness

Guiding Learning Portfolios: The Role of the Chief Learning Officer

Tailoring Theory and Application

Conclusion

Chapter 10: Intersubjectivity and Community-Building: Learning to Learn Organizationally

Abstract

Introduction 1

Knowledge, Cognition, and Organizational Learning

Intersubjectivity: The Key to Communities and Community Building

From Theory to Practice: Community Building

Discussion—Some Key Learnings from Applying the Model

Conclusion

Chapter 11: Fads, Fashions, and the Fluidity of Knowledge

Abstract

Introduction

The Success of Senge’s TLO

TLO’s Latency Period

Senge’s Focus

What Research into Fads and Fashions Says About TLO’s Success

Fluid Knowledge

Chapter 12: The Contribution of Teams to Organizational Learning

Abstract

Introduction

A Review of the Team Learning Literature

Discussion

Conclusion

Chapter 13: Absorptive Capacity

Abstract

Introduction

Origins, Definitions, and Operationalizations

Outcomes and Antecedents

Moderators and Absorptive Capacity as a Moderator

Progress, Problems, and Prospects

Chapter 14: Social Identity and Organizational Learning

Abstract

Introduction

Social Identity

Organizational Learning and Social Identity

Identity Management in the Organizational Learning Process

New Organizational Forms, Social Identity, and Learning

Networks, Social Identity, and Learning

Do New Organizational Forms Threaten Social Identity and Learning?

Conclusions

Chapter 15: Organizations, Learning, and Emotion

Abstract

Introduction

Learning, Knowledge, and Emotion

Some Perspectives on Emotions

Organizations, Management, and Emotion

Organizational Learning, Politics, and Emotion

Anxiety

Transference, Anxiety, and Defenses

Group Emotions, Collective Dynamics, and Learning

Criticism, Learning, and Care

Chapter 16: Subtle Learning and Organizational Identity as Enablers of Strategic Change

Abstract

Introduction

The Nature of Organizational Learning

Subtle Learning

Organizational Identity ←⇒ Organizational Learning

Implications

Conclusion

Part III: Knowledge and its Management in Organizations

Chapter 17: Dominant Logic, Knowledge Creation, and Managerial Choice

Abstract

Introduction

The Nature of Dominant Logic

Variance Suppression

Some Future Directions for the Study of Dominant Logic

Process Dominant Logics

Chapter 18: Informal Knowledge and Innovation

Abstract

Knowledge and Innovation

Why External Knowledge?

Informal Modes of Knowledge Acquisition

The Stage of Organizational Innovation and Informal Knowledge

Informal Knowledge and Innovation: Next Steps

Chapter 19: Knowledge Sharing in Organizations: The Role of Communities a

Abstract

Introduction

The Problem of Knowledge Sharing

Agency in Knowledge Sharing

The Communal Resource

Conclusion and Research Imperatives

Chapter 20: Organizational Forgetting

Abstract

Introduction

Learning Curves and Knowledge Decay

Unlearning and Forgetting

A Comprehensive Model of Learning and Forgetting

Conclusions and New Avenues for Research

Chapter 21: How Should We Understand Tacit Knowledge? A Phenomenological View

Abstract

Introduction

Personal Knowing, Tacit Knowledge, and Skillful Performance: A Primer in Polanyi

Tacit Knowledge in Management Studies: The Great Misunderstanding

Articulating Tacit Knowledge

Conclusions

Chapter 22: Organizing Knowledge in Social, Alliance, and Organizational Networks

Abstract

Introduction

Knowledge in Three Network Types

Networks: Integrative Perspectives

Network Capability

Progress and Prospects

Chapter 23: Knowledge Assets, Capabilities, and the Theory of the Firm

Abstract

Introduction

Knowledge Assets and Learning

Knowledge Assets and Competitive Advantage

A Theory of the Learning Firm

Conclusion

Chapter 24: The Human Side of Dynamic Capabilities: a Holistic Learning Model

Abstract

Introduction

A Review of the Concept

A ‘Holistic’ Framework of Dynamic Capabilities

Conclusions

Chapter 25: Knowledge Structures and Innovation: Useful Abstractions and Unanswered Questions

Abstract

Organizational Knowledge-Bases

Three Mechanisms of Innovation Search

Dimensions of Organizational Knowledge-Bases

The Antecedents of Organizational Knowledge-Bases

Unanswered Questions

Part IV: Learning and Knowledge in International Contexts

Chapter 26: The Impact of Intercultural Communication on Global Organizational Learning

Abstract

Introduction

Communication in Global Organizational Learning

Intercultural Communication

Intercultural Communication Barriers to Organizational Learning

Sender-related Intercultural Communication Barriers to Organizational Learning

Receiver-related Intercultural Communication Barriers to Organizational Learning

Cultural Intelligence and Levels of Readiness

Chapter 27: Collaborating, Learning and Leveraging Knowledge Across Borders: A Meta-Theory of Learning

Abstract

Introduction

Mapping the Collaborative Learning Field

Collaborative Learning

Towards A Meta-framework of Collaborative Learning

Concluding Remarks

Chapter 28: Organizational Learning in Asia

Abstract

Taking Stock of Past Research

Nonaka’s Theory of Knowledge Creation

Towards a Pan-Asian Perspective on Organizational Learning

Implications for Organizational Learning and Knowledge Creation

Chapter 29: Learning Across Boundaries: The Effect of Geographic Distribution

Abstract

Introduction

Theoretical Framework

Effect of Contextual Factors on Organizational Learning and Knowledge Transfer

Future Work and Conclusion

Index

We would like to thank Rachel Hills and Sophie Easterby-Smith for their tremendous help at editing, citation analysis, proofreading, formatting, and general management in drawing this new edition together.

This edition first published in 2011

Copyright © 2011 John Wiley & Sons

Registered office

John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, United Kingdom

For details of our global editorial offices, for customer services and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com

The right of the author to be identified as the author of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher.

Wiley also publishes its books in a variety of electronic formats and by print-on-demand. Some content that appears in standard print versions of this book may not be available in other formats. For more information about Wiley products, visit us at www.wiley.com.

Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. The publisher is not associated with any product or vendor mentioned in this book. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold on the understanding that the publisher is not engaged in rendering professional services. If professional advice or other expert assistance is required, the services of a competent professional should be sought.

Library of Congress Cataloging-in-Publication Data

Handbook of organizational learning and knowledge management edited by Mark Easterby-Smith, Marjorie A. Lyles. -- 2nd ed.

p. cm.

Originally published: Blackwell handbook of organizational learning and knowledge management. 2003.

ISBN 978-0-470-97264-9 (pbk.)

1. Organizational learning--Handbooks, manuals, etc. 2. Knowledge management--Handbooks, manuals, etc. I. Easterby-Smith, Mark. II. Lyles, Marjorie A. III. Blackwell handbook of organizational learning and knowledge management.

HD58.82.B56 2011

658.3′124--dc22

ISBN: 9780470972649 (pbk); ISBN: 9780470972809 (ebk)

ISBN: 9780470972816 (ebk); ISBN: 9781119977902 (ebk)

Chapter 1

The Evolving Field of Organizational Learning and Knowledge Management

MARK EASTERBY-SMITH AND MARJORIE A. LYLES

Organizational learning (OL) and knowledge management (KM) research has gone through dramatic changes in the last twenty years and, without doubt, the field will continue to change in the next ten years. Our research suggests that Cyert and March were the first authors to reference organizational learning in their publication of 1963. It was just twenty years ago that a conference was held at Carnegie Mellon University to honor March and his contribution to the field of organizational learning. Many of these presentations were published in a special issue of Organization Science in 1991.

Since that time we have seen a rapid expansion in the number of journal articles—both academic and practitioner—devoted to organizational learning. Fields such as information technology, marketing and human resources have also jumped on the bandwagon. Doctoral programs are including seminars on organizational learning, and MBA courses on organizational learning are appearing. All of this reflects acceptance of the concept that organizations have knowledge, do learn over time, and consider their knowledge base and social capital as valuable assets. It also reaffirms the legitimacy of research on organizational learning and its practical applications to organizations.

The first edition of this Handbook was published in 2003 but most chapters were completed in 2001 or 2002. Our first edition was widely used and it was clear—given the advancement of the field—that a second edition was necessary. Some people might claim that it is foolhardy to seek to cover the full range of the literature within one volume. Our intent is to provide a resource that is useful to academics, practitioners, and students who want an overview of the current field with full recognition that—to our delight—the field continues to have major impact on research and management practices. Our response is to highlight four features of the current literature, which provide a general rationale for compiling this Handbook.

First is the novelty and speed of development of the field. Overall, there was very little activity before 1990, and in some sub-areas almost everything dates after 1995. The speed of development, coupled with the lead times of publishing, means it is hard to develop a cumulative sense to the field where studies and publications are able to build systematically on previous work. Many of the chapter authors show how the present position has evolved from prior work, and then proceed to speculate on potential future directions (for example, see Argote, Denomme, and Fuchs, Chapter 29; and Van Wijk, van den Bosch, and Volberda, Chapter 22).

The second feature is the increasing diversity and specialization of the field. This has led to tighter definitions and the isolation of problems such as the political implications of organizational learning and knowledge management; it has also led to developments taking place in parallel which result in limited awareness of what is happening elsewhere at the same time. There is therefore a need to locate different sub-areas in relation to each other, so that overlaps and potential areas of synergy can be identified. In preparing the chapters of this book the authors have been aware of topics of other chapters and had access to the chapter drafts so that they could also identify potential commonalities and differences, whether there are overlaps of subject material, similar theoretical roots, or shared problem areas. This also implies a need for some mapping exercises, and several of the chapters (in addition to this one) aim to do just that (for example, see Shipton and DeFillippi, Chapter 4; and Vera, Crossan, and Apaydin, Chapter 8).

The third feature is that debates and arguments have started to flourish largely as a consequence of this diversity. Debates have focused around the definition of terms and the meaning of concepts, the appropriateness of methods of inquiry, ways of influencing learning processes within organizations, and the purposes to which we should put our knowledge of organizational learning and knowledge management. Because they lead to clarification of terms, sharpening of distinctions, and development of new ideas, these debates are invaluable. Consequently, we have encouraged authors to identify ongoing debates in their areas; and in a number of places we have juxtaposed chapters that represent different perspectives on particular contemporary debates.

Fourth, despite the growing diversity we have also been surprised at the number of citations that appear repeatedly across the chapters of the Handbook, which suggests that there still remains considerable commonality in the field. If we reach back to some of the earlier papers, there are several common points of departure, which may have become a form of ‘tacit knowledge’ that underlies the work of most scholars. Accordingly we devote much of this chapter to looking at the sources of key concepts, and to the works that have had a disproportionate influence on the evolution of the field. We see these as being similar to the watersheds of rivers which provide essential starting points for distinct streams, but which may subsequently be forgotten as the downstream rivers gather both strength and importance.

This opening chapter has three main sections. In the first section we offer a preliminary mapping of the field that is covered by the Handbook, which is elaborated in the chapters that follow. In the second section we present an analysis of the citations given by the chapters in this Handbook. In order to give an indication of changing priorities since the first edition was published we have divided this into two separate tables: covers the references that predate 2000 and covers references after 2000. There are 1160 citations to work predating 2000 out of a total of over 2229 references across the twenty-nine chapters of the book. In the third section we develop the theme of watersheds by focusing on the older publications, some of which score well in our analysis of citations, and all of which appear to have had a significant impact on the evolution of the fields of organizational learning and knowledge management.