Influences On Knowledge processes In Organizational Learning: The Psychosocial Filter

This paper reports a segment of broader theory-building case study research exploring organizational learning and knowledge processes in a bio-medical consortium. Its focus is the individual-level factors that influence knowledge processes associated with organizational learning. As we explored how rganizational learning occurred, the underlying knowledge processes came forward as complex and idiosyncratic. In an unanticipated finding, micro-processes emerged as highly influential, with individual perceptions of approachability, credibility and trustworthiness mediating knowledge importing and knowledge sharing activities. We introduce a model – the psychosocial filter – to describe the cluster of micro-processes that were brought forward in the study. Firstly, scientists filtered knowledge porting by deciding whom they would approach for information and from whom they would accept input. The individual's confidence to initiate information requests (which we termed social confidence) and the perceived credibility of knowledge suppliers both mediated knowledge importing. Secondly, scientists mediated knowledge sharing by actively deciding with whom they would share their own knowledge. Perceived trustworthiness – based on perceptions of what olleagues were likely to do with sensitive information – was the factor that influenced knowledge-sharing decisions. Significantly, the psychosocial filter seemed to constitute a heedful process with high functionality. Its effect was not to block knowledge circulation, but instead to ensure that nowledge-sharing decisions were made in a thoughtful and deliberate way. The psychosocial filter suggests an initial framework for conceptualizing the role that individual-level processes play in organizational knowledge sharing. Building on this, the model provides a platform for more focused exploration of knowledge processes and social relationships in organizational learning.     

组织智能及其对组织创新的影响

为了实现组织更好地发展,首先,分析了组织智能的涵义和特征;构建了组织智能模型,包括成员聪明和过程聪明两部分;提出了组织创新四维模型。其次,主要从管理创新、制度创新、技术创新和知识创新四个方面探讨了组织智能对组织创新的影响,分析了组织智能研究的应用前景。     

Organizational Learning in Project‐Based Companies: A Process Thinking Approach

Although a traditional project model is clearly useful for laying out the patterns of relationships surrounding a project, it does not provide the temporally embedded accounts that enable us to understand how organizational learning takes place. The process thinking perspective offers a means to solving this problem. This article provides an analysis of how different processes interact dynamically in order to benefit project‐based companies' organizational learning. Two findings from this study are: (1) organizational learning is a dynamic concept that emphasizes the continually changing nature of a project‐based company and (2) sensemaking and negotiation of meaning are ongoing processes in project‐based companies.     

Contextual Influences on Executive Selection: Firm Characteristics and CEO Experience

This study examines the relationship between antecedent organizational characteristics and the pre-succession experience of individuals chosen as chief executive officer (CEO) – relationships that have received limited attention in past research. A sample of 214 CEO selection decisions was used to test hypothesized relationships between the firm characteristics of size, performance, growth, advertising intensity, risk and individual attributes pertaining to the experience of selected CEOs. Results indicate the following relationships: pre-succession profitability, size and advertising intensity are associated with the chosen executives' organizational tenure levels; pre-succession firm size and risk are associated with the age of selected CEOs; and, pre-succession profitability and advertising intensity are associated with type of functional background experience. Findings provide new insights into the relative importance of pre-succession experience associated with different organizational contexts in CEO selection decisions.     

Editorial Introduction to the Special Issue: Thinking in Organizations

This special issue of the Journal of Management Studies is devoted to a topic which is rapidly becoming established as one of the central concerns of researchers within the interrelated fields of organization studies and management studies: the topic of managerial and organizational cognition. The purpose of this introductory article is to outline the key themes to be addressed and to contextualize the various contributions within the wider literature. That interest in this rapidly developing area of study is on the ascendancy is evidenced by the growing number of special issues of journals (e.g. Eden, 1992; Meindl et al., 1994, Porac and Thomas, 1989), edited books and monographs (e.g. Cummings and Staw, 1990; Huff, 1990; Sims and Gioia, 1986; Weick, 1995), and informal conferences and networks, devoted to an increasingly diverse range of organizational phenomena, as viewed from a cognitive perspective. Moreover, the formation of the Managerial and Organizational Cognition Interest Group within the American Academy of Management represents a significant landmark in the development of cognitive approaches to the analysis of behaviour in organizations.     

Organizational Transformation in Transition Economies: Resource-based and Organizational Learning Perspectives

ABSTRACT The capitalist and socialist societies of the twentieth century assigned firms different roles within their economic systems. Enterprises transforming from socialist to market economies thus face fundamental organizational restructuring. Many former state-owned firms in the transition economies of Central and Eastern Europe have failed at this task. These firms have pursued primarily defensive downsizing, rather than strategic restructuring, as a result of both internal and external constraints on restructuring strategies.
Building on the organizational learning and resource-based theories, we analyse strategies available to management in privatized, former state-owned enterprises in transition economies to restructure their organization. Both internal forces promoting or inhibiting the restructuring process, and external constraints arising in the transition context are examined. A model and testable propositions are developed that explain post-privatization performance. Implications of our research point to the ways in which firms should manage and develop their resource base to transform to competitive enterprises.     

Learning to Build a Car: An Empirical Investigation of Organizational Learning

abstract    This study provides a longitudinal empirical examination of the basic elements of Nonaka's (1994 ) dynamic theory of organizational knowledge creation. First, the data illustrate the notion that knowledge creation in organizations proceeds through an intertwined four-phase process: (1) socialization (tacit knowledge amplification); (2) externalization (tacit knowledge is transformed into explicit knowledge); (3) combination (explicit knowledge amplification); and (4) internalization (explicit knowledge is transformed into tacit knowledge). Second, the study extends Nonaka's theory by comparing the relative amount of intra-organizational knowledge transfer occurring during periods of product redesign with the amount of knowledge transfer occurring during steady-state periods. The questionnaire data suggest that the overall level of knowledge transfer is higher during periods of product redesign than it is during the steady state, whereas the interview data indicate that there were more mentions of knowledge transfer during the steady state. Third, the data suggest that there may be benefit in adding tacit error correction as a fifth phase in the learning cycle. This phase is characterized by a dual emphasis on externalization and internalization. Implications of these findings are discussed.     

基于终身学习与组织学习的学习型物流企业研究

探讨了物流企业终身学习与组织学习内涵、方式及其意义,建立学习型企业的途径与方式。分析了在终身学习与组织学习的条件下有效进行知识管理以及知识链和学习链管理的意义,推进企业知识传播、共享和创新的过程与机制。建立了学习型组织模型。     

Some Basic Issues Related to Contextual Performance and Organizational Citizenship Behavior in Human Resource Management

This article examines some basic issues that might pose conceptual challenges in applying ideas related to contextual performance and organizational citizenship behavior to human resource management. It considers labeling issues and differences between the origins and definitions of the terms, contextual performance, and organizational citizenship behavior, and argues that the labeling issues are less important than careful definition and measurement of the behavioral dimensions that these terms embrace. It also considers the conceptual status of organizational citizenship behavior and contextual performance as latent constructs or aggregate constructs according to distinctions presented by Law, Wong, and Mobley. And finally, it explores questions related to consequences of behavioral patterns connoted by these terms for organizational effectiveness and individual motivation, job satisfaction, and commitment.     

组织学习方式与知识创新研究综述

本文首先对国内外组织学习方式与知识创新理论进行了分析,从不同角度探讨和比较组织学习方式,并对知识创新理论进行了研究。最后分析组织学习方式与知识创新之间的紧密关系。     

Transferring Organizational Learning Systems to Japanese Subsidiaries in China*

abstract Qualitative interviews and observations were conducted to study the cross‐border transfer of organizational learning systems to the subsidiaries of five Japanese manufacturing companies operating in South China. This paper develops a holistic model of the overall process, by integrating knowledge‐oriented, routine‐oriented, and social/contextual perspectives, each of which plays a necessary role in explaining essential aspects. One feature of the transfer of organizational learning systems entailed arranging local access to, and opportunity to replicate, various types of knowledge repository that contained corporate values as well as technical expertise. A second feature involved the development of collective learning routines through dynamic interplay with evolving, locally based, knowledge repositories. A third feature, in two companies, entailed the creation of enterprise contexts that reproduced the socialization and corporate culture maintenance rituals, and the open plan factory and office designs, that were hallmarks of the respective parent companies, and which appeared highly conducive to the transfer of collective learning routines to the local sites. Findings indicate that successful cross‐border transfer of organizational learning systems entails the development and implementation of an overall heuristic design for cultivating collective learning routines through the engineering of enterprise contexts and the responsive management of knowledge repositories.     

A Model of Organizational and Job Environment Influences on Workplace Violence

A considerable amount of research on workplace violence has been conducted over the past two decades, resulting in a better understanding of its causes and consequences. Several models have been developed that consider the causes and consequences, as well as the organization??s policies that influence workplace violence. The source of violence (internal vs. external), hierarchical position (supervisory vs. line positions), formalization in terms of policies, and the external environment factors that affect organizations have rarely been considered in combination with one another in models to date. The present paper develops a model addressing these gaps in the literature by incorporating these factors as influences on the likelihood of experiencing workplace violence.     

Leader Power and Agency-Communion Orientations as Moderators of the Effects of Organizational Characteristics on Workplace Bullying

Employee Responsibilities and Rights Journal - This conceptual paper suggests that the distinction between an autocratic and democratic leadership orientation may serve as an important moderator of...     

Narcissism and Empowerment: How Narcissism Influences the Trickle-Down Effects of Organizational Empowerment Climate on Performance

The present study proposes a trickle-down model of employee empowerment in which empowerment climate at the organization level is positively related to the empowering leadership of team leaders and ultimately to individual task performance. Importantly, we hypothesize that team leaders’ and members’ narcissism can respectively inhibit and enable the cross-level empowerment process by affecting the intended distribution of decision-making authority and resources between team leaders and members. The analysis of data from 834 team members of 189 teams in 46 organizations reveals that organizational empowerment climate is positively related to team leaders’ empowering leadership when they are less narcissistic. Empowering leadership is positively related to individual task performance when team members are highly narcissistic. Finally, we observe that the combination of less narcissistic leaders and more narcissistic members is a condition under which the indirect effect of organizational empowerment climate on individual task performance through empowering leadership is positive.     

Organizational Learning Activities in High-hazard Industries: The Logics Underlying Self-Analysis

Organizational learning takes place through activities performed by individuals, groups, and organizations as they gather and digest information, imagine and plan new actions, and implement change. I examine the learning practices of companies in two industries – nuclear power plants and chemical process plants – that must manage safety as a major component of operations, and therefore must learn from precursors and near-misses rather than exclusively by trial-and-error. Specifically, I analyse the linked assumptions or logics underlying incident reviews, root cause analysis teams, and self-analysis programmes. These logics arise from occupational and hierarchical groups that work on different problems in different ways – for example, anticipation and resilience, fixing and learning, concrete and abstract. In organizations with fragmentary, myopic and disparate understandings of how the work is accomplished, there are likely to be more failures to learn from operating experience, recurrent problems, and cyclical crises. Enhanced learning requires ways to broaden and bring together disparate logics.     

Combinative Effects of Innovation Types and Organizational Performance: A Longitudinal Study of Service Organizations

Innovation research suggests that innovation types have different attributes, determinants, and effects. This study focuses on consequences of adoption of three types of innovation (service, technological process, and administrative process) in service organizations. Its main thesis is that the impact of innovation on organizational performance depends on compositions of innovation types over time. We examine this proposition by analysing innovative activity in a panel of 428 public service organizations in the UK over four years. Our findings suggest that focus on adopting a specific type of innovation every year is detrimental, consistency in adopting the same composition of innovation types over the years has no effect, and divergence from the industry norm in adopting innovation types could possibly be beneficial to organizational performance. We discuss the implications of these findings for theory and research on innovation types.     

Social Capital and Organizational Change in High‐Involvement and Traditional Work Organizations

We present new evidence indicating that changing from a traditional human resource management (HRM) environment to an innovative one entails a change not only in formal work practices, but also in the informal networks and patterns of interaction among employees. We focus on differences in the social capital of these workplaces and measure differences in the structure of interactions and information transfer among employees across a sample of manufacturing lines with a common production technology and different HRM systems. We then consider the implications of these differences and show that the change from one form of workplace practices to the other is therefore not just a matter of paying for the direct costs of a new set of HRM practices. Rather, it would involve a disruptive overhaul in the entire network of interactions among all workers at the plant.     

A Holistic View on Learning in Project‐Based Organizations

Although researchers have over the years highlighted the importance of managing and supporting learning in project‐based settings, it still seems to be problematic. New project management capabilities are needed, such as systems thinking, which will allow project‐based organizations to better cope with learning in the organizations. This article explores how Swedish project‐based organizations within an engineering and construction context manage and support learning activities today and discusses, with the support of process management literature, how an “organizational‐wide project learning process” could improve the prerequisites for learning in project‐based organizations. Our findings from three project‐based organizations indicate a lack of a holistic perspective on project learning. A conceptual model is proposed, with the aim of validating and promoting process thinking by introducing, for example, new roles responsible for intra‐ and inter‐project learning, respectively.