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How organizations learn from experie...

Robbins, Scott Allen.

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How organizations learn from experience: An empirical exploration of organizational intelligence and learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	How organizations learn from experience: An empirical exploration of organizational intelligence and learning./
作者:	Robbins, Scott Allen.
面頁冊數:	293 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-02, Section: A, page: 7940.
Contained By:	Dissertation Abstracts International62-02A.
標題:	Labor relations. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3003418
ISBN:	9780493124148

How organizations learn from experience: An empirical exploration of organizational intelligence and learning.
Robbins, Scott Allen.

How organizations learn from experience: An empirical exploration of organizational intelligence and learning. - 293 p.

Source: Dissertation Abstracts International, Volume: 62-02, Section: A, page: 7940.

Thesis (Ph.D.)--The University of New Mexico, 2001.

A case study strategy was used to explore the relationship between individual cognition, communication and organizational learning. Observational, archival, and interview data were collected as the subject organization responded to four naturally occurring trigger events. The organizational learning process was interpreted using a six-stage model of socially distributed cognition. The six stages were attention, detection, interpretation, resolution, implementation, and learning. Organizational learning, as an outcome, was interpreted as change occurring in one of six sites identified as organizational memory facilities. The six sites were member knowledge, staffing relationships, formal procedures, tools and equipment, work processes, and facility configuration.

ISBN: 9780493124148Subjects--Topical Terms:

3172144
Labor relations.

How organizations learn from experience: An empirical exploration of organizational intelligence and learning.
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245 1 0 $a How organizations learn from experience: An empirical exploration of organizational intelligence and learning.
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500 $a Source: Dissertation Abstracts International, Volume: 62-02, Section: A, page: 7940.
500 $a Chairperson: Hallie Preskill.
502 $a Thesis (Ph.D.)--The University of New Mexico, 2001.
520 $a A case study strategy was used to explore the relationship between individual cognition, communication and organizational learning. Observational, archival, and interview data were collected as the subject organization responded to four naturally occurring trigger events. The organizational learning process was interpreted using a six-stage model of socially distributed cognition. The six stages were attention, detection, interpretation, resolution, implementation, and learning. Organizational learning, as an outcome, was interpreted as change occurring in one of six sites identified as organizational memory facilities. The six sites were member knowledge, staffing relationships, formal procedures, tools and equipment, work processes, and facility configuration.
520 $a Qualitative and quantitative research methods were used to explore the relationship between perceptions of trigger event seriousness, response network characteristics, and organizational learning. The interactions between people together with the interactions between people and knowledge-rich artifacts defined cognitive response networks consisting of both human and technological constituents. Differences in the density and geodesic diameter of the response networks were observed to correspond with differences in perceived seriousness of trigger events. Those response networks initiated by more serious triggering events had a lower network density and greater geodesic diameter than networks initiated by less serious triggering events. The results of the study also suggested a relationship between the perceived seriousness of trigger events and the extent of changes characterized as organizational learning. The response episodes following the more serious triggering events resulted in more extensive organizational learning.
520 $a The study contributes to theory and research methodology in cognitive science, social network analysis, and organizational learning. The research enriches cognitive science by demonstrating how organizations, as socially distributed cognitive systems, respond to triggering events. The integration of knowledge-rich artifacts in the response networks represents an important innovation in traditional approaches to social network analysis. The quantification of organizational learning establishes an important new direction in the study and evaluation or organizational knowledge dynamics. The present study also introduces ground-breaking techniques for the graphical depiction of organizational cognitive response episodes.
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