Explaining Discontinuity in Organizational Learning: A Process Analysis
Explaining Discontinuity in Organizational Learning: A Process Analysis
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DOI：
10.1177/0170840610376140
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发表时间：
2010-08-01
影响因子：
5.4
通讯作者：
Lammers, Irene
中科院分区：
文献类型：
--
作者：
Berends, Hans;Lammers, Irene
本文提供了一个组织学习的过程分析，因为它在社会和时间的背景下展开。基于4I框架（Crossan et al.1999），我们在一个国际银行实施知识管理的纵向案例研究中考察了组织学习过程。这种学习轨迹显示了复杂的多层次学习动态，在这种动态中，我们发现了组织学习的微观过程中断或不从一级到另一级进展的不连续性。这些不连续性可以通过学习过程中社会和时间结构的动态和紧张来解释。因此，时间被揭示为组织学习过程和政治的一个关键维度。微观学习过程的不连续性使组织学习变得支离破碎和短暂。
This paper offers a process analysis of organizational learning as it unfolds in a social and temporal context. Building upon the 4I framework (Crossan et al. 1999), we examine organizational learning processes in a longitudinal case study of an implementation of knowledge management in an international bank. This learning trajectory shows complex multilevel learning dynamics, in which we identify discontinuities where micro-processes of organizational learning are interrupted or do not progress from level to level. These discontinuities are explained by dynamics and tensions in the social and temporal structures enacted in the learning processes. Time is thereby revealed as a key dimension in the process and politics of organizational learning. The discontinuities in the micro-processes of learning render organizational learning fragmented and transient.