Routine-Based View of Organizational Learning and Mechanisms of Myopia
Routine-Based View of Organizational Learning and Mechanisms of Myopia
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基于常规的组织学习观和近视机制
DOI：
10.7880/abas.11.45
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发表时间：
2012
影响因子：
--
通讯作者：
Hidenori Sato
中科院分区：
文献类型：
--
作者：
Hidenori Sato
摘要：人们普遍认为，Levinthal和March（1993）提出了“学习短视”的概念，以揭示组织学习的消极方面。然而，学习短视本身并不是问题。学习的短视意味着组织优先于利用而不是探索。从基于常规的组织学习观点来看，只有当促进开发的机制优先于促进探索的机制时，学习的短视才会成为组织各级的问题。关键词：组织学习；学习短视；常规一些研究引用了Levinthal和March（1993）的研究，他们认为“近视”一词是学习的消极方面。然而，Levinthal和March在本质上主张一种现实主义的组织学习理论，认为学习是有局限性的。近视只有在某些情况下才会成为问题；对于一个组织来说，短视行为本身并不是问题。更重要的是要意识到学习机制本身会导致近视，并考虑如何最好地利用组织学习，这在本质上是有限的。学习的短视学习不是万能的。即使是促进学习的机制也可能包含限制因素并导致近视。Levinthal和March主张三种类型的学习近视：(a)时间近视，(b)空间近视，(c)失败近视。短暂性近视意味着忽视遥远的时代。学习倾向于为了短期而牺牲长期（短期不如长期）。尽管学习者可能会获得独特的能力，但从长远来看，所学的技能可能会成为障碍。空间近视意味着忽视远处和更大的画面。通常，针对系统个别部分的最佳策略并不是针对整个系统的最佳策略。因此，促进系统各个部分的学习有时会导致整个系统（部分与整体）出现问题。失败短视意味着忽视了组织中的失败，而不是成功。如果组织通过学习继续取得成功，这也会建立能力和信心。一个成功的人在组织中有权力，对组织决策有一定的影响。因此，组织倾向于强调过去的成功而不是过去的失败，并且倾向于忽略风险（成功比失败）。Levinthal和March所主张的学习局限性是基于常规的组织学习观和基于学习短视是由促进学习的机制造成的短视机制。学习的两种机制一个组织必须解释它的经验来学习。要做到这一点，组织必须简化复杂的环境才能被识别。有两种方法可以实现这一点，如下所示。(1)缓冲区的建设环境可以通过部门化和顺序关注来简化，而不是一次瞄准多个目标。缓冲区构造的有效性取决于问题的可分割性。当问题无法分割时，它就无法发挥作用。然而，问题的可分割性取决于组织对其环境的认知框架。不同的组织从相同的情况中得出不同的含义。因此，可分性不是作为一个外部技术问题，而是作为一个组织问题来确定的。如果整个系统（如组织）试图同时适应环境，那么系统中各部分之间的交互就会变得复杂和不稳定。假设系统的每一部分都通过适应环境来促进学习，那么系统内某一部分的适应成功会产生两种效果：一是减轻另一部分的适应压力，二是发展出比其他部分更大的适应能力。…
Abstract: Levinthal and March (1993) are popularly supposed to have developed a concept "myopia of learning" to reveal negative aspects of organizational learning. However, myopia of learning is not a problem in itself. The myopia of learning means that organizations give precedence to exploitation over exploration. From a routine-based view of organizational learning, myopia of learning only becomes a problem when the mechanisms promoting exploitation take precedence over the mechanisms promoting exploration at all levels of the organization.Keywords: organizational learning, myopia of learning, routine1. IntroductionSome studies cite Levinthal and March (1993) as identifying the negative aspects of learning because of the term 'myopia'. However, Levinthal and March essentially advocated a realistic theory on organizational learning, which states that there are limitations to learning.Myopia only becomes problematic in certain conditions; myopic behavior in itself is not problematic for an organization.It is more important to be aware that learning mechanisms themselves can cause myopia, and consider how to make the best use of organizational learning, which is essentially limited.2. The Myopia of LearningLearning is not all-powerful. Even the mechanisms that promote learning can contain limiting factors and cause myopia. Levinthal and March advocated three types of myopia of learning: (a) temporal myopia, (b) spatial myopia, and (c) failure myopia.Temporal myopia means overlooking distant times. Learning tends to sacrifice the long run for the short run (short term > long term). Although the learner may acquire unique capabilities, the skills learned may become an obstacle in the long term.Spatial myopia means overlooking distant places and the larger picture. Often the best strategies for individual parts of the system are not the best strategies for the entire system. Consequently, promoting learning in the individual parts of the system can sometimes cause problems in the overall system (parts > whole).Failure myopia means overlooking the failures in the organization in contrast to successes. If the organization continues to succeed through learning, this also builds up capability and confidence. A successful person has power within an organization and a definite influence on organizational decisions. Consequently, the organization tends to become biased toward emphasizing past successes over past failures, and tends to ignore risks (success > failure).The limitations on learning advocated by Levinthal and March are Routine-based view of organizational learning and mechanisms of myopia based on the idea that these myopias of learning are caused by the mechanisms used to promote learning.3. Two Mechanisms of Learning3.1. SimplificationAn organization must interpret its experiences to learn. To do this, the organization must simplify complex environments to be recognized. There are two methods to achieve this, given below.(i) construction of buffersThe environment can be simplified by departmentalization and sequential attention, rather than aiming for multiple goals at once.(ii) enactmentThe effectiveness of the construction of buffers depends on the divisibility of the problems. It cannot function when the problems cannot be divided. However, the divisibility of the problems depends on the cognitive framework of the organization toward its environment. Different organizations draw different meanings from the same situation. Consequently, the divisibility is determined not as an external technical problem, but as an organizational problem.3.2. SpecializationIf an entire system such as an organization attempts to adapt to the environment all at once, the interaction between the parts in the system becomes complicated and unstable. Assuming that each of the parts adapts to their environments to promote learning, the success in adapting one part within the system has two effects: relieving the pressure for adaptation in another part, and developing a greater adaptation capacity than other parts. …
药品开发的组织能力和竞争优势
DOI：
--
发表时间：
2003
期刊：
Annals of Business Administrative Science 2(2)
影响因子：
--
作者：
Kuwashima;Kenichi
通讯作者：
Kenichi
影响因子：
4.1
作者：
Zollo, M;Winter, SG
通讯作者：
Winter, SG