Take Your Time? How Activity Timing Affects Organizational Learning and Performance Outcomes

2021 ◽  
Author(s):  
Vinit Desai ◽  
Peter Madsen
Keyword(s):  
Organizational Learning ◽  
Learning Theory ◽  
Theoretical Perspective ◽  
Performance Outcomes ◽  
Organizational Learning Theory ◽  
History Of ◽  
Entire History ◽  
And Performance ◽  
Using Data ◽  
Open Question

Organizational learning theory has long examined how organizations learn to perform better as they accumulate experience. Although experience accumulation is inherently related to the timing of the repeated activities carried out by an organization, the direct relationship between activity timing and organizational learning has not been examined explicitly in the literature and remains an open question. Organizational learning theory contains two competing perspectives on how timing should impact learning—one suggesting that iterating faster is better for learning and one suggesting that taking more time between iterations is more helpful. Here, we reconcile these perspectives and develop a theory about the boundary conditions between them, arguing that, in general, iterating more rapidly enhances learning but that iterations of novel or complex activities, or ones following recent failure, benefit from a slower pace. We conduct tests of this theoretical perspective using data from the entire history of the orbital satellite launch industry from 1957–2017, and we find broad support for our theory and hypotheses.

Enabling continuous learning and quality improvement in health care

2018 ◽  
Vol 31 (6) ◽  
pp. 587-599 ◽  
Author(s):  
Robert William Smith ◽  
Elaina Orlando ◽  
Whitney Berta
Keyword(s):  
Quality Improvement ◽  
Organizational Learning ◽  
Performance Management ◽  
Future Research ◽  
Performance Management System ◽  
Continuous Learning ◽  
Learning Models ◽  
Content Type ◽  
Organizational Learning Theory ◽  
And Performance

Purpose The purpose of this paper is to examine how the design and implementation of learning models for performance management can foster continuous learning and quality improvement within a publicly funded, multi-site community hospital organization. Design/methodology/approach Niagara Health’s patient flow performance management system, a learning model, was studied over a 20-month period. A descriptive case study design guided the analysis of qualitative observational data and its synthesis with organizational learning theory literature. Emerging from this analysis were four propositions to inform the implementation of learning models and future research. Findings This performance management system was observed to enable: ongoing performance-related knowledge exchange by creating opportunities for routine social interaction; collective recognition and understanding of practice and performance patterns; relationship building, learning for improvement, and “higher order” learning through dialogue facilitated using humble inquiry; and, alignment of quality improvement efforts to organizational strategic objectives through a multi-level feedback/feed-forward communication structure. Research limitations/implications The single organization and descriptive study design may limit the generalizability of the findings and introduce confirmation bias. Future research should more comprehensively evaluate the impact of learning models on organizational learning processes and performance outcomes. Practical implications This study offers novel insight which may inform the design and implementation of learning models for performance management within and beyond the study site. Originality/value Few studies have examined the mechanics of performance management systems in relation to organizational learning theory and research. Broader adoption of learning models may be key to the development of continuously learning and improving health systems.

Organizational learning? Look again

2016 ◽  
Vol 23 (5) ◽  
pp. 332-341 ◽  
Author(s):  
Stuart Belle
Keyword(s):  
Organizational Learning ◽  
Good Governance ◽  
Theory Development ◽  
Knowledge Generation ◽  
Content Type ◽  
Empirical Inquiry ◽  
Critical Elements ◽  
History Of ◽  
Nuanced Understanding ◽  
And Performance

Purpose Despite the growth in research on conditions for successful learning by organizations and the introduction of expanding practices and approaches, a progressive and shared understanding of the link between organizational learning and governance is currently missing. This paper aims to take a closer look at organizational learning from a governance angle alongside an institution’s strategic and performance improvement goals. Design/methodology/approach This article takes a reflective approach through which the author’s observations and experiences in guiding organizational learning efforts are presented. Findings The nature of participation and advances in learning how to participate in organizational learning are noted as areas for further inquiry. Dimensions such as desirability, discipline, decision-making, democracy and dividend are presented as critical elements through which organizational learning as governance can be better understood. This novel view of organizational learning is suggested to require more thoughtful and sensitive empirical inquiry and theory development, particularly in contexts with a history of less-than-good governance. Originality/value This viewpoint makes an original contribution to the literature by introducing a new lens through which a deeper and more nuanced understanding of the practices, processes and performance of organizational learning can be further pursued. The article invites researchers, practitioners and leaders in organizations to take another look at how knowledge generation and use is governed. This paper also positions developing and less-developed contexts as ripe and necessary fields within which organizational learning capacities should be explored and strengthened.

scholarly journals A study of theory and concepts of Organizational Learning Capabilities A review of Literature

2016 ◽  
Vol 8 (8) ◽  
Author(s):  
Ranjit Kumar Mukherji ◽  
H.S Grewal
Keyword(s):  
Organizational Learning ◽  
Learning Theory ◽  
Empirical Studies ◽  
Review Of Literature ◽  
Organizational Learning Theory ◽  
Learning Capabilities ◽  
Conceptual Paper ◽  
And Function

There are various descriptions of Organizational Learning Capabilities, various theories and concepts have been associated with this concept, yet many things remain unexplored. This paper is going to expose the various concepts relating to the Organizational Learning expositions, whereby bringing about clarity in its understanding as a theory and the deductions made by various empirical studies as well. However this is a conceptual paper that is going to bring about clarity with respect to Organizational Learning theory, the major premises on which it rests, and the factors of Organizational Learning that really makes the organization adapt and function as per the requirement of the current times.

Applying Organization Theory to Understanding the Adoption and Implementation of Accountable Care Organizations

2016 ◽  
Vol 73 (6) ◽  
pp. 694-702 ◽  
Author(s):  
Stephen M. Shortell
Keyword(s):  
Organizational Learning ◽  
Learning Theory ◽  
Organization Theory ◽  
High Reliability ◽  
Reliability Theory ◽  
Accountable Care Organizations ◽  
Accountable Care ◽  
Multiple Perspectives ◽  
Organizational Learning Theory ◽  
High Reliability Theory

This commentary highights the key arguments and contributions of institutional thoery, transaction cost economics (TCE) theory, high reliability theory, and organizational learning theory to understanding the development and evolution of Accountable Care Organizations (ACOs). Institutional theory and TCE theory primarily emphasize the external influences shaping ACOs while high reliability theory and organizational learning theory underscore the internal fctors influencing ACO perfromance. A framework based on Implementation Science is proposed to conside the multiple perspectives on ACOs and, in particular, their abiity to innovate to achieve desired cost, quality, and population health goals.

scholarly journals Examining Academic Leader’s work in implementing Competency-based Medical Education using Organizational Learning Theory

2018 ◽  
Author(s):  
Nicolas Fernandez ◽  
Nicole Leduc ◽  
Nathalie Caire Fon ◽  
Louis-Georges Ste-Marie ◽  
Dat Nguyen-Dinh ◽  
...  
Keyword(s):  
Medical Education ◽  
Organizational Learning ◽  
Learning Theory ◽  
Structured Interviews ◽  
Academic Leaders ◽  
Competency Based Medical Education ◽  
Organizational Learning Theory ◽  
Professional Activities ◽  
Competency Based ◽  
Implementation Progress

ContextCompetency-based medical education (CBME) implementation is being carried out in many medical schools worldwide. Academic Leadership is a strategy where selected Faculty act to influence peers to adopt change. The Université de Montréal medical school, has adopted this strategy to implement CBME.PurposeThis paper aims to describe the work of Academic Leaders in the process of CBME implementation and to explore relevance of the Nonaka and Toyama organizational learning theory to map implementation progress.MethodBecause knowledge creation model focuses on the relationships between leaders and social structures, embedded case study was selected. Diverse sampling method was used to select three departments: internal medicine, surgery and psychiatry, based on the number of CBME training activities. Data collection was at two intervals, two years apart. Semi-structured interviews (individual and group) were conducted with Department Heads and Academic Leaders. Thematic analysis was conducted on the 15 interview transcriptions.ResultsAs implementation begins, Leaders critically revisit accepted teaching routines and develop a common conception of CBME. This enables leaders to communicate with a wider audience and work within existing committees and working groups where they “break down” CBME into practical concepts. This practical understanding, disseminated through Entrustable Professional Activities, enables observable change.ConclusionLeaders’ roles evolved from an “expert” that disseminates knowledge about CBME through lectures, to a responsive and pragmatic supporting role by developing and writing practical tools in collaboration with peers and program directors.

scholarly journals In Search of Inspiration: External Mobility and the Emergence of Technology Intrapreneurs

2021 ◽  
Author(s):  
Weiyi Ng ◽  
Eliot L. Sherman
Keyword(s):  
Machine Learning ◽  
Organizational Learning ◽  
Research Design ◽  
Learning Theory ◽  
Turnover Rate ◽  
Job Descriptions ◽  
Exact Matching ◽  
Organizational Learning Theory ◽  
Recent Scholarship ◽  
Product Manager

Recent scholarship has established several ways in which external hiring—versus filling a role with a comparable internal candidate—is detrimental to firms. Yet, organizational learning theory suggests that external hires benefit firms: by importing knowledge that is unavailable or obscured to insiders and applying it toward experimentation and risky recombination. Accordingly and consistent with studies of learning by hiring and innovation, we predict that external hires are at greater risk of intrapreneurship than internal hires. We test this prediction via a study of product managers in large technology companies. We use machine learning to operationalize intrapreneurship by comparing product manager job descriptions with the founding statements of venture-backed technology entrepreneurs. Our research design employs coarsened exact matching to balance pretreatment covariates between product managers who arrived at their roles internally versus externally. The results of our analysis indicate that externally hired product managers are substantially more intrapreneurial than observably equivalent internal hires. However, we also find that intrapreneurial product managers have a higher turnover rate, an effect that is primarily driven by external hires. This suggests that hiring for intrapreneurship may be a difficult strategy to sustain.

Sign in / Sign up

Export Citation Format

Share Document