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.

Artificial intelligence in the workplace – A double-edged sword

2020 ◽  
Vol 37 (5) ◽  
pp. 253-265
Author(s):  
Uta Wilkens
Keyword(s):  
Artificial Intelligence ◽  
Machine Learning ◽  
Organizational Learning ◽  
Learning Theory ◽  
Practical Implication ◽  
Job Design ◽  
Macro Level ◽  
Learning Approaches ◽  
Content Type ◽  
Meso Level

PurposeThe aim of this paper is to outline how artificial intelligence (AI) can augment learning process in the workplace and where there are limitations.Design/methodology/approachThe paper is a theoretical-based outline with reference to individual and organizational learning theory, which are related to machine learning methods as they are currently in use in the workplace. Based on these theoretical insights, the paper presents a qualitative evaluation of the augmentation potential of AI to assist individual and organizational learning in the workplace.FindingsThe core outcome is that there is an augmentation potential of AI to enhance individual learning and development in the workplace, which however should not be overestimated. AI has a complementarity to individual intelligence, which can lead to an advancement, especially in quality, accuracy and precision. Moreover, AI has a potential to support individual competence development and organizational learning processes. However, a further outcome is that AI in the workplace is a double-edged sword, as it easily shows reinforcement effects in individual and organizational learning, which have a backside of unintended effects.Research limitations/implicationsThe conceptual outline makes use of examples for illustrating phenomenon but needs further empirical analysis. The research focus on the meso level of the workplace does not fully refer to macro level outcomes.Practical implicationsThe practical implication is that it is a matter of socio-technical job design to integrate AI in the workplace in a valuable manner. There is a need to keep the human-in-the-loop and to complement AI-based learning approaches with non-AI counterparts to reach augmentation.Originality/valueThe paper faces workplace learning from an interdisciplinary perspective and bridges insights from learning theory with methods from the machine learning community. It directs the social science discourse on AI, which is often on macro level to the meso level of the workplace and related issues for job design and therefore provides a complementary perspective.

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.

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