Organizational Learning Minitrack

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Learning Organizations and Knowledge Organizations need to focus strategically to develop organizational potential. There is a gap between current learning within organizations and their ability to create, acquire, transfer and manage knowledge to remain competitive. The workers within these organizations need to also develop themselves through the acquisition of specialized skills for the work of the future. Effective knowledge management strategies are enhanced through well-directed research in these areas.

Contributions from this minitrack of Organizational Learning may include, but are not limited the following topics:

  • Organizational learning in the areas:
    • Individual, group and organizational learning processes
      • Methods to promote organizational learning
    • Knowledge creation, acquisition, transfer and change
    • Knowledge/Organization adaptation, routines or resistance issues
    • Organizational sense-making
    • Organizational memory or forgetting
    • Promoting a Learning or Knowledge Organizations
      • Innovation, entrepreneurship and technological change
  • Examining Learning and Knowledge Organizations:
    • Ethical and cultural considerations in the management of knowledge
      • Learning and leader behavior in organizations
    • Virtual and global leadership issues in managing knowledge
      • Learning leaders in global organizations
  • Leadership challenges in knowledge creation, knowledge acquisition, knowledge transfer and knowledge change in organizations
    • With knowledge creation, knowledge acquisition, knowledge transfer, and knowledge change
  • Examining Knowledge Workers
    • Describing competency and knowledge management development and learning in a learning or knowledge management-based organization

Minitrack Chair:

Julee Hafner


Recent Submissions

Now showing 1 - 3 of 3
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    Unlearning before Creating new Knowledge: A Cognitive Process.
    ( 2017-01-04) Grisold, Thomas ; Kaiser, Alexander ; Hafner, Julee
    Recent research expresses serious doubts on the \ concept of unlearning. It is argued that knowledge \ cannot be discarded or eliminated in order to make \ space for the creation of new knowledge. Taking into \ account the recent scepticism, we focus on the \ cognitive dimension of unlearning and propose an \ alternative conceptualization. Considering how far \ unlearning can go from a psychological/cognitive \ scientific perspective, we propose that unlearning is \ about reducing the influence of old knowledge on our \ cognitive capacity. This study: (a) investigates the \ unlearning process within the cognitive domain and \ on an individual level and (b) proposes unlearning \ process triggers that detract or facilitate the \ knowledge change process, which could subsequently \ contribute to unlearning on an organizational level.
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    Toward a Model of Wisdom Determinants in the Auditing Profession
    ( 2017-01-04) Nguyen, Loan ; Kohda, Youji
    Auditing is a complex process posing great challenges because auditors often deal with complicated circumstances that they may have not experienced before or for which their knowledge may be irrelevant or inadequate. In auditing, although wisdom is crucial, it has yet to be defined explicitly. This study discusses the concept of wisdom and proposes a theoretical framework to describe three major virtues of wisdom in the auditing profession. The findings from a literature review together with an empirical analysis of a case study reveal that wise decision-making in auditing is an integration of three-E virtues: epistemic (general, technical, and subspecialty knowledge), enabling (exercise of professional judgment), and ethical (moral and professional skepticism). In order to perform a high-quality audit, the paper proposes the 3-E framework that explains how auditors should apply their knowledge, judgmental abilities, and ethical principles to make a wise audit decision.
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