Handbook of Organizational Learning and Knowledge

Provides a comprehensive overview of the concept of Organizational Learning and related issues of knowledge in organizations. This book explains its origins, applications, and where it may be going. It provides a full account of varied disciplinary approaches, and discusses major issues in the field.

`am impressive work of scholarship and teamwork' Journal of General Management, Vol.27, No.2

Autorentext
Meinolf Dierkes is Director of the Organization and Technology Research Unit at the Wissenschaftszentrum Berlin für Sozialforschung (WZB). In addition, he is Professor of the Sociology of Science and Technology at the Technische Universität, Berlin Visiting Professor at the Haas School of Business Administration, University of California, Berkeley and Specially Invited Research Professor at the Shanghai Academy of Social Sciences. Professor Ariane Berthoin Antal is Program Leader in Organizational Learning at the Wissenschaftszentrum Berlin für Sozialforschung (WZB). Previously she served as the Founding Director of the Ashridge International Institute for Organizational Change in France. She remains an associate of Ashridge and is a visiting lecturer at the Leipzig Graduate School of Business, as well as at the Technical University of Berlin. John Child is Chair of Commerce at the University of Birmingham. During his career in both industry and academia, Professor Child has taught in the UK, Europe, Hong Kong, and China. He was appointed Professor of Organisational Behaviour at Aston University in 1973, and, in 1986 became Dean of the newly-founded Aston Business School. In 1989, he was appointed Dean and Director of the China-European Community Management Centre in Beijing, with which he had been connected since 1985. In 1991, he took up the position of Diageo Professor of Management Studies at the University of Cambridge. He is author or co-author of 16 books including Strategies of Cooperation (OUP, 1998) and The Management of International Acquisitions (OUP, forthcoming). Ikujiro Nonaka is Professor at the Graduate School of International Corporate Strategy, Hitotsubashi University, and Founding Dean of the Graduate School of Knowledge Science at Japan Advanced Institute of Science and Technology (JAIST). He is a senior editor of Organization Science, an international journal of the Institute of Management Science. From 1991 to 1995, he was a research group director of the National Institute of Science and Technology Policy (NISTEP). Nonaka is the Xerox Distinguished Professor of Knowledge at the Haas School of Business, University of California at Berkeley. His books include The Knowledge-Creating Company (OUP, 1995), which was awarded Best Book of the Year in Business and Management by the Association of American Publishers Professional and Scholarly Publishing Division, and more recently Enabling Knowledge Creation (OUP, 2000).

Zusammenfassung
In an era of far-reaching changes, issues of Organizational Learning are high on the agenda of social scientists, managers and consultants worldwide as they seek to adapt to new environments. The Handbook of Organizational Learning and Knowledge provides a comprehensive overview of how the concept of Organizational Learning emerged, how it has been used and debated, and where it may be going. It summarizes the state of the art and provides a full account of the diverse approaches, themes, issues, and debates of the field. The handbook unites a distinguished team of international authors, who examine both the central themes and emerging issues. The coverage extends beyond the American tradition to include the experiences of Europe, Asia and the Middle East. The book opens with chapters drawing insights from various social science approaches. The following Sections examine fundamental issues concerning the external triggers, factors and conditions, agents, and processes of Organizational Learning. Subsequent chapters review the subject within a global context, looking in particular at inter-organizational collaboration. The next sections examine the development of learning practices and provides case studies to illustrate Organizational Learning and knowledge creation. The book concludes with an analysis of the state of the art and an agenda for the future. This handbook will be an invaluable reference tool for scholars and students in the social sciences, as well as for professionals involved in organizational development, learning, and change.

Inhalt
Introduction: Finding Paths through the Handbook; PART I: INSIGHTS FROM MAJOR SOCIAL SCIENCE DISCIPLINES; 1. Psychological Perspectives on Organizational Learning; 2. The Sociological Foundations of Organizational Learning; 3. The Treatment of Organizational Learning in Management Science; 4. A Review and Assessment of Organizational Learning in Economic Theories; 5. Anthropology and Organizational Learning; 6. The Underestimated Contributions of Political Science to Organizational Learning; 7. Thinking Historically about Organizational Learning; PART II: EXTERNAL TRIGGERS FOR LEARNING; 8. Change in Socioeconomic Values as a Trigger of Organizational Learning; 9. Social Movements as Triggers for Organizational Learning; 10. Triggers of Organizational Learning during the Transformation Process in Central European Countries; 11. Organizational Learning as Guided Responses to Market Signals; 12. Technological Visions, Technological Development, and Organizational Learning; PART III: FACTORS AND CONDITIONS SHAPING ORGANIZATIONAL LEARNING; 13. The Social Constitution of Organizations and its Implications for Organizational Learning; 14. How Organizations Learn from Success and Failure; 15. The Role of Time in Organizational Learning; 16. Effects of Emotions on the Process of Organizational Learning; PART IV: AGENTS OF ORGANIZATIONAL LEARNING; 17. The Individual as Agent of Organizational Learning; 18. Leaders as Agents of Organizational Learning; 19. The Role of Boards in Facilitating or Limiting Learning in Organizations; 20. Labor Unions as Agents of Organizational Learning; 21. Consultants as Agents of Organizational Learning: The importance of marginality; PART V: PROCESSES OF ORGANIZATIONAL LEARNING AND KNOWLEDGE CREATION; 22. A Theory of Organizational Knowledge Creation: Understanding the dynamic process of creating knowledge; 23. Media Choice and Organizational Learning; 24. Organizing, Learning, and Strategizing: From construction to delivery; 25. Power and Politics in Organizations: Public and private sector comparisons; 26. Identity, Conflict, and Organizational Learning; 27. Rules and Organizational Learning: The behavioural theory approach; PART V: PROCESSES OF ORGANIZATIONAL LEARNING AND KNOWLEDGE GLOBAL CONTEXT; 28. Learning in Multinationals; 29. Learning Through Strategic Alliances; 30. Organizational Learning in International Joint Ventures; 31. Organizational Learning in Supplier Networks; 32. Learning in Global and Local Networks: Experience of Chinese firms in Hong Kong, Singapore, and Taiwan; 33. Learning in Imaginary Organizations; PART VII: DEVELOPING LEARNING PRACTICES; 34. Creating Conditions for Organizational Learning; 35. Practices and Tools of Organizational Learning; 36. Intellectual Capital and Knowledge Management: Perspectives on Measuring Knowledge; PART VIII: PUTTING KNOWLEDGE INTO PRACTICE; 37. Integrated IT Systems for Knowledge Creation; 38. Scenarios and their Contribution to Organizational Learning: From Practice to Theory; 39. Barriers to Organizational Learning; 40. Applying Theory to Organizational Transformation; 41. Multimodal Organizational Learning: From misbehaviour to good laboratory practices in the pharmaceutical industry; PART IX: CONCLUSION; 42. Organizational Learning and Knowledge: Reflections on the dynamics of the field and challenges for the future

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