The persistence of learning within organizations and the transfer of learning across organizations are examined on data collected from multiple organizations. Results indicate that knowledge acquired through production depreciates rapidly. The conventional measure of learning, cumulative output, significantly overstates the persistence of learning. There is some evidence that learning transfers across organizations: organizations beginning production later are more productive than those with early start dates. Once organizations begin production, however, they do not appear to benefit from learning in other organizations. The implications of the results for a theory of organizational learning are discussed. Managerial implications are described.organizational learning, learning curves, productivity, technology transfer

No abstract

The persistence of learning within organizations and the transfer of learning across organizations are examined on data collected from multiple organizations. Results indicate that knowledge acquired through production depreciates rapidly. The conventional measure of learning, cumulative output, significantly overstates the persistence of learning. There is some evidence that learning transfers across organizations: organizations beginning production later are more productive than those with early start dates. Once organizations begin production, however, they do not appear to benefit from learning in other organizations. The implications of the results for a theory of organizational learning are discussed. Managerial implications are described.

No abstract

Members of newly formed design teams have different framesimplicit values, goals and assumptions -each of them hold about what problems are important and how they are best addressed. In the early, informal phases of design projects, these frames, and the degree to which they are shared within the team, have substantial consequences. However, little is known about the interactions and activities that reveal frames and support frame sharing in teams. Our study follows 22 newly-formed multi-disciplinary teams through the early phases of the design process in a New Product Development course. We used a mixed method, interdisciplinary approach to understand the dynamic process through which design frames are socially negotiated and shared. We identified core framing activities of design teams and propose a framing cycle of pseudo-frame setting, making individuals' frames explicit, making frame conflicts salient, and building a common frame.