This article addresses theoretical and research frontiers for learning research, a second theme of Professor Argyris essay—the lead article in the “Crossroads” section. We outline three key theoretical questions for further work. We call for more systematic empirical learning research, suggesting that the paucity of such research may have resulted less from defensiveness than from the demanding requirements of doing crisp, systematic learning research. The need for scholarly empirical work is enhanced, we believe, by the growing popularity of organizational learning models among practitioners. Concurring with Professor Argyris' broad concern with enhancing research fruitfulness, we suggest ways to supplement traditional organizational research methods. In particular, we argue that it makes sense to cast wider nets for models of learning and adaptation, to sustain qualitative investigation, to use simulation techniques, and to maintain stronger—and perhaps even experimental—linkages between applied and theoretical research.
A critical challenge facing organizations is the dilemma of maintaining the capabilities of both efficiency and flexibility. Recent evolutionary perspectives have suggested that patterns of organizational stability and change can be characterized as punctuated equilibria (Tushman and Romanelli 1985). This paper argues that a learning model of organizational change can account for a pattern of punctuated equilibria and uses a learning framework to model the tension between organizational stability and change. A simulation methodology is used to create a population of organizations whose activities are governed by a process of experiential learning. A set of propositions is examined that predict how patterns of organizational change are affected by environmental conditions, levels of ambiguity, organizational size, search rules, and organizational performance. Implications of this learning model of convergence and reorientation for theory and research are discussed.
Using field data from an American financial services organization, we examined the effects of three important variables in Cyert and March's (1963) initial conceptualization of the aspiration-level adaptation process: The previous aspiration level, performance feedback, and social comparison. Past findings obtained in controlled contexts (Glynn et al. 1991; Lant 1992) have provided empirical support for the attainment discrepancy model (Lewin et al. 1944), which includes variables of the previous aspiration level and attainment discrepancy (i.e., performance feedback). We replicated these findings in the field: The effects of the previous aspiration level and attainment discrepancy on the current aspiration levels were significant and positive. In addition, we investigated the effect of social comparison using a variable based on the difference between the performance of the focal unit and the performance of comparable others (Greve 1998). Based on the assumption that decision makers in organizations will expect to observe similar performance levels among those in the same comparison group (Wood 1989), we posited that the effect of social comparison would be negative, refiecting managerial efforts to reduce performance discrepancies among similar units. The empirical results supported the prediction from this reasoning. We conclude by discussing implications of our findings for theory and research in organizational learning and the behavioral theory of the firm.organizations, decision making, goal setting
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