Extending the 4I Organizational Learning Model: Information Sources, Foraging Processes and Tools

Abstract

The continued importance of organizational learning has recently led to several calls for further developing the theory. This article addresses these calls by extending Crossan, Lane and White’s (1999) 4I model to include a fifth process, information foraging, and a fourth level, the tool. The resulting 5I organizational learning model can be generalized to a number of learning contexts, especially those that involve understanding and making sense of data and information. Given the need for organizations to both innovate and increase productivity, and the volumes of data and information that are available to support both, the 5I model addresses an important organizational issue

The Self-Action Leadership Model: A Qualitative, Nomological Expansion of Self-Leadership Theory Rooted in Action Research Theory

“…As an administrator, it does not really matter whether you are managing issues involving innovation and productivity (Jenkin, 2013), collaboration and cultural competence (Osula & Ng, 2014), outsourcing (Sardar, Lee, & Memon, 2016), global competition (Albors-Garrigos, de Miguel Molina, B., & de Miguel Molina, M., 2014), human resource management (Lin, 2013), or something else, the fundamental efficacy of your overall results are going to be largely contingent on the character, competence, and capacity of your human capital. Thus it is that leadership and professional development (MacPhee, Chang, Havaei, & Chou, 2014), in conjunction with recruiting and screening applicants in possession of strong personal character and integrity, are the most important components of any and every administrative function and purpose, and providing opportunities for professional development.…”

Idea implementation from an inter-organizational network

“…The idea of renewal that is strategic expands the process of learning to encompass the entire organization; therefore, the 4I learning framework includes four sub-processes that link the three levels of an organization (Crossan et al, 1999). The subprocesses span the individual, group and organizational levels and include intuiting, interpreting, integration and institutionalizing (Crossan et al, 1999(Crossan et al, , 2011Jenkin, 2013). The three learning levels create the structure for learning but it is the four sub-processes that join the structure together (Crossan et al, 2011).…”

“…525) that only affects others when they socially interact. It is the sub-process of intuiting that begins the feed-forward movement of knowledge (Jenkin, 2013).…”

“…The sub-process of interpreting can occur with an individual or extend to the group level (Aponte & Zapata, 2013;Jenkin, 2013;Jones & Macpherson, 2006;Lawrence et al, 2005;Schilling & Kluge, 2009). Interpreting involves explaining the preconscious recognitions from intuiting to either one's self or to others (Crossan et al, 1999, Crossan & Berdrow, 2003.…”

“…The next sub-process, integrating, is a group process where shared understandings from interpreting are translated into coordinated action (Crossan et al, 1999, Crossan & Berdrow, 2003Jenkin, 2013). Integrating links the group and organizational levels (Aponte & Zapata, 2013;Crossan et al, 1999Crossan et al, , 2011.…”