Organizational Learning: From Experience to Knowledge

Argote, Linda; Miron-Spektor, Ella

doi:10.1287/orsc.1100.0621

Cited by 1,262 publications

(1,098 citation statements)

References 228 publications

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“…In that case, surgeons, administrators, and patients should be aware of our findings. While increasing case volume is related to improved performance, not all experience has an equal effect on performance, and some experience may even prove detrimental (Lapré and Nembhard 2010;Ramdas et al 2010;Argote and Miron-Spektor 2011;Lapré 2011). Therefore, it is necessary to understand the composition of an individual's experience along the dimensions we examine.…”

Section: Discussionmentioning

confidence: 99%

“…In this paper, we examine an important driver of outcome variation -physician cumulative volume (Sosa et al 1998;Birkmeyer et al 2003;Hammond et al 2003;Waldman, Yourstone and Smith 2003;Vickers et al 2007;Ramdas et al 2010). With increasing surgeon volume, patient outcomes improve; however not all units of experience equally impact performance improvement (Mishina 1999;Lapré and Nembhard 2010;Argote and Miron-Spektor 2011). How then should surgeons accumulate volume in order to improve surgical outcomes?…”

Section: Introductionmentioning

confidence: 99%

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Accumulating a Portfolio of Experience: The Effect of Focal and Related Experience on Surgeon Performance

Staats

2012

M&SOM

110

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One key driver of improvement in surgical outcomes is a surgeon's prior experience. However, research notes that not all experience provides equal value for performance. How, then, should surgeons accumulate experience to improve quality outcomes? In this paper, we investigate the differential effects of focal and related (i.e., tasks similar to, but not identical to, the focal task) experience. We open up the black box of the volume-outcome relationship by going beyond just dividing experience into focal and related categories, but also considering how subtasks and context (i.e., the organization in which the work takes place) affect performance. To understand these issues, we assemble a novel data set on 71 cardiothoracic surgeons who performed more than 6,500 procedures during a period of 10 years after the introduction of a breakthrough surgical procedure. We find that, as compared to related experience, surgeon focal experience has a greater effect on surgeon performance. We also demonstrate that subtask experience has different, nonlinear performance relationships for focal and related experience. Finally, we find that focal experience is more firm specific than related experience and that nonfirm experience reduces the learning rate for both focal and related experience. We discuss implications of our findings for healthcare delivery and operations management. AcknowledgmentsWe thank Rob Huckman, Gary Pisano, the associate editor, and the anonymous reviewers for helpful comments on earlier drafts of this paper. All errors remain our own. Experience Accumulation & Surgeon Performance-1 - Accumulating a Portfolio of Experience: The Effect of Focal and Related Experience on Surgeon PerformanceOne key driver of improvement in surgical outcomes is a surgeon's prior experience. However, research notes that not all experience provides equal value for performance. How then should surgeons accumulate experience to improve quality outcomes? In this paper we investigate the differential effects of focal and related (i.e., tasks similar to, but not identical to, the focal task) experience. We open up the black box of the volume-outcome relationship by going beyond just dividing experience into focal and related categories, but also considering how sub-tasks, and context (i.e., the organization in which the work takes place) affect performance. To understand these issues, we assemble a novel data set on 71 cardiothoracic surgeons who performed over 6,500 procedures during a period of 10 years since the introduction of a breakthrough surgical procedure. We find that as compared to related experience, surgeon focal experience has a greater effect on surgeon performance. We also demonstrate that sub-task experience has different, non-linear performance relationships for focal and related experience. Finally, we find that focal experience is more firm-specific than related experience and that non-firm experience reduces the learning rate for both focal and related experience. We discuss implications of our findin...

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Accumulating a Portfolio of Experience: The Effect of Focal and Related Experience on Surgeon Performance

Staats

2012

M&SOM

110

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“…The expected positive effects of participation are often unrealistic (see, for example, the literature reviews by Dachler and Wilpert, 1978;Locke and Schweiger, 1979;Cotton et al, 1988;Woodman, 1989;Glew et al, 1995). In particular, how forms of information (such as accounting and fine-grained information) can contribute to the implementation of a new vision has also largely remained unanswered (Argote and Miron-Spektor 2011, p. 1129-1130. Analyzing the unexpected differences between the dealerships in their participation in the implementation of the change and in the exchange of information provided an opportunity to refine existing academic theory about how different forms of participation can contribute to the exchange of the (accounting and more fine-grained) information that people need to learn how they can contribute to the realization of a new vision.…”

Section: The Analysis Of Unforeseen Effects Of Interventionsmentioning

confidence: 99%

“…Although it is unclear which specific forms of participation are most effective and the expected outcome of participation does often not occur, it is known that participation of lower level managers and workers is necessary to implement a new senior management vision (see, e.g. Lines, 2004;Argote and Miron-Spektor, 2011;Russ, 2008;Armenakis et al, 1993;Dachler and Wilpert, 1978;Locke and Schweiger, 1979;Cotton et al, 1988;Woodman, 1989;Glew et al, 1995).…”

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confidence: 99%

Bridging the gap between theory and practice in management accounting

Jansen

2018

AAAJ

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Purpose Although management accounting tools and techniques are developed to solve practical problems in organizations, there is a lot of criticism of management accounting research for not having an impact on practice. In interventionist research, the “shaping” of an intervention to solve a practical problem is an important step. The purpose of this paper is to explore how the findings of management accounting research can be reviewed to make them practically applicable in shaping an intervention. Design/methodology/approach The paper is based on the author’s experiences with an interventionist research project. Findings Systematic literature reviews, which are common in engineering and medicine, bring together the academic knowledge that can contribute to solutions for a specific practical problem, including a definition of the ways in which this knowledge can be applied. Inspired by the methodology for conducting such reviews, this paper proposes how interventionist management accounting researchers can use existing theoretical knowledge in shaping interventions that aim to solve a practical problem. After an intervention, the analysis of the intervention’s unforeseen effects can provide a basis for the refinement of the theory identified in the literature review. Research limitations/implications Such a literature review can be organized according to four approaches to taking theoretical knowledge into practice. Unforeseen effects of the intervention can guide the selection of additional theory that helps to interpret these effects and refine normative and academic theory. Originality/value In management accounting it is uncommon to review the literature with the aim of shaping a solution for a practical problem. This paper explores how literature reviews that focus on a specific practical problem can contribute to bridging the gap between theory and practice.

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“…A pluralidade de abordagens engloba a psicológica, a sociológica, a cultural, a histórica, a metodológica e a gestão propriamente dita (ANTONELO; GODOY, 2010). No entanto, a essência das definições converge quanto ao aprendizado organizacional como uma mudança no conhecimento da organização, que ocorre à medida que esta adquire experiência (ARGOTE; MIRON-SPEKTOR, 2011). Estes últimos autores destacam que, embora necessária à aprendizagem grupal e organizacional, a aprendizagem individual não é suficiente; o conhecimento adquirido pelo indivíduo deve ser incorporado a um repositório supraindividual para que outros possam acessá-lo.…”

Section: Aprendizagem Organizacionalunclassified

Aprendizagem para a sustentabilidade entre gestores

Fabris

Piekas

Filippim

et al. 2017

RAUnP

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Envio em: Abril de 2015Aceite em: Setembro de 2017 RESUMOO objetivo deste estudo foi investigar como promover a aprendizagem para a sustentabilidade entre gestores, a partir da percepção de representantes da Associação Comercial e Industrial de Chapecó (ACIC), da Câmara de Dirigentes Lojistas (CDL) e do Sindicato do Comércio da Região de Chapecó (SICOM). A abordagem foi descritiva, com enfoque qualitativo, a partir de entrevistas semiestruturadas. Os resultados revelam que há fragilidade na compreensão do tema sustentabilidade, voltada à dimensão econômica e ambiental, com iniciativas incipientes quanto à dimensão social. Quanto à aprendizagem, a percepção dos entrevistados é de que ela ocorre por meio de processo formal atribuído a instituições de educação e ao poder público, o que parece insuficiente para promover a aprendizagem para a sustentabilidade, principalmente no que se refere à interação prática de gestão. Constatou-se ainda que, na visão dos participantes, a aprendizagem deve abranger capacitação, observação, vivência e compartilhamento de experiências, e exige predisposição do aprendente. Por fim, para promover aprendizagem para a sustentabilidade é necessária mudança comportamental e atitudinal, assim como mudança no quadro de referências dos indivíduos.Palavras-Chave: Aprendizagem Organizacional. Sustentabilidade. Aprendizagem para Sustentabilidade. ABSTRACT The purpose of this study was to investigate how to promote learning for sustainability among managers, based on the perception of representatives of the Commercial and Industrial Association of Chapecó (ACIC), the Chamber of Store Owners (CDL) and the Trade Union of the Region of Chapecó (SICOM

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Organizational Learning: From Experience to Knowledge

Cited by 1,262 publications

References 228 publications

Accumulating a Portfolio of Experience: The Effect of Focal and Related Experience on Surgeon Performance

Accumulating a Portfolio of Experience: The Effect of Focal and Related Experience on Surgeon Performance

Bridging the gap between theory and practice in management accounting

Aprendizagem para a sustentabilidade entre gestores

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