The Oxford handbook of group and organizational learning

Table of Contents

Preface

Part I: Introduction
Chapter 1: Group and Organizational Learning: Past, Present, and Future
Chapter 2: Psychological Foundations of Group and Organizational Learning

Part II: Processes of Group and Organizational Learning
~ Mindfulness of Learning Processes
Chapter 3: Deliberate Learning
Chapter 4: Organizational Learning and Organizational Improvisation
~ Information Sampling and Search
Chapter 5: Attention, Knowledge, and Organizational Learning
Chapter 6: Sampling Biases Explain Decision Biases
Chapter 7: Organizational Learning From Failure: Present Theory and Future Inquiries
Chapter 8: Information Sharing Within Groups in Organizations: ~ Situational and Motivational Influences
Chapter 9: Learning While Deciding in Groups
Chapter 10: Team Reflexivity
Chapter 11: Advancing Team Learning: Process Mechanisms, Knowledge Outcomes, and Implications
Training
Chapter 12: Team Training in Organizations: It Works-When Done Right
Chapter 13: Team Training in the Organizational Context
Remembering and Retaining Knowledge
Chapter 14: How Interacting Groups Remember: Implications for Learning by Groups in Organizations
Chapter 15: Is Organizational Memory a Useful Capability?: An Analysis of Its Effects on Productivity, Absorptive Capacity, and Adaptation
~ Performance Feedback and Social Comparisons
Chapter 16: Performance Feedback in Organizations and Groups: Common Themes
Chapter 17: Social Comparison and Learning From Others
Learning from Others and Transferring Knowledge
Chapter 18: Personnel Movement as a Mechanism for Learning in Organizations and Teams
Chapter 19: Knowledge Transfer: Barriers, Methods, and Timing of Methods
~ Innovation and Creating Knowledge
Chapter 20: Group and Intergroup Creativity
Chapter 21: Team Innovation Cycles
Chapter 22: Collective Paradoxical Frames: Managing Tensions in Learning and Innovation

Part III: Contextual Influences on Group and Organizational Learning
~ Unit Composition
Chapter 23: Team Emotions and Team Learning
Chapter 24: Team Diversity and Learning in Organizations
Chapter 25: Collective Intelligence and Group Learning
Structures and Routines
Chapter 26: Organizational Routines and Organizational Learning
Chapter 27: Organizational Structure and Organizational Learning
Chapter 28: How and When Can Social Hierarchy Promote Learning in Groups?
Chapter 29: Learning in Chains and What We Can Learn From It
Intergroup Contexts
Chapter 30: A Social Identity Model for Education
Chapter 31: Learning Who We Are From Our Leaders: How Leaders Shape Group and Organizational Norms and Identities
Chapter 32: Organizational Learning and Multiteam Systems
Online Environments
Chapter 33: Learning in Virtual Teams
Chapter 34: Theorizing Knowledge Collaboration in Online Communities
Index

Groups and organizations vary dramatically in their ability to learn. Some acquire substantial knowledge as a function of experience, while others do not. In groups, learning can occur at the level of the individual member and/or the group as a whole. In organizations, learning can occur at both of these levels as well as that of the wider collective. Besides varying in the amount and kind of information they acquire, groups and organizations also vary regarding their success in retaining knowledge and transferring it to other units. In general, groups and organizations that are proficient in acquiring, retaining, and transferring knowledge are more productive and more enduring than their less able counterparts.
The goal of this handbook is to bring together cutting-edge theoretical and empirical work on group and organizational learning by leading scholars from several disciplines. Because many of the same processes influence learning in groups and organizations, including both kinds of learning in the same volume has the potential to facilitate the integration of knowledge and the cross-fertilization of ideas. These benefits are reciprocal, in that research at the group level can shed light on how organizations learn whereas research at the organizational level can illuminate how groups learn. By clarifying similarities and differences in the processes that underlie learning in groups and organizations, the handbook advances understanding of the causes and consequences of learning in collectives of varying size and complexity.

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