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Organizational learning: effects of (network) structure and (individual) strategy

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  • Simon Rodan

    (College of Business, San José State University)

Abstract

Earlier theoretical accounts of collective learning relied on rules and operating procedures as the organizational memory (March in Organ. Sci. 2(1):71–87, 1991; Rodan in Scand. J. Manag. 21:407–428, 2005). This paper builds on this tradition drawing on ideas from social network theory. Learning is modeled as a social-psychological process (Darr and Kurtzberg in Organ. Behav. Hum. Decis. Process. 82(1):28–44, 2000; Rulke et al. in Organ. Behav. Hum. Decis. Process. 82(1):134–149, 2000), in which organizations learn by exchanging information internally between their members (Argote et al. in Organ. Behav. Hum. Decis. Process. 82(1):1–8, 2000; Carley in Am. Soc. Rev. 56(3):331–354, 1991; Carley in Soc. Perspect. 48(4):547–571, 1995). Learning is also characterized as stochastic and creative (Gruenfeld et al. in Organ. Behav. Hum. Decis. Process. 82(1):45–59, 2000). This model is used to explore predictions about the effect social networks have on idea generation and learning and alternative strategies for choosing from whom to seek information.

Suggested Citation

  • Simon Rodan, 2008. "Organizational learning: effects of (network) structure and (individual) strategy," Computational and Mathematical Organization Theory, Springer, vol. 14(3), pages 222-247, September.
    • Handle: RePEc:spr:comaot:v:14:y:2008:i:3:d:10.1007_s10588-008-9028-0
    DOI: 10.1007/s10588-008-9028-0
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    References listed on IDEAS

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    2. Mooweon Rhee & Tohyun Kim, 2014. "Identity-based learning and segregation in social networks under different institutional environments," Computational and Mathematical Organization Theory, Springer, vol. 20(4), pages 339-368, December.

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