The Oxford Handbook of Group and Organizational Learning: (Oxford Library of Psychology)

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 transfering 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.

Table of Contents:
PART I. Introduction 1. John M. Levine and Linda Argote, Group and Organizational Learning: Past, Present, and Future 2. Psychological Foundations of Group and Organizational Learning Zur Shapira PART II. Processes of Group and Organizational Learning Mindfulness of Learning Processes 3. Deliberate Learning Michael A. Lapré and Ingrid M. Nembhard 4. Organizational Learning and Organizational Improvisation Anne S. Miner and Jay O'Toole Information Sampling and Search 5. Attention, Knowledge, and Organizational Learning William Ocasio, Luke Rhee, and Daniel Milner 6. Sampling Biases Explain Decision Biases Jerker Denrell 7. Organizational Learning From Failure: Present Theory and Future Inquiries Vinit M. Desai, David Maslach, and Peter M. Madsen Information Processing and Interpretation 8. Information Sharing Within Groups in Organizations: Situational and Motivational Influences James R. Larson, Jr. and Amanda C. Egan 9. Learning While Deciding in Groups R. Scott Tindale and Jeremy R. Winget 10. Team Reflexivity Michaéla C. Schippers, Amy C. Edmondson, and Michael A. West 11. Advancing Team Learning: Process Mechanisms, Knowledge Outcomes, and Implications Steve W. J. Kozlowski and Bradford S. Bell Training 12. Team Training in Organizations: It Works-When Done Right Eduardo Salas, Denise L. Reyes, and Amanda L. Woods 13. Team Training in the Organizational Context Norbert K. Semmer and Franziska Tschan Remembering and Retaining Knowledge 14. How Interacting Groups Remember: Implications for Learning by Groups in Organizations Verlin B. Hinsz, Kevin R. Betts, Miriam Sánchez-Manzanares, and R. Scott Tindale 15. Is Organizational Memory a Useful Capability?: An Analysis of Its Effects on Productivity, Absorptive Capacity, and Adaptation Amit Jain Performance Feedback and Social Comparisons 16. Performance Feedback in Organizations and Groups: Common Themes Henrich R. Greve and Vibha Gaba 17. Social Comparison and Learning From Others Christine M. Beckman and Hyeun J. Lee Learning from Others and Transferring Knowledge 18. Personnel Movement as a Mechanism for Learning in Organizations and Teams Aimée A. Kane and Floor Rink 19. Knowledge Transfer: Barriers, Methods, and Timing of Methods Gabriel Szulanski and Sunkee Lee Innovation and Creating Knowledge 20. Group and Intergroup Creativity Paul B. Paulus and Jared B. Kenworthy 21. Team Innovation Cycles Martine R. Haas and Jonathon N. Cummings 22. Collective Paradoxical Frames: Managing Tensions in Learning and Innovation Ella Miron-Spektor and Susannah B. F. Paletz PART III. Contextual Influences on Group and Organizational Learning Unit Composition 23. Team Emotions and Team Learning Dorthe Døjbak Håkonsson, Panagiotis Mitkidis, and Sebastian Wallot 24. Team Diversity and Learning in Organizations Daan van Knippenberg and Julija N. Mell 25. Collective Intelligence and Group Learning Anita Williams Woolley and Ishani Aggarwal Structures and Routines 26. Organizational Routines and Organizational Learning Markus C. Becker 27. Organizational Structure and Organizational Learning Phanish Puranam and Boris Maciejovsky 28. How and When Can Social Hierarchy Promote Learning in Groups? J. Stuart Bunderson and Bret Sanner 29. Learning in Chains and What We Can Learn From It Anne Marie Knott Intergroup Contexts 30. A Social Identity Model for Education Dominic Abrams, Diane M. Houston, Barbara M. Masser, and Blake M. McKimmie 31. Learning Who We Are From Our Leaders: How Leaders Shape Group and Organizational Norms and Identities Michael A. Hogg 32. Organizational Learning and Multiteam Systems Leslie A. DeChurch, Gina M. Bufton, Sophie A. Kay, Chelsea V. Velez, and Noshir S. Contractor Online Environments 33. Learning in Virtual Teams Yuqing Ren 34. Theorizing Knowledge Collaboration in Online Communities Ann Majchrzak, Sirkka L. Jarvenpaa, and Samer Faraj

About the Author :
Linda Argote is the David M. and Barbara A. Kirr Professor of Organizational Behavior and Theory in the Tepper School of Business at Carnegie Mellon University, where she directs the Center for Organizational Learning, Innovation and Knowledge. Her research focuses on organizational learning, knowledge transfer, transactive memory, and group processes and performance. Her book, Organizational Learning: Creating, Retaining and Transferring Knowledge was a finalist for the Terry Book Award of the Academy of Management. Dr. Argote served as Editor-in-Chief of Organization Science and Departmental Editor of Management Science. She was chosen as Distinguished Scholar by the Organization and Management Theory division of the Academy of Management. The International Network for Groups Research recognized her with the Joseph E. McGrath Award for Lifetime Achievement in the Study of Groups. She is a Fellow of the Academy of Management, the Association for Psychological Science, and the Institute for Operations Research and Management Sciences. John M. Levine is Professor of Psychology and Senior Scientist, Learning Research and Development Center, at the University of Pittsburgh. His research focuses on small group processes, including newcomer innovation in work teams, reaction to deviance and disloyalty, and the impact of disagreement/argumentation on learning. He has served as Editor of the Journal of Experimental Social Psychology and Chair of the Society of Experimental Social Psychology. Dr. Levine was co-recipient of the Joseph E. McGrath Award for Lifetime Achievement in the Study of Groups from the Interdisciplinary Network for Group Research and received an Honorary Doctorate from the University of Lausanne, Switzerland. He is currently an Honorary Professor of Psychology at the University of Kent, Canterbury, UK.