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This paper applies the variable forgetting factor and the fixed forgetting factor to financial time-series analysis, and establishes the linkage for the first time between the variable forgetting factor approach and kernel smoothing. We then demonstrate the use of the proposed variable forgetting factor approach to undertake forecasting of the Euro's exchange rates and the CRSP monthly net asset values (NAV). For both applications, the findings show that the kernel bandwidth so determined can improve the forecasting performance.

The purpose of this study is to examine the mediation role of intentional organizational forgetting in the relationship between organizational learning and innovation management according to faculty members’ opinions.

Research was designed as a relational survey model. The population of the study consisted of faculty members who work at X University, Y University and Z University during 2019–2020 academic year. The sample consisted of 524 faculty members who were selected by using stratified sample technique from the population. Data of the study was collected with organizational learning scale, organizational forgetting scale and innovation management scale. In the analysis of the research data, descriptive statistics, correlation analysis, structural equation modeling and bootstrapping method were applied.

According to the results of the study, it was found statistically meaningful and positive relationships between organizational learning, innovation management and intentional forgetting in higher education institutions with respect to faculty members’ opinions. Moreover, according to the results of structural equation modeling, it was found that intentional forgetting had a partial mediating effect in the relationship between organizational learning and innovation management. Finally, according to the results of bootstrapping analysis, indirect effects were found to be significant.

Based on research results, it may be recommended for practitioners that higher education institutions implement both organizational learning processes and intentional forgetting processes effectively at the same time to become a more innovative organization.

Insight has grown that for an organization to learn and change successfully, forgetting and unlearning are required. The purpose of this paper is to summarize the relevant existing body of empirical research on forgetting and unlearning, to encourage research using a greater variety of methods and to contribute to a more complementary body of empirical work by using designs and instruments with a stronger reference to previous studies.

As the number of theoretical papers clearly exceeds the number of empirical papers, the present paper deals with the main insights based on the empirical state of research on unlearning and forgetting. So far, these empirical results have shown relationships between unlearning and other organizational outcomes such as innovation on an organizational level, but many of the other proposed relationships have not been investigated. The authors presents suggestion to apply a larger variety of qualitative, quantitative and mixed methods in organizational research.

Unlearning and forgetting research can benefit both from more diverse theoretical questions addressed in research and from a more complementary body of empirical work that applies methods, designs and instruments that refer to previous research designs and results. To understand and manage unlearning and forgetting, empirical work should relate to and expand upon previous empirical work to form a more coherent understanding of empirical results.

The paper presents a variety of research designs and methods that can be applied within the research context of understanding the nature of organizational forgetting and unlearning. Additionally, it illustrates the potential for different methods, such as experience sampling methods, which capture the temporal aspects of forgetting and unlearning.

While much empirical research has examined how routines are unlearned, little is known about the intentional forgetting of rules in organizations. This paper aims to combine the literature on organizational rules and that on intentional forgetting with the aim of studying the relationship between power types of rule imposition and the process of intentional forgetting.

This study is a single-case analysis carried out in a multinational automotive company that introduced an agile project into the development department. The case was chosen because the introduction of agility was grounded on a dominantly created set of rules. Access to unique data was provided to study processes of intentional forgetting when actors have to apply new rules. In all, 33 interviews and further observations were conducted in a two-year study. Qualitative comparative analysis (QCA) was used for data analysis.

This case study demonstrates the importance of two forms of power, domination and self-organization, when it comes to forgetting rules intentionally. A rule will be intentionally forgotten if it is created by domination, does not originate from conventional working practices and does not determine an organizational unit (development team). Furthermore, the findings point to the importance of self-organization when it comes to intentional forgetting.

This research relies on a single-case study and presents first results on intentionally forgetting rules.

Organizations implementing new forms of working such as agile working in their existing structures should be aware that processes of intentional forgetting can occur. Managers should consider why organizational members stop following dominantly created rules. Ignoring such a phenomenon could be a threat to the organization’s success.

While many studies examined the process of unlearning routines, little is known about the intentional forgetting of rules in organizations. Rules are different from routines because they are imposed and encompass a normative component. The imposition of a rule is based on power. Two forms of power are presented in this article: domination and self-organization. In addition, the QCA was carried out at a micro-level.

Organisational learning curve analysis and its inverse, organisational forgetting are discussed. The issues involved and a framework for analysing and incorporating forgetting and learning in organisational environments are presented. A conceptual model is developed identifying and analysing such factors as turnover, communication and documentation, which have a significant impact on the intesity of forgetting. Mathematical models are developed and applied to production environments. A major finding which results form the models' analysis is related to the asymptotic value of the cycle time as a function of the nature of the item produced and the length of interruption.

The purpose of this paper is to analyze the impact of learning in a project‐driven organization and demonstrate analytically how the learning, which takes place during the execution of successive projects, and the forgetting that takes place during the dormant time between the project executions, can impact performance and productivity in the future.

A learn‐forget model was developed using the learning curve concept prevalent in many manufacturing processes. The model assumes that learning occurs while project tasks are being performed and forgetting takes place during dormant times between the successive implementations. The log‐linear model was adapted, with both learning and forgetting rates being a function of the doubling or tripling of output. Forgetting is inhibited through the use of knowledge transfer tools such as use of close‐out documents or content management platforms. The model is applied to a simulated project environment where a number of projects are executed sequentially, and the results are evaluated using the reduction in total duration and return on investment.

Computational results demonstrate that the learning and forgetting rates and level of project close‐out effort impact project performance, in the form of reduction in duration, much more significantly compared to the impact of the length of dormant times between the project initiations. Furthermore, even in a slow learning environment, using close‐out reports as a knowledge transfer tool, managers can achieve more than a 40 percent reduction in duration after several successive implementations.

Although the theoretical development is applicable to a general organizational setting, the empirical testing of the model is done in project‐driven organizations where projects are implemented on an ongoing basis.

Managers can significantly benefit from the findings of this study. It is shown that the accumulated learning which represents knowledge generated during the implementation of a project, if transferred successfully, improves productivity and enables faster implementation. In a project‐driven organization an almost 80 percent reduction in total duration is achievable with the use of close‐out documents. This result promotes the importance of the learning process and managers should enable their team members to learn as much as they can while implementing a task and to document it methodically.

This study constitutes an initial effort to illustrate quantitatively how the level of learning and forgetting impact performance in a project‐driven organization. This study is also original in that it methodically demonstrates the importance of spending time during the phase‐out, documenting the project artifacts, that enables knowledge transfer, and thus improves performance.

The purpose of this paper is to study the role of organizational forgetting in the impact of strategic thinking on the implementation of an organizational excellence model. Furthermore, the factors with main effects on the implementation success of the organizational excellence model are investigated. The two main causes of organizational forgetting, including purposefulness and randomness, along with the three main factors of strategic thinking (vision, creativity and systematic thinking) also are explored. Enablers and results, which are the two key parts of an organizational excellence model are considered as well.

A model based on structural equations is designed, in which organizational forgetting factors, strategic thinking measures and main parts of a business excellence model are incorporated based on the literature. A total of 297 Iranian companies in which an organizational excellence model had been implemented are selected for investigation. A questionnaire is designed and distributed among the experts, middle managers and top managers of these companies. Based on Cochran’s formula, the sample size of 168 is obtained, for which the response rate is 100 percent. Main statistical measures such as χ² ratio to degree of freedom, non-soft fitness index (RMSEA), fitness index (GFI) and modified fitness index (AGFI) are used to assess the performance of the proposed model.

According to the results of the statistical significance tests, the role of organizational obsessive mediators in the establishment of the organizational excellence model has been largely confirmed. Furthermore, the mediator role of organizational forgetting in the final impact of strategic thinking on implementing an organizational excellence model has been widely endorsed. Failure to use knowledge from learning, the inability of a company in coding and documenting knowledge and lack of incentives to share it are the most important factors in the forgetting of knowledge in companies.

As top managers, middle managers and experts are hard to reach due to the wide geographical spread of the organization under study, a questionnaire is designed and distributed among them. The impact of organizational forgetting on other quality management systems such as ISO 9001 and ISO 4001 needs another research to be conducted in the future.

Using new experiences, increasing the competency of employees and managers experience through organizational learning, employee and managerial assessment and organizational strategy assessment are the main practical methods for considering organizational forgetting in the process of implementing organizational excellence models.

This research addresses organizational forgetting besides strategic thinking as joint main roles for implementing organizational excellence, whereas previous research works only considered strategic thinking as a factor. Furthermore, a structural equation model is developed for appraisal of effect of different factors.

The purpose of this paper is to systematically review and synthesize the literature on organizational forgetting.

A systematic literature review approach was used to synthesize current theoretical and empirical studies on organizational forgetting.

The review and synthesis of the literature revealed that the organizational forgetting literature is fragmented, with studies conducted across disparate fields and using different methodologies; two primary modes (i.e. accidental and purposeful) and three foci (i.e. knowledge depreciation, knowledge loss and unlearning) define current organizational forgetting literature; and the factors that influence organizational forgetting can be grouped into four clusters related to individuals, processes, tools and organizational context.

This literature review has limitations related to time span coverage and journal article accessibility.

This paper offers an integrative view of organizational forgetting that proposes a holistic and multilevel research approach and systematic synthesis of organizational forgetting research.

This paper aims to evaluate how managers influence accidental and intentional organizational forgetting, i.e. knowledge depreciation, knowledge loss and unlearning.

The literature was reviewed based on predetermined search terms to identify peer-reviewed articles published in English and available in full-text format from the EBSCOhost and Google Scholar databases. Empirical and theoretical contributions were included. Additional articles, books and book chapters were manually selected and included based on recent reviews and syntheses of organizational forgetting work.

Findings revealed that managers contributed to preventing accidental knowledge depreciation and loss and preserving organizational memory. With respect to intentional forgetting, findings revealed contradictory positions: on the one hand, managers contributed to the disbandment of existing beliefs and frames of reference, but on the other hand, they preserved existing knowledge and power structures.

The study was limited by the accessibility of subscribed journals and databases, research scope and time span.

This paper provides useful guidelines to managers who need to reduce the disruptive effects of accidental forgetting or plan intentional forgetting, i.e. managed unlearning.

This paper represents a first attempt to review and define the influence of managers on organizational forgetting.

The purpose of this paper is to determine the impact of organizational forgetting on knowledge‐intensive firms and the circumstances in which the loss of distinctive knowledge takes place.

The empirical research in this paper consists of a qualitative proposal based on two case studies in higher education involving situations of organizational forgetting.

A framework for conceptualizing organizational forgetting. Moreover, the results of the case study analysis include a categorization of organizational forgetting and a set of propositions about their causes.

Scientific research on knowledge management has focused on the processes of knowledge creation, use and transfer, but has devoted little attention to the processes of knowledge degradation and destruction.