Search results

1 – 10 of 492
To view the access options for this content please click here
Article
Publication date: 13 August 2019

Shubham Sharma and Usha Lenka

Learning, unlearning and relearning (LUR) has been preached as a panacea to organizations. Whereas, research on learning and unlearning has grown exponentially, relearning

Abstract

Purpose

Learning, unlearning and relearning (LUR) has been preached as a panacea to organizations. Whereas, research on learning and unlearning has grown exponentially, relearning is still considered as an obscure concept. This paper aims to provide a new insight on organizational relearning and highlight its linkages with organizational unlearning.

Design/methodology/approach

This study is based upon a systematic literature review of organizational unlearning and organizational relearning. Papers expounding upon relearning were carefully analyzed vis-à-vis organizational unlearning.

Findings

Organizational unlearning and organizational relearning assume a vital place in developing a learning organization. However, linking the two processes in a sequence tends to arouse certain conceptual difficulties. First, it is not necessary that relearning follows this prescribed ordering sequence. It is a process that can happen without prior unlearning. Second, based on the process model and multiple definitions of unlearning, the very purpose of organizational unlearning is to acquire new knowledge (relearning in literature). Therefore, in this sense, relearning seems to become a redundant concept and a neologism. As a result, this hampers the proper contextualization of relearning.

Originality/value

This paper attempts to expound upon the debate of organizational relearning and its interplay with organizational unlearning. As the concept of lifelong learning and building learning organizations assumes the center stage in contemporary organizations, it is suggested that unless the conceptual issues of related to LUR are not adequately addressed, academicians will naturally find it difficult to prescribe proper course of action to practitioners.

Details

The Learning Organization, vol. 26 no. 5
Type: Research Article
ISSN: 0969-6474

Keywords

To view the access options for this content please click here
Article
Publication date: 21 October 2013

Yingxin Zhao, Yanqiu Lu and Xiangyang Wang

The purpose of this paper is to propose a model to explore the dynamic process of knowledge management from the perspectives of organizational unlearning and organizational

Abstract

Purpose

The purpose of this paper is to propose a model to explore the dynamic process of knowledge management from the perspectives of organizational unlearning and organizational relearning, which promote a favorable context for knowledge management.

Design/methodology/approach

The model is proposed based on extensive review of literatures. According to this model, the evolutions of organizational unlearning and organizational relearning are separately analyzed, and the interactions between them are revealed.

Findings

Organizational unlearning and organizational relearning are the indispensable factors to the dynamic knowledge management. Organizational unlearning positively affects the dynamic knowledge management by discarding the outdated and useless knowledge, while organizational relearning has a positive influence on the dynamic knowledge management by acquiring the new knowledge. Organizational unlearning and organizational relearning have synergies on the dynamic knowledge management.

Research limitations/implications

This paper theoretically illuminates the relationships among organizational unlearning, organizational relearning and knowledge management, and doesn't offer an empirical test.

Practical implications

This paper will provide insights to practitioners to better understand the dynamic process of knowledge management. The practitioners need to provide favorable context to ensure that organizational unlearning and organizational relearning can occur.

Originality/value

Most existing studies focused on the inflows of knowledge, but the outflows of knowledge still lack sufficient attention, especially the dynamic process of knowledge management. The framework provides guides in that process.

Details

Journal of Knowledge Management, vol. 17 no. 6
Type: Research Article
ISSN: 1367-3270

Keywords

To view the access options for this content please click here
Article
Publication date: 16 May 2008

Feza Tabassum Azmi

Dramatic changes are constantly shaping the business world. Business in such bizarre settings requires shooting on moving targets. The need to constantly rejuvenate…

Abstract

Purpose

Dramatic changes are constantly shaping the business world. Business in such bizarre settings requires shooting on moving targets. The need to constantly rejuvenate organizations for enduring strategic advantage mandates an out‐and‐out adoption of the learn‐unlearn‐relearn (LUR) model. The purpose of this paper is to highlight the paradigm shifts in the extant literature on the three concepts and then attempts to club the three. It also introduces the concept of the FAST culture symbolized by flexibility, agility, steadfastness and tactfulness in the light of LUR model. Further it takes up a discussion of the strategic nuances, barriers and prerequisites involved in implementing the LUR model.

Design/methodology/approach

The paper bases itself on extensive review of literature and industry experience, citing several examples to drive home the central idea of the thesis.

Findings

It is concluded that adopting the LUR model requires a gradual and steady process of strategic transformation. It requires challenging old assumptions and creating newer layers of assumptions. The approach to LUR has to be seamlessly beaded with the firm's line of attack.

Practical implications

The paper will provide insights to strategic decision leaders vis‐à‐vis implementation of LUR model and its utility to the organization.

Originality/value

The paper proposes and introduces the LUR model as an important modern‐day imperative for organizations and has supplemented the idea with relevant examples and arguments. The paper also introduces the concept of the FAST culture.

Details

European Business Review, vol. 20 no. 3
Type: Research Article
ISSN: 0955-534X

Keywords

To view the access options for this content please click here
Article
Publication date: 21 September 2018

Xiangyang Wang, Ying Qi and Yingxin Zhao

The purpose of this paper is to explore the relationship between unlearning and strategic flexibility from the down-up change perspective.

Abstract

Purpose

The purpose of this paper is to explore the relationship between unlearning and strategic flexibility from the down-up change perspective.

Design/methodology/approach

Drawing on the routine-updating process, this study builds a theoretical model and examines it using survey data from 233 firms in China.

Findings

Unlearning is the enabler to strategic flexibility. Specifically, individual unlearning and organizational unlearning both have positive effects on strategic flexibility. Organizational unlearning exerts a partly mediating effect on the relationship between individual unlearning and strategic flexibility.

Originality/value

The paper examines the different mechanisms of individual and organizational unlearning on strategic flexibility and suggests that unlearning is a useful method or approach for strategic flexibility. In addition, this study is useful to help managers or practitioners determine how to embrace strategic flexibility by unlearning.

To view the access options for this content please click here
Article
Publication date: 9 April 2018

Stefania Mariano, Andrea Casey and Fernando Olivera

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

Abstract

Purpose

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

Design/methodology/approach

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

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.

Research limitations/implications

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

Practical implications

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.

Originality/value

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

Details

The Learning Organization, vol. 25 no. 3
Type: Research Article
ISSN: 0969-6474

Keywords

To view the access options for this content please click here
Article
Publication date: 2 August 2011

Juan Gabriel Cegarra‐Navarro, M. Eugenia Sánchez‐Vidal and David Cegarra‐Leiva

SMEs may be trapped in a suboptimal stable equilibrium, as many overloaded managers are cutting back on their resources and may be over‐investing in the development of…

Abstract

Purpose

SMEs may be trapped in a suboptimal stable equilibrium, as many overloaded managers are cutting back on their resources and may be over‐investing in the development of exploration and exploitation processes rather than investing in mechanisms to facilitate an unlearning context. This paper proposes an unlearning context to manage an appropriate balance between exploratory processes and exploitative processes.

Design/methodology/approach

This paper examines the relationship between and significance of two key factors of organisational learning (the exploration and exploitation of knowledge) within an unlearning context, and their effects on the improvement of the performance of SMEs. These relationships are examined through an empirical investigation of 229 SMEs in the Spanish metal sector.

Findings

The results indicate that the effects of exploration and exploitation of knowledge on organizational performance are mediated through an unlearning context.

Originality/value

The findings provide interesting insights into the drivers of organizational performance for SMEs using an unlearning context. SMEs need to provide for and support changes of perspective, of individual habits and in the framework for consolidating emergent understandings.

To view the access options for this content please click here
Article
Publication date: 1 April 2003

Y.L. Jack Lam and S.K. Nicholas Pang

In the context of rapid environmental changes under current school reform, the present paper attempts to locate an answer for a historical question related to the sources…

Abstract

In the context of rapid environmental changes under current school reform, the present paper attempts to locate an answer for a historical question related to the sources of organizational changes and for a prevailing question probing the relationships among external, internal and contextual factors affecting school organizational learning. Based on the information provided by 1,197 teaching staff from 67 Hong Kong government‐aided elementary and secondary schools, the present study confirms the proposition advanced by the “strategic choice school”, that it is leadership action which accounts for organizational adaptation. Moreover, through a series of path analyses, transformational leadership along with supportive culture and flexible structure are mainly accountable for organizational learning, while external and contextual conditions provide the additional incentives in dictating the extent of organizational learning that is taking place in schools.

Details

The Learning Organization, vol. 10 no. 2
Type: Research Article
ISSN: 0969-6474

Keywords

To view the access options for this content please click here
Article
Publication date: 1 September 2002

Y.L. Jack Lam, H.C. Peggy Wei, H.L. Wendy Pan and C.M. Marshall Chan

Reports upon research carried out in Taiwan to assess the relative importance of external environment, internal conditions and contextual variables as the major source or…

Abstract

Reports upon research carried out in Taiwan to assess the relative importance of external environment, internal conditions and contextual variables as the major source or momentum for school organizational learning. Maps out the intricate causal relationships among all external, internal and contextual factors with organizational learning process and outcomes. The sample comprised 51 primary and 37 secondary schools. It was found that school internal conditions – notably transformational leadership, positive school culture and supportive structure – outrank factors from other sources as the most critical elements in promoting organizational change, irrespective of the type and nature of schools or individual personal and background factors. Environmental constraints were not shown to be the dominant forces for organizations to engage in learning. Concludes that it is the leaders through their voluntary choice who bring about organizational change.

Details

International Journal of Educational Management, vol. 16 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

To view the access options for this content please click here
Article
Publication date: 15 October 2018

Adrian Klammer and Stefan Gueldenberg

Although still under-researched and characterized by a fragmented understanding, unlearning and forgetting have recently received increased scholarly attention. The…

Abstract

Purpose

Although still under-researched and characterized by a fragmented understanding, unlearning and forgetting have recently received increased scholarly attention. The purpose of this systematic literature review is to survey and evaluate key works in the field of organizational unlearning and forgetting. Through analyzing and synthesizing common themes, this paper aims to highlight research gaps and avenues for future research.

Design/methodology/approach

This paper follows a systematic approach of identifying, analyzing and synthesizing pertinent literature in the field of organizational unlearning and forgetting. In total, 63 works were thoroughly reviewed.

Findings

This paper highlights different levels and scopes, as well as antecedents and consequences of organizational unlearning and forgetting. Even though unlearning and forgetting has gained increased attention, researchers still need to provide robust conceptual and empirical evidence to advance the field.

Originality/value

By structuring the analysis and synthesis around various constructs, theories, typologies and related themes, this paper outlines several research gaps and proposes avenues for further research. Additionally, this systematic literature review resulted in the development of a framework based on the intentionality and depth of knowledge loss, which allows future researchers to position their research and differentiate themselves from other literature in the field.

Details

Journal of Knowledge Management, vol. 23 no. 5
Type: Research Article
ISSN: 1367-3270

Keywords

Abstract

Details

The Learning Organization, vol. 26 no. 5
Type: Research Article
ISSN: 0969-6474

1 – 10 of 492