The Local and Variegated Nature of Learning in Organizations: A Group-Level Perspective

By Amy C. Edmondson. Organ. Sci., 2002

952 citations recorded by the source corpus.

Subfields: Management Science and Operations Research, Organizational Behavior and Human Resource Management, Strategy and Management

View Paper: https://www.semanticscholar.org/paper/fd254aa7e123bbfe5b3a3e61e8fd933c83338294

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In Management Science and Operations Research

In Organizational Behavior and Human Resource Management

In Strategy and Management

Citations in the corpus

6 Three Perspectives on Team Learning: Outcome Improvement, Task Mastery, and Group Process (2007, methodology): “A qualitative study of 12 manufacturing company teams of varying types (management, product development, service, production) identified the different implications for organizational performance of teams engaged in incremental learning (improvement) versus radical learning (innovation) (Edmondson, 2”
Team Exploratory and Exploitative Learning: Psychological Safety, Task Conflict, and Team Performance (2011, background): “Exploration and exploitation represent fundamental generic types of learning (Argyris, 1982; March, 1991), which are considered pivotal in the development of every organizational learning theory (Crossan, Lane, & White, 1999; Edmondson, 2002).”
Racial Diversity, Racial Asymmetries, and Team Learning Environment: Effects on Performance (2012, background): “Absent such norms, differential perceptions of risk increase the likelihood of schisms and of lower-status members either withdrawing or adopting defensive goals instead of task-oriented ones (Argyris, 1982; Davidson & Friedman, 1998; Edmondson, 2002, 2003; Edmondson et al., 2001).”
The dysfunctions of power in teams: A review and emergent conflict perspective (2017, background): “In support of the con ﬂ ict account, many studies have found negative effects of power dispersion on team outcomes (e.g., Edmondson, 2002; Torrance, 1955; Tost et al., 2013; Van der Vegt, De Jong, Bunderson, & Molleman, 2010), and con ﬂ ict has been frequently shown to mediate this effect (e.g.,…”
Too Hot to Handle? How to Manage Relationship Conflict (2006, background): “mistakes and differences.(30) Although such teams don’t find it easy to do so, they learn to do it anyway, recognizing the longer-term benefits.”
Does top management team diversity promote or hamper foreign expansion (2007, background): “…is ambiguous as moderate negative social implications (Jehn, 1997; Jehn et al., 1999; Knight et al., 1999; Pelled et al., 1999) may be balanced by positive effects of informational diversity (Thatcher et al., 2003) and a psychological sense of safety within subgroups (Edmondson, 1999, 2002).”
Factors that influence organization learning sustainability in non‐profit organizations (2010, positive): “Power was also an element in a study conducted by Amy Edmondson (2002)”
The Role of Psychological Safety in Human Development (2016, neutral): “One reason that public risk taking can feel high stakes is the sense that the people watching may be evaluating the risk taker (Edmondson, 2002).”
From orientation to behavior: The interplay between learning orientation, open-mindedness, and psychological safety in team learning (2019, background): “, 2018) and a crucial building block for organizational learning (Edmondson, 2002).”
Voice Flows to and around Leaders (2013, background): “, 1998; Edmondson, 2003) and effective decision making (Eisenhardt, 1989; Milliken, Morrison, and Hewlin, 2003), both of which are key to performance (Edmondson, 2002; Vera and Crossan, 2004).”
Structure and Learning in Self-Managed Teams: Why "Bureaucratic" Teams Can Be Better Learners (2010, result): “At first glance, this hypothesis would seem to contradict research suggesting that psychological safety is less likely in teams where status differences exist (e.g., Edmondson 2002).”