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Organizational Learning in Response to Large Scale Events

Gustavson, Sandra Ruth
http://rave.ohiolink.edu/etdc/view?acc_num=kent1208717590

Abstract Details

2008, PHD, Kent State University, College of Business and Entrepreneurship, Ambassador Crawford / Department of Management and Information Systems.
Organizational learning has been associated with successful strategy implementation, organizational performance and innovation required to maintain competitive advantage. Scholars agree that the field needs empirical work to support organizational learning concepts. This is a qualitative case study of the effects large scale events, specifically Y2K, on learning activities within the IS Division of Kent State University. The period covered is 1998 to 2007. The case study is based on retrospective interviews in which participants were asked to recall their experiences during the designated events. The intent of the study was to create a contextual description of the events of Y2K, to examine responses for evidence of individual and organizational learning by applying the theoretical framework developed by Argyris and Schön (1978) and to consider the occurrence of organizational learning over time as a unit of analysis. Interview data was analyzed chronologically and inductively. The research showed evidence that organizational learning did occur as defined by Argyris and Schön (1978) at the single, double loop levels, and deutero levels. The organization moved from customized to standard IT practices, trust emerged, and compensation, reflecting a higher value placed on IT workers, was permanently increased. Reflection and inquiry were identified as precursors to learning; embedding of new maps incorporating standardization, trust and pay increases in the organizational routines occurred. Embedding allowed application of learning to new situations. HR emerged as a dominant influence in the Y2K process. Failure to define Y2K as a successful endeavor may have resulted in lost opportunity. Events occurring within the Y2K Project supported Argyris and Schön’s (1978) theory of organizational learning. The research concluded that in the cases of large scale events, defined as crises, utilizing a learning framework to assess and structure the event provides the greatest opportunity for long term benefit to the organization. While it was possible to track learning, chronologically (linearly) through the period of the study, it is not possible to know the future impact of current decisions. Learning was observed to be dynamic, requiring a multi-dimensional approach in future studies.
Marvin Troutt, PhD (Committee Chair)
G. Weinroth, PhD (Committee Member)
Tricia Niesz, PhD (Committee Member)
Kathleen Wilson, PhD (Committee Member)
158 p.
Management
Organizational Learning; Argyris; Y2K

Recommended Citations

Citations

  • Gustavson, S. R. (2008). Organizational Learning in Response to Large Scale Events [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1208717590

    APA Style (7th edition)

  • Gustavson, Sandra. Organizational Learning in Response to Large Scale Events. 2008. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1208717590.

    MLA Style (8th edition)

  • Gustavson, Sandra. "Organizational Learning in Response to Large Scale Events." Doctoral dissertation, Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1208717590

    Chicago Manual of Style (17th edition)

kent1208717590
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© 2008, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.