T1 - Organizational Learning

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• Experience improves performance Learning curve
• Cost drop per output doubling Progress ratio
• Search triggered below goals Problemistic search
• Experimentation through slack Slack search
• Balance between using and exploring Exploit–Explore
• Transform experience into routines Knowledge creation
• Team diversity enables learning Diversity
• Stability reduces knowledge loss Retention
• Learning across units Knowledge transfer
• Loss of accumulated know-how Knowledge depreciation
• Learning from others’ errors Vicarious learning
• Ability to absorb new knowledge Absorptive capacity
• Deliberate unlearning for adaptation Purposeful forgetting
• Organizations learn through shared meaning Cultural learning
• Rejects “organizations think” idea Anti-cognitivism
• Learning as maintaining identity Preservation
• Know-how in practice, not minds Tacit practice
• Meaning embodied in artefacts Cultural artefacts
• Power shapes whose voices count Power in learning
• Learning for continuity, not change Identity maintenance
• Knowledge transmitted by participation Embodied knowing
• Collective understanding across generations Socialization
• Rejection of established science Science denial
• Advancing fake theories Pseudotheory promotion
• Within science’s domain but unreliable Pseudoscience
• Selective use of data Cherry-picking
• Ignoring refutation Zombie arguments
• Creating fake controversies Manufactured doubt
• Unequal evidence standards Asymmetric scrutiny
• Denial tied to ideology and power Ideological denial
• Expose denial tactics Scientific response
• Experience encoded in routines Organizational memory
• Learning from performance feedback Error correction
• Organizations as cognitive actors Cognitive model
• Efficiency as learning goal Normative bias
• Trapped in suboptimal routines Competency trap
• False cause–effect learning Superstitious learning
• Confused success interpretation Ambiguity of success
• Imitation as knowledge transfer Mimetic learning
• Learning as problem response Adaptive learning
• Multiple groups learning together Inter-CoP learning
• Technology shapes collaboration Material mediation
• Radiation and tools guide roles Sociomaterial coordination
• Learning through doing in real time Situated learning
• Shifting expertise roles Dynamic expertise
• Mutual dependence across groups Coordination
• No single dominating community Distributed authority
• Balancing autonomy and control Hybrid collaboration
• Group bound by shared practice Community of Practice
• Path from novice to expert Legitimate participation
• Learning through involvement Participation
• Four elements: practice, identity, community, meaning PICM model
• Knowledge embedded in activity Situated knowing
• Cannot command, only support Cultivation
• Stories show value of learning Narrative evaluation
• Shared passion and expertise Collective engagement

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