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首页> 外文期刊>European management journal >Reading between the lines: Learning as a process between organizational context and individuals' proclivities
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Reading between the lines: Learning as a process between organizational context and individuals' proclivities

机译：字里行间：作为组织背景和个人倾向之间的过程进行学习

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摘要

Critical firm-level results, such as strategic renewal and sustainable firm performance are recurrently attributed to organizational learning. Yet, many scholars claim that this firm-level phenomenon has not been sufficiently broken down and connected with lower level activities. Consequently, this paper intends to focus on two nascent conceptual bridges for linking macro- and micro-level structures and processes in the organizational learning literature: (organizational) identity and (organizational) attention. We first briefly review these two approaches, trying to show their complementarities. We shall argue that research on identity and attention is delivering results useful to establish suitable foundations to the organizational learning literature; that both can be scaled up from the individual level to do justice to the multilevel nature of learning and finally that both lend themselves to the analysis of the seemingly unsolvable tension between exploitation and exploration in organizational learning.
机译：关键的公司级成果，例如战略更新和可持续的公司绩效，经常归因于组织学习。但是，许多学者声称，这种企业层面的现象尚未得到充分分解，并与较低层次的活动有关。因此，本文打算集中在两个新兴的概念性桥梁上，以联系组织学习文献中的宏观和微观层面的结构和过程：（组织）认同和（组织）关注。我们首先简要回顾这两种方法，以显示它们的互补性。我们将争辩说，关于身份和注意力的研究正在提供有益的结果，为建立组织学习文献的适当基础奠定了基础。两者都可以从个人的层面扩大以伸张正义，达到学习的多层次性质，最后两者都有助于分析组织学习中探索与探索之间看似无法解决的紧张关系。

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