Cognitive foundations of organizational learning: Re-introducing the distinction between declarative and non-declarative knowledge.
Author(s) / Creator(s)
Kump, B.
Moskaliuk, J.
Cress, U.
Kimmerle, J.
Other kind(s) of contributor
Leibniz-Institut für Wissensmedien
Abstract / Description
Contemporary research into socio-cognitive foundations of organizational learning tends to disregard the distinction between declarative and non-declarative knowledge. By reviewing the literature from organizational learning research and cognitive psychology we explain that this distinction is crucial. We describe the foundations of organizational learning by referring to models that consider the interplay between individual and collective knowledge-related processes in organizations. We highlight the existence of a research gap resulting from the finding that these approaches have widely neglected the existence of different types of knowledge. We then elaborate on characteristics of declarative and non-declarative knowledge in general, consider organizations as structures of distributed cognition, and discuss the relationship between organizational knowledge and practice. Subsequently, we examine the role of declarative and non-declarative knowledge in the context of organizational learning. Here, we analyze (1) the cognitive and social mechanisms underlying the development of declarative and non-declarative knowledge within structures of distributed cognition and (2) the relationship between alterations in declarative and non-declarative types of knowledge on the one hand and changes in organizational practice on the other. Concluding, we discuss implications of our analysis for organizational learning research. We explain how our integrative perspective may offer starting points for a refined understanding of the sub-processes involved in organizational learning and unlearning and may support a better understanding of practical problems related to organizational learning and change.
Persistent Identifier
Date of first publication
2015
Journal title
Frontiers in Psychology
Volume
6
Page numbers
1489
Publication status
publishedVersion
Review status
peerReviewed
Is version of
10.3389/fpsyg.2015.01489
Citation
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13_fpsyg-06-01489.pdfAdobe PDF - 500.9KBMD5: 9ca23043f37447fb21d6a888f89769cc
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Author(s) / Creator(s)Kump, B.
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Author(s) / Creator(s)Moskaliuk, J.
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Author(s) / Creator(s)Cress, U.
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Author(s) / Creator(s)Kimmerle, J.
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Other kind(s) of contributorLeibniz-Institut für Wissensmedien
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PsychArchives acquisition timestamp2017-08-28T11:11:13Z
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Made available on2017-08-28T11:11:13Z
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Date of first publication2015
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Abstract / DescriptionContemporary research into socio-cognitive foundations of organizational learning tends to disregard the distinction between declarative and non-declarative knowledge. By reviewing the literature from organizational learning research and cognitive psychology we explain that this distinction is crucial. We describe the foundations of organizational learning by referring to models that consider the interplay between individual and collective knowledge-related processes in organizations. We highlight the existence of a research gap resulting from the finding that these approaches have widely neglected the existence of different types of knowledge. We then elaborate on characteristics of declarative and non-declarative knowledge in general, consider organizations as structures of distributed cognition, and discuss the relationship between organizational knowledge and practice. Subsequently, we examine the role of declarative and non-declarative knowledge in the context of organizational learning. Here, we analyze (1) the cognitive and social mechanisms underlying the development of declarative and non-declarative knowledge within structures of distributed cognition and (2) the relationship between alterations in declarative and non-declarative types of knowledge on the one hand and changes in organizational practice on the other. Concluding, we discuss implications of our analysis for organizational learning research. We explain how our integrative perspective may offer starting points for a refined understanding of the sub-processes involved in organizational learning and unlearning and may support a better understanding of practical problems related to organizational learning and change.
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Publication statuspublishedVersion
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Review statuspeerReviewed
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/500
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.708
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Is version of10.3389/fpsyg.2015.01489
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TitleCognitive foundations of organizational learning: Re-introducing the distinction between declarative and non-declarative knowledge.
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DRO typearticle
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Leibniz institute name(s) / abbreviation(s)IWM
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Leibniz subject classificationPsychologie
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Journal titleFrontiers in Psychology
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Page numbers1489
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Volume6
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Visible tag(s)Version of Record