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A Multilevel Framework for Organizational Learning in Self-Managed Team Organizations: an abductive micro-foundations study
KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.ORCID iD: 0000-0002-9183-4355
KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.ORCID iD: 0000-0002-6024-7908
(English)Manuscript (preprint) (Other academic)
Abstract [en]

Drawing on the social cognitive learning perspective, this study advances a multilevel theory of organizational learning for team-based organizations, which integrates principles of cognition and motivation through team-level self-regulation mechanisms. We highlight and unpack these mechanisms, which have long been treated as black boxes in organizational learning research. We describe them using an empirical case from a multinational company, and we reveal their potential to affect motivation and socio-cognitive functions in self-managing teams. We also clarify the complexity of their relationships through a set of propositions and provide a definition of the team-level self-regulation mechanisms constructs.

National Category
Social Sciences Interdisciplinary
Identifiers
URN: urn:nbn:se:kth:diva-193560OAI: oai:DiVA.org:kth-193560DiVA: diva2:1017175
Note

QC 20161005

Available from: 2016-10-04 Created: 2016-10-04 Last updated: 2016-10-05Bibliographically approved
In thesis
1. Regulation and Self-Regulation of Team Learning and Innovation Activities
Open this publication in new window or tab >>Regulation and Self-Regulation of Team Learning and Innovation Activities
2016 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Self-regulated learning and innovation activities within teams are those processes with which team members collectively activate and sustain cognition, affects and behaviors which are systematically oriented towards the achievement of their team’s goals. Although research on self-managing teams exists, there remains considerable confusion on many issues including what self-regulation is and how regulation of self-regulated learning and innovation activities is carried out. A primary contribution of this dissertation is to introduce a theoretical framework for analysing and applying regulative actions in organizational environment. The aim of this dissertation is to advance the understanding on how regulation of self- managing team learning and innovation activities can happen starting from an analysis of the self-regulative learning processes of individuals within teams and of their own determinants.  This dissertation has  three objectives: 1) to present internal team mechanisms involved in the self-regulation  of teams’ learning activities, their interactive dynamics and their corresponding major organisational determinants; 2) to rely on this novel understanding to detect relevant regulative actions which are able to indirectly influence teams’ self-regulatory learning and innovative behaviour; 3) to offer empirical evidence of how specific regulative actions affect team learning and innovation performance. We discover that there are four major constructs associated with the regulation of teams’ learning and innovation activities: feedback loops and goals equally combining learning and performance items, networks of influence made up of managers and stakeholders interacting with teams through systematic routines, training programmes for team members, dialectical perspective on learning and innovation to force in the managerial layers. 

Place, publisher, year, edition, pages
Stockholm: KTH Royal Institute of Technology, 2016. 173 p.
Series
TRITA-MMK, ISSN 1400-1179 ; 2016:06
National Category
Social Sciences
Research subject
Industrial Engineering and Management
Identifiers
urn:nbn:se:kth:diva-193568 (URN)978-91-7729-133-6 (ISBN)
Public defence
2016-10-18, Sal Gladan, Innovationsstudion, Brinellvägen 85, Stockholm, 13:00 (English)
Opponent
Supervisors
Note

QC 20161005

Available from: 2016-10-05 Created: 2016-10-04 Last updated: 2016-10-05Bibliographically approved

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