Journal articles on the topic 'Unlearning'
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Halberstam, Jack. "Unlearning." Profession 2012, no. 1 (December 2012): 9–16. http://dx.doi.org/10.1632/prof.2012.2012.1.9.
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Johnson, Chris. "Unlearning." BMJ 331, no. 7518 (September 22, 2005): 703.1. http://dx.doi.org/10.1136/bmj.331.7518.703.
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Newman, Mary Beth. "Unlearning." Professional Case Management 24, no. 5 (2019): 262–64. http://dx.doi.org/10.1097/ncm.0000000000000382.
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Cegarra-Navarro, Juan Gabriel, and Anthony Wensley. "Promoting intentional unlearning through an unlearning cycle." Journal of Organizational Change Management 32, no. 1 (February 11, 2019): 67–79. http://dx.doi.org/10.1108/jocm-04-2018-0107.
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Purpose Although there is widespread agreement about the importance of and need for unlearning particularly in an organizational context, concerns have been expressed by some researchers with respect to the coherence of the concept. The purpose of this paper is to complement organizational theories of unlearning with a clearer definition of intentional unlearning and develops an “unlearning cycle” comprising of the steps that influence unlearning focused on the need to update knowledge obtained in the past. Design/methodology/approach In this paper, the authors review both the current state of conceptual development and the empirical underpinning of the concept of unlearning and relate it to emerging literature on the links between levels of learning to then propose a conceptual framework which includes employees and managers as key actors in enabling intentional unlearning. Findings Unlearning critics have argued that unlearning has no explanatory value and is unnecessary because clear alternatives and less problematic concepts better frame the research gap that has been identified in the unlearning research literature. By addressing these concerns, this study proposes three key structures to facilitate intentional unlearning, namely, those represented by the unlearning cycle. Originality/value This study sheds light on the relationship across different unlearning levels. In addition, this study attempts to indicate how greater rigor may be brought to the development of research in the fields of intentional unlearning.
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Wang, Xiangyang, Ying Qi, and Yingxin Zhao. "Individual unlearning, organizational unlearning and strategic flexibility." Baltic Journal of Management 14, no. 1 (January 7, 2019): 2–18. http://dx.doi.org/10.1108/bjm-10-2017-0324.
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PurposeThe purpose of this paper is to explore the relationship between unlearning and strategic flexibility from the down-up change perspective.Design/methodology/approachDrawing on the routine-updating process, this study builds a theoretical model and examines it using survey data from 233 firms in China.FindingsUnlearning is the enabler to strategic flexibility. Specifically, individual unlearning and organizational unlearning both have positive effects on strategic flexibility. Organizational unlearning exerts a partly mediating effect on the relationship between individual unlearning and strategic flexibility.Originality/valueThe paper examines the different mechanisms of individual and organizational unlearning on strategic flexibility and suggests that unlearning is a useful method or approach for strategic flexibility. In addition, this study is useful to help managers or practitioners determine how to embrace strategic flexibility by unlearning.
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Rautenbach, Rene, Margie Sutherland, and Caren B. Scheepers. "The process by which executives unlearn their attachments in order to facilitate change." African Journal of Employee Relations (Formerly South African Journal of Labour Relations) 39, no. 2 (February 19, 2019): 145–64. http://dx.doi.org/10.25159/2520-3223/5876.
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Unlearning an attachment has become a critical change competence for executives. Although attachment behaviour in the workplace is ubiquitous, there is a scarcity of empirical research on the processes executives follow in order to release their dysfunctional attachments to systems, routines, ideas, divisions and certain members of staff. By unlearning attachments, executives can embrace new concepts, methods and processes and thereby enable their organisations to be more competitive. This qualitative research investigated executives’ experiences of unlearning an attachment, through the pre-unlearning, unlearning and post-unlearning phases. A de jure model was formulated from concepts that emerged during the literature review and this model was the basis of in-depth interviews with 10 change experts and 10 executives who had unlearned attachments. The executives and change experts shared real-life experiences during each of the unlearning phases. The findings informed a de facto model of the experiences of executives unlearning their attachments. This process model makes a theoretical contribution by depicting the major types of attachments, influences on, processes of, actions required by and outcome of the executives’ unlearning. The model should contribute to change practitioners’ facilitation of executives’ unlearning processes and executives’ insights into their own attachments.
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Becker, Karen. "Organizational unlearning: time to expand our horizons?" Learning Organization 25, no. 3 (April 9, 2018): 180–89. http://dx.doi.org/10.1108/tlo-10-2017-0095.
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Purpose Interest in the topic of unlearning has grown in recent years, fueled by rapid changes in the business environment and resultant organizational change. This change challenges individuals and organizations to unlearn past knowledge and practice to embrace new organizational realities. However, much of the unlearning literature focuses on either individual or organizational factors that enable or hinder unlearning. This paper aims to look beyond the organizational boundary to question whether there are tensions between professionals and the organizations in which they work that influence organizational unlearning. Design/methodology/approach This is a conceptual paper analyzing how professions are established to identify the implications for organizational unlearning. The critical elements of a profession are explored to identify the potential impact that professionals within the organization may have on organizational learning and unlearning. Findings The paper argues that to facilitate unlearning, organizations must recognize not only internal factors but also external pressures on individuals and groups. In particular, professions with a strong identity may represent a significant force that can either engender or resist attempts to learn and unlearn by the organization. Originality/value Within the existing unlearning literature, individual and organizational factors that facilitate or hinder unlearning have been widely canvased. However, little attention has been given to the factors beyond organizational boundaries that may also impact unlearning, particularly for individuals and groups with strong professional identities. This paper offers some unique insights into this potential factor for consideration by those seeking to enhance organizational unlearning.
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Tsang, Eric W. K., and Shaker A. Zahra. "Organizational unlearning." Human Relations 61, no. 10 (October 2008): 1435–62. http://dx.doi.org/10.1177/0018726708095710.
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Johannessen, Jon-Arild, and Arnulf Hauan. "Organizational Unlearning." Creativity and Innovation Management 3, no. 1 (March 1994): 43–53. http://dx.doi.org/10.1111/j.1467-8691.1994.tb00115.x.
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Yates, Darran. "Unlearning fear." Nature Reviews Neuroscience 15, no. 3 (February 5, 2014): 135. http://dx.doi.org/10.1038/nrn3695.
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Lalu, Premesh. "Unlearning History." Comparative Studies of South Asia, Africa and the Middle East 36, no. 1 (2016): 177–82. http://dx.doi.org/10.1215/1089201x-3482207.
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Westergaard, Marit. "Unlearning V2." EUROSLA Yearbook 3 (August 28, 2003): 77–101. http://dx.doi.org/10.1075/eurosla.3.07wes.
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This study investigates how child speakers of a verb second (V2) language acquire the supposedly more basic SVO word order of English. Data comes from approximately 100 Norwegian school children aged 7 to 12 in their acquisition of three related syntactic constructions. The focus of the investigation is the extent of language transfer from the L1, related to questions of markedness. It is shown that there is considerable transfer of Norwegian word order, and the children need to ‘unlearn’ the V2 rule acquired for their first language in the process of learning English. In a cue-based approach to second language acquisition, the input cues that are necessary to reorganize the children’s internalized grammar are identified, and the frequency of these cues is argued to be responsible for the order of acquisition of the various constructions.
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Schraeder, Mike, Mark H. Jordan, Dennis R. Self, and David J. Hoover. "Unlearning cynicism." International Journal of Organizational Analysis 24, no. 3 (July 11, 2016): 532–47. http://dx.doi.org/10.1108/ijoa-05-2013-0674.
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Purpose “Unlearning” is discussed as an additional perspective or supplemental strategy for managers/leaders to consider when addressing cynicism in organizations. The article is not intended to be definitive. The aim of this paper is to generate ideas and encourage further exploration amongst practitioners and scholars regarding the feasibility of this perspective. There are a number of plausible explanations for the origin of cynicism, including the notion that cynicism is learned. As anything that is learned can also be unlearned, “unlearning” seemed to be a compelling perspective worthy of further exploration. Design/methodology/approach A targeted literature review of cynicism (with a specific focus on some of the more salient and well-respected research) was utilized to develop a conceptual overview of cynicism, a discussion of key causes/antecedents of cynicism, and common symptoms of cynicism. Select literature was also reviewed relative to the concept of “unlearning”. These varied sources were then synthesized into a framework that outlined the premise of “unlearning” applied to cynicism in organizations. Findings This article focuses on the attitudinal dimension of cynicism, discussing “unlearning” as a possible method for addressing cynicism that can be used to supplement, but not necessarily replace, other methods that have proven effective. Originality/value Cynicism in organizations has received notable research attention. This article contributes to this important topic by exploring “unlearning” as a supplemental approach or perspective for addressing cynicism with the intent of generating ideas and encouraging further exploration of the feasibility of this approach.
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Satcher, D. "Unlearning violence." Public Health Reports 114, no. 5 (September 1, 1999): 478–79. http://dx.doi.org/10.1093/phr/114.5.478.
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Friess, Daniel A., and Tariq Jazeel. "Unlearning “Landscape”." Annals of the American Association of Geographers 107, no. 1 (October 25, 2016): 14–21. http://dx.doi.org/10.1080/24694452.2016.1230414.
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Fitzpatrick, Joyce J. "Unlearning Revisited." Nursing Education Perspectives 37, no. 2 (2016): 60. http://dx.doi.org/10.1097/01.nep.0000480672.35454.7f.
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Jarman, Karin. "Unlearning, relearning." Self & Society 44, no. 1 (January 2, 2016): 78–80. http://dx.doi.org/10.1080/03060497.2016.1167330.
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Harrington, Monica. "'Unlearning' addiction." Lab Animal 44, no. 9 (August 24, 2015): 334. http://dx.doi.org/10.1038/laban.850.
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McGlotten. "Unlearning/Ethnography." QED: A Journal in GLBTQ Worldmaking 4, no. 1 (2017): 180. http://dx.doi.org/10.14321/qed.4.1.0180.
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Zhang, Feng, Chongchong Lyu, and Lei Zhu. "Organizational unlearning, knowledge generation strategies and radical innovation performance: evidence from a transitional economy." European Journal of Marketing 56, no. 1 (November 18, 2021): 133–58. http://dx.doi.org/10.1108/ejm-10-2019-0756.
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Purpose Empirical results remain unclear as to whether organizational unlearning can improve radical innovation performance. The purpose of this study is to investigate how, and under which conditions, organizational unlearning influences firms’ radical innovation performance. Design/methodology/approach Drawing on the knowledge-based view, this study develops a theoretical model that hypothesizes a positive relationship between organizational unlearning and radical innovation performance, which is mediated by knowledge generation strategies. It also proposes that the impact of unlearning on knowledge generation strategies will be moderated by dysfunctional competition. Using survey data from 191 Chinese manufacturing firms, the hierarchical regressions were used to test the hypotheses. Findings The empirical results show that organizational unlearning not only impacts radical innovation performance directly, but also indirectly affects radical innovation performance through two distinct types of knowledge generation strategies: (internal) knowledge creation and (external) information searching. Moreover, dysfunctional competition plays a dual role, strengthening the positive relationship between organizational unlearning and information search and weakening the positive relationship between organizational unlearning and knowledge creation. Research limitations/implications The present research broadens the understanding of how to promote radical innovation performance, which has great potential to improve the performance of firms on the market. Specifically, it deepens the knowledge of how organizational unlearning facilitates radical innovation performance by focusing on two distinct types of knowledge generation strategies as the crucial links, and enriches existing literature on the effectiveness of organizational unlearning in a dysfunctional competitive environment. Practical implications Practicing organizational unlearning for firms’ long-term success requires firms to develop and implement appropriate knowledge generation strategies in accordance with the characteristics of market competition in their operating environment. Originality/value This study offers new insights into how and under what conditions organizational unlearning affects radical innovation performance, enhancing the understanding of how organizational unlearning can be implemented to drive firm radical innovation.
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Matsuo, Makoto. "Effects of team unlearning on employee creativity." Journal of Workplace Learning 30, no. 7 (September 10, 2018): 531–44. http://dx.doi.org/10.1108/jwl-03-2018-0045.
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Purpose Although unlearning is considered an essential step for creativity, little is known about the relationship between team unlearning and employee creativity. The purpose of this study was to investigate the mediating role of individual reflection between team unlearning and employee creativity. Design/methodology/approach The research model was tested using multisource survey data from 164 employees in 28 teams at a manufacturing firm and a service firm. Findings The results of the multilevel analyses indicated that team unlearning had a positive influence on supervisor-rated employee creativity, fully mediated by individual reflection. Practical implications It should be noted that employee creativity is not automatically enhanced through team unlearning. Managers should encourage members to reflect on their work practices following team-unlearning exercises for the purpose of enhancing their creativity. Originality/value The findings contribute to the existing literature by demonstrating that reflective practices play significant roles in linking team unlearning with employee creativity. This study explored preceding literature examining employee creativity in terms of the unlearning process.
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UĞURLU, Özlem Yaşar, Duygu KIZILDAĞ, and Cenk TUFAN. "A MODEL PROPOSAL REGARDING ANTECEDENTS AND OUTCOMES OF UNLEARNING: CASE STUDY OF AN R&D FIRM FROM TURKEY." Business & Management Studies: An International Journal 8, no. 5 (December 25, 2020): 4300–4332. http://dx.doi.org/10.15295/bmij.v8i5.1643.
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In the literature, the subject of unlearning is discussed less than organisational learning and learning organisation. Thinking the dynamics of today’s economy and the business world, having an unlearning ability is especially important for firms that focus on innovation and sustainable development. This research aims to explore the process of unlearning in an innovative company with a high capability of R&D, to determine the type of unlearning and its antecedents affecting the unlearning process, and also to find the positive outcomes of unlearning for the company and to establish a model as a result of these findings. In line with the purpose of the research, this investigation was undertaken by using the case study method and doing semi-structured interviews with company officials in an R&D company that offers advanced technological products and services to the defence, environment and energy industries in Turkey. According to the research findings, it is seen that company A can unlearn and the processes related to unlearning. When the findings obtained in terms of the unlearning process and its sub-dimensions are combined, it is noteworthy that the company sees unlearning at the centre of development and improvement. A model was proposed through the findings.
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Sharma, Shubham, and Usha Lenka. "Exploring linkages between unlearning and relearning in organizations." Learning Organization 26, no. 5 (July 8, 2019): 500–517. http://dx.doi.org/10.1108/tlo-10-2018-0164.
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Purpose Learning, unlearning and relearning (LUR) has been preached as a panacea to organizations. Whereas, research on learning and unlearning has grown exponentially, relearning is still considered as an obscure concept. This paper aims to provide a new insight on organizational relearning and highlight its linkages with organizational unlearning. Design/methodology/approach This study is based upon a systematic literature review of organizational unlearning and organizational relearning. Papers expounding upon relearning were carefully analyzed vis-à-vis organizational unlearning. Findings Organizational unlearning and organizational relearning assume a vital place in developing a learning organization. However, linking the two processes in a sequence tends to arouse certain conceptual difficulties. First, it is not necessary that relearning follows this prescribed ordering sequence. It is a process that can happen without prior unlearning. Second, based on the process model and multiple definitions of unlearning, the very purpose of organizational unlearning is to acquire new knowledge (relearning in literature). Therefore, in this sense, relearning seems to become a redundant concept and a neologism. As a result, this hampers the proper contextualization of relearning. Originality/value This paper attempts to expound upon the debate of organizational relearning and its interplay with organizational unlearning. As the concept of lifelong learning and building learning organizations assumes the center stage in contemporary organizations, it is suggested that unless the conceptual issues of related to LUR are not adequately addressed, academicians will naturally find it difficult to prescribe proper course of action to practitioners.
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SUKOCO, BADRI MUNIR, and LES TIEN-SHANG LEE. "THE EFFECTS OF PSYCHOLOGICAL CAPITAL AND TEAM STRAIN ON THE EFFECTIVENESS OF NPD TEAMS: THE MODERATING ROLE OF PERCEIVED DIVERSITY CLIMATE." International Journal of Innovation Management 21, no. 04 (May 2017): 1750032. http://dx.doi.org/10.1142/s1363919617500323.
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The unlearning process in new product development (NPD) teams is a crucial one that leads to innovative products, but most related studies emphasise the variables embedded at the team level. This study focuses on how the characteristics of individuals, known as psychological capital (PsyCap), also contribute to the unlearning process. Moreover, this study argues that the effect of unlearning is moderated by the perceived diversity climate. To test the proposed hypotheses, 77 NPD team leaders and 298 members participated in the study. The results indicate that PsyCap has a positive influence on team unlearning and product innovation. This study also indicates that team strain negatively influences the unlearning process and product innovation. The positive effect of PsyCap on the unlearning process is strengthened when NPD teams perceive greater diversity climate, while the negative effect of team strain on the unlearning process and product innovation is weakened.
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Coombs, CR, D. Hislop, J. Holland, SLC Bosley, and E. Manful. "Exploring types of individual unlearning by local health-care managers: an original empirical approach." Health Services and Delivery Research 1, no. 2 (June 2013): 1–126. http://dx.doi.org/10.3310/hsdr01020.
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BackgroundThe ability of health-care managers or organisations to adapt and respond to change is vital if they are to succeed in the contemporary health-care environment. Change involves the learning of new behaviours and giving up, or abandoning, some established ones – more formally defined as unlearning. However, research on unlearning is lacking. This original exploratory study investigates UK NHS health-care managers' engagement with behavioural unlearning and cognitive unlearning, and also considers the related concept of fading. The study also investigates the impact of individual unlearning on participating health-care managers' decision-making.Research questions(1) To what extent do health-care managers engage with the process of unlearning and what impact does the engagement with this process have on health-care managers' decision-making? (2) What are the barriers and enablers that influence the engagement of health-care managers with the process of unlearning? (3) To what extent does the health-care setting affect the level of engagement with the process of unlearning by health-care managers?MethodsThe study investigated these questions through an examination of the academic literature. Several management (Business Source Complete, Emerald), psychological (PsycINFO), health (MEDLINE) and education [Education Resources Information Center (ERIC)] electronic databases were searched for English-language articles that were published between January 2000 and March 2012. The literature provided the basis for original exploratory research that investigated local health-care managers' experiences of unlearning. A case study approach was adopted for empirical data collection, using qualitative interviews to investigate experiences of unlearning in two secondary care NHS trusts (an acute trust and a mental health trust). A total of 85 episodes of unlearning were identified from a purposive sample of 29 health-care managers. The sample participants varied in terms of clinical/non-clinical background, type of department/unit and length of time as a manager.ResultsThe findings show that the health-care managers who participated in this study engaged with unlearning and fading. The engagement is triggered through either an individual experience or a change event. There was little evidence to indicate that health-care setting or professional background had a strong influence over health-care managers' engagement with unlearning, although this finding is limited by the exploratory nature of the study, sample size and range of settings examined. Participants identified a variety of barriers to individual unlearning including personal behaviour and staff resistance to change. Enablers such as personal skills, attitudes and relationships were more commonly cited than organisational enablers such as policies, procedures and work circumstances. The findings also suggest that unlearning does influence the decision-making of health-care managers, encouraging a more discovery-orientated approach.LimitationsThis study has a number of limitations. It is an exploratory study involving a small number of participants drawn from two NHS trusts, which limits the depth of insight that it can provide regarding specific aspects of unlearning processes. Further, because of the relatively low numbers of participants in our study, the findings provide limited insights regarding theextentto which managers engage with processes of unlearning across different health-care settings and theimpacton their decision-making. Finally, the study is able to provide only a limited interpretation of the nature of fading, although the empirical data do provide evidence that fading should not be conceptualised as a type of individual unlearning.ConclusionsThe study has enhanced the theory of individual unlearning by reconceptualising existing unlearning models and developing a new typology that distinguishes between four separate types of individual unlearning. The findings demonstrate that health-care managers who participated in this study engaged with unlearning processes and that this engagement impacted on their decision-making processes. After engaging with individual unlearning, several managers moved away from idea imposition approaches to decision-making in favour of more discovery-focused approaches, which have been reported in academic literature to be more successful. Future work that investigates a greater number of health-care managers' experiences of unlearning in a wider range of settings is necessary to establish the significance of health-care setting to individual unlearning experiences and provide greater generalisability to the findings of this study.FundingThe National Institute for Health Services and Delivery Research programme.
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Tsang, Eric W. K. "Stop eulogizing, complicating or straitjacketing the concept of organizational unlearning, please." Learning Organization 24, no. 2 (February 6, 2017): 78–81. http://dx.doi.org/10.1108/tlo-11-2016-0084.
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Purpose This paper aims to provide some comments on the four papers, other than the author’s own, that were included in a recent special issue on organizational unlearning. Design/methodology/approach The author carefully reads these papers and identify problems that may hinder unlearning research. Findings While each paper has its own merits, a common problem shared by the papers is that the concept of organizational unlearning is unnecessarily eulogized, complicated or straitjacketed. Research limitations/implications The author’s discussion focuses only on a problem related directly to the concept of unlearning, and does not cover other, though less serious, issues. Originality/value The author’s comments help readers better understand the concept of unlearning and so facilitate the further development of unlearning research.
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Visser, Max. "Learning and unlearning: a conceptual note." Learning Organization 24, no. 1 (January 9, 2017): 49–57. http://dx.doi.org/10.1108/tlo-10-2016-0070.
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Purpose Organizational learning and unlearning are often viewed as different and distinct concepts in the literature. The purpose of this paper is to analyze the unlearning concept and reassess its position vis-à-vis learning, in particular second-order and double-loop learning. Design/methodology/approach The paper entails a conceptual analysis. Findings It is found that there are two conceptual problems with unlearning, and that it is best embedded in the dynamics of the learning process, where it appears to fit well in the “interruption” phase. Research limitations/implications The research scope of the paper is limited to a theoretical analysis of organizational learning and unlearning. Implications for theory reside in the importance of unlearning and its relation to learning in current organizations. Practical implications The paper has practical implications for organizations wishing to become more adept at learning and unlearning. Originality/value The paper is among the first organizational papers to analyze unlearning in direct relation to different phases in the learning dynamics.
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SCHEINER, CHRISTIAN W., CHRISTIAN V. BACCARELLA, NINA FELLER, KAI-INGO VOIGT, and JOHN BESSANT. "ORGANISATIONAL AND INDIVIDUAL UNLEARNING IN IDENTIFICATION AND EVALUATION OF TECHNOLOGIES." International Journal of Innovation Management 20, no. 02 (February 2016): 1650017. http://dx.doi.org/10.1142/s1363919616500171.
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The ability of an organisation to recognise and evaluate technologically relevant information can be impeded by outdated processes, structures and knowledge. Organisations need therefore a capacity for “intended memory loss”, which has been labelled as unlearning. Although a number of scholars have examined unlearning, research is still only beginning to understand unlearning especially in the area of technology identification and evaluation. The goal of this study is therefore to examine unlearning on an organisational and individual level in this context. Unlearning on an organisational level comprises team composition strategies and directives as well as the implementation of unlearning mechanisms. On an individual level, unlearning highlights cognitive prototypes which exert an influence on the perception of technologies and their evaluation. A qualitative approach has been chosen to examine those aspects, in which technological gatekeepers serve as sample subjects. Technological gatekeepers take a crucial role in the technology identification and evaluation as decision makers and due to their influence on organisational structures and processes. The results of this study suggest that unlearning plays currently only a minor role on an organisational and individual level, which is mainly caused by existing rigidities and in the missing understanding of the necessity to unlearn.
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Pike Lacy, Alicia M., Kenneth C. Lam, and Cailee E. Welch Bacon. "Addressing the Habitual Practice Issue: The Role of Unlearning in Promoting Evidence-Based Practice and Lifelong Learning." Athletic Training Education Journal 17, no. 2 (April 1, 2022): 174–81. http://dx.doi.org/10.4085/1947-380x-21-050.
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Context Habits play a large role in health care professionals' behaviors. Although habitual practice patterns limit cognitive overload, routinized approaches can compromise the provision of quality and contemporary patient care. To address the issue of habit, unlearning has been suggested across health care fields but remains a relatively new concept in athletic training. Objectives This commentary aims to (1) describe the concept of unlearning, including barriers to and facilitators of this process, (2) discuss the steps in the unlearning process via a published unlearning framework, (3) highlight the role of unlearning on improving evidence-based practice and lifelong learning among clinicians, and (4) apply a context-specific example to the unlearning framework to highlight the role of unlearning on improving patient care. Background Although evidence-based practice can result in improved quality of care, literature suggests that routine uptake and incorporation of evidence into patient care is limited. The reason for this gap is likely multifactorial, but may, in part, be related to the need for unlearning. Synthesis Rapid changes in health care delivery require medical professionals to adapt their practice behaviors to maintain competence over time. Unlearning facilitates behavior change because it involves an intentional act of moving away from knowledge and skills that are no longer effective. As such, unlearning may also improve evidence-based practice efforts. Recommendation(s) To abide by changing recommendations, clinicians must unlearn outdated behaviors first before replacing them with evidence-based techniques. As new knowledge is acquired, it is important to reflect on its applicability to one's practice setting and identify what, if any, outdated practices the new knowledge could replace. Conclusion(s) Self-reflection is essential for successful unlearning to occur. Identifying the overall effectiveness of various practice behaviors and acting on areas of improvement can help ensure the care provided to patients is evidence-based while simultaneously optimizing patient outcomes.
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Grisold, Thomas, Adrian Klammer, and Florian Kragulj. "Two forms of organizational unlearning: Insights from engaged scholarship research with change consultants." Management Learning 51, no. 5 (May 29, 2020): 598–619. http://dx.doi.org/10.1177/1350507620916042.
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Following recent calls to extend our understanding of organizational unlearning, we gain empirical insights into how the process unfolds in practice. Based on the findings of a study with change consultants in Europe, we conceptualize two forms of organizational unlearning. First, open-ended unlearning refers to instances where organizational knowledge is intentionally discarded, but the outcomes of the change process are not known. Second, goal-directed unlearning refers to situations where organizations implement specified knowledge structures that are incompatible with established ones. We also find that both forms of organizational unlearning necessitate preparatory work and interventions that increase their likelihood to succeed. Outlining the implications of the organizational unlearning concept in organizational practice contributes to a better understanding of existing research. We further discuss implications for theory and outline avenues for future research.
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Krauss, Annette. "Unlearning institutional habits: an arts-based perspective on organizational unlearning." Learning Organization 26, no. 5 (July 8, 2019): 485–99. http://dx.doi.org/10.1108/tlo-10-2018-0172.
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Purpose This paper aims to report on findings and methodological approaches of the artistic project “Sites for Unlearning (Art Organization)” in collaboration with the Team at Casco at Institute: Working for the Commons, Utrecht/NL, through which processes of unlearning are tested against the backdrop of established institutional structures. This paper constitutes a transdisciplinary contribution to the discourse, exploring its relationship with organizational unlearning, organizational change and feminist, decolonial trajectories. Design/methodology/approach This paper proposes a feminist, decolonial, arts-based approach to discuss “unlearning institutional habits” by means of the long-term project – Sites for Unlearning (Art Organization). This complements the organizational unlearning literature with an arts-based approach, which draws on alternative education and feminist and decolonial literature. This paper responds to the call of this special and introduces a new perspective to the discourse. Findings This paper gives insights into and elaborates on the findings of the artistic project “Site for Unlearning (Art Organization)” through which processes of unlearning are tested against the backdrop of institutional structures. Originality/value This methodology puts in evidence that there are two major areas of concern for those who desire to break established structures in contemporary life increasingly defined by economic, socio-political and ecological pressures – institution on the one hand and learning on the other; the artistic project Sites for Unlearning attempts to challenge both. It builds on the insights and energies developed in and around the studies on unlearning in the fields of alternative education and feminist and decolonial theory and connects them with organizational learning, knowledge management and theories of transformation (Andreotti, 2011; Spivak, 1993; Tlostanova and Mignolo, 2012).
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Fiol, Marlena, and Edward O’Connor. "Unlearning established organizational routines – Part I." Learning Organization 24, no. 1 (January 9, 2017): 13–29. http://dx.doi.org/10.1108/tlo-09-2016-0056.
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Purpose The purpose of this two-part paper is to develop a process model of unlearning established organizational routines. The model traces the interactions among three unlearning sub-processes: ostensive aspects of initial destabilization of an established routine; performative aspects of ongoing discarding-from-use of old behaviors and experimenting with new ones; and ostensive aspects of eventual release of prior understandings and development of new ones. Design/methodology/approach The paper draws on evidence from psychology and cognitive science to explain the mechanisms underlying organizational processes of unlearning embedded routines. Findings The proposed model contributes to enriching current understanding of unlearning organizational routines without contradicting it. Consistent with prior understanding, destabilizing an old routine may lead to discarding it, and further discarding-from-use is likely required for continued destabilization of embedded routines. Again, consistent with prior understanding, experimenting with new behaviors may be a desired outcome of unlearning an old routine, and ongoing experimentation is likely required to sustain unlearning embedded routines. Originality/value The organizational unlearning literature provides many examples of organizational members relinquishing old routines to then make new learning possible and also provides little insight into the processes by which this occurs. The paper addresses this gap by modeling the mutually reinforcing nature of three unlearning sub-processes.
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KLAMMER, ADRIAN. "EMBRACING ORGANISATIONAL UNLEARNING AS A FACILITATOR OF BUSINESS MODEL INNOVATION." International Journal of Innovation Management 25, no. 06 (March 8, 2021): 2150061. http://dx.doi.org/10.1142/s1363919621500614.
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Organisational unlearning has received increased attention in management and organisation literature. In this paper, I explore the role of organisational unlearning as a facilitator of business model innovation. I argue that managers should engage in a prior step of unlearning to innovate outdated business models. In doing so, managers need to legitimise the unlearning process by scrutinising and discarding their own cognitive views about the business model. Further, managers should provide boundary conditions for other organisational actors to eliminate actions, practices, and routines associated with the outdated business models. Engaging in an additional process of organisational unlearning helps managers to identify and remove outdated business models and facilitate business model innovation.
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Klammer, Adrian, and Stefan Gueldenberg. "Honor the old, welcome the new: an account of unlearning and forgetting in NPD teams." European Journal of Innovation Management 23, no. 4 (September 5, 2019): 581–603. http://dx.doi.org/10.1108/ejim-12-2018-0255.
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Purpose The purpose of this paper is to empirically investigate the antecedents, levers of control and outcomes of organizational unlearning and forgetting in new product development (NPD) teams. Design/methodology/approach This paper employs a holistic multiple-case study design. This paper gathered data from 30 individual semi-structured interviews in 10 different NPD teams as well as additional data to triangulate the findings. Findings The authors propose a model of unlearning and forgetting elements occurring in NPD teams. The two most prominent factors that hamper innovation are the inability to unlearn and involuntary forgetting. Failure to manage these antecedents results in the loss of crucial resources, missing innovations or intra-team tensions. Managing knowledge loss by promoting unlearning and reducing forgetting leads to enhanced creativity and flexibility, a higher chance of exceeding innovation goals, increased conversion efficiency and augmentation of existing knowledge. Research limitations/implications This paper contributes empirical evidence to the field of unlearning and forgetting. The model illustrates the NPD process from the perspective of organizational unlearning and forgetting. The authors examined the NPD process from an unlearning and forgetting perspective and proposed new categories of antecedents, consequences and managing unlearning and forgetting. This generates a more profound theoretical understanding of underlying knowledge loss processes in NPD teams. Practical implications Companies should promote unlearning and specify spatial and temporal freedom. In doing so, team members can identify outdated and obsolete knowledge. Being attentive to unlearning and forgetting processes allows teams to achieve increased creativity and flexibility. Originality/value This paper provides empirical evidence to generate a more profound understanding of the underlying mechanisms of knowledge loss in NPD teams. First, the authors propose a holistic model of antecedents, levers of control and consequences of both unlearning and forgetting. Second, the authors suggest that organizations can use these levers of control to successfully manage unlearning and forgetting in NPD teams.
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Peschl, Markus F. "Unlearning towards an uncertain future: on the back end of future-driven unlearning." Learning Organization 26, no. 5 (July 8, 2019): 454–69. http://dx.doi.org/10.1108/tlo-11-2018-0192.
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Purpose While many approaches in the field of unlearning aim at describing, understanding or explaining the “what” and/or “how” of unlearning, this paper aims to focus on the “where-to” and the goal of unlearning. In many cases, unlearning starts off with a specific result or goal in mind. This paper suggests that such an approach has to be challenged in the context of a highly complex and uncertain world and to introduce a mode of unlearning following a strategy of future-oriented open-endedness. Design/methodology/approach This conceptual paper draws on (both theoretical/philosophical and empirical) interdisciplinary evidence from a wide variety of fields, such as organization studies, organizational (un)learning, systems theory, cognitive science and innovation studies. Findings It turns out that open-endedness in unlearning processes plays a central role, especially if we are confronted with high levels of uncertainty and complexity. In such an environment, following a strategy of co-becoming with an unfolding environment and with an emergent goal seems to be more promising than aiming at a preconceived (un-)learning goal. Originality/value The unlearning literature provides various approaches to what unlearning is and how it can be executed. However, understanding the actual goals and outcomes of unlearning and how these goals are identified and determined is a rather under-researched field. In many cases, they are preconceived in advance finding their realization in new forms of knowledge, assumptions, belief systems, values or routines. This paper challenges this strategy and addresses the gap of how it is possible to unlearn toward an uncertain future. This has an impact on the process of unlearning itself; it has to be reframed and understood as an open-ended strategy for identifying emerging future potentials, purposes and goals in a process of co-becoming with an unfolding future.
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Açıkgöz, Atif, Irem Demirkan, Gary P. Latham, and Cemil Kuzey. "The Relationship Between Unlearning and Innovation Ambidexterity with the Performance of New Product Development Teams." Group Decision and Negotiation 30, no. 4 (May 25, 2021): 945–82. http://dx.doi.org/10.1007/s10726-021-09743-0.
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AbstractPrevious research has suggested that unlearning is not linked to performance improvements in a team setting. Further, unlearning may have deleterious effects on performance outcomes because when it happens, teams are likely to lose the way they perform tasks and the reasons for their operational existence. In contrast, this study predicts that teams can conduct exploitative and exploratory activities in a balanced manner predicated on unlearning practices to improve new product development (NPD) performance. We hypothesized that while unlearning allows NPD teams to balance exploitative and exploratory learning activities, simultaneous yet balanced exploitation and exploration at high levels, namely innovation ambidexterity, links unlearning practices to NPD performance. This occurs by providing task-relevant knowledge for the replacement of outdated routines and beliefs during NPD processes. Data were collected from 198 NPD teams (i.e., 464 individual participants). The examination of ordinary least squares regression-based path analyses revealed that innovation ambidexterity mediates the relationship of unlearning with NPD performance, operationalized as product development speed, cost, and product success. Overall, this study shows that the unlearning-performance relationship occurs through simultaneous exploitative and exploratory learning activities in a balanced manner.
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Kaoru Watanabe Wilbert, Julieta, Susanne Durst, Helio Aisenberg Ferenhof, and Paulo Selig. "Unlearning at the Individual Level: An Exploratory Case Study in a High Power Distance Country." Journal of Innovation Management 6, no. 3 (November 23, 2018): 17–39. http://dx.doi.org/10.24840/2183-0606_006-003_0003.
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This paper presents a case study that addresses factors that influence unlearning at the individual level. These factors were studied in a public sector organization located in a country characterized by high power distance. The case organization went through a change process of a daily routine caused by the introduction of a new technology. Data were collected through semi structured face-to-face interviews with shop floor agents in the state of Santa Catarina/Brazil. The results highlight the strong influence of the support of formal leaders on the unlearning process of individuals, suggesting that managers operating in a high power distance environment have to make bigger efforts compared to their counterparts in small power distance settings to promote unlearning processes of employees. The study advances the limited body of knowledge regarding unlearning in general and unlearning at the individual level in particular. It also stresses the influence of the national cultural dimension on the unlearning process of individuals.
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Watanabe Wilbert, Julieta Kaoru, Susanne Durst, Helio Aisenberg Ferenhof, and Paulo Selig. "Unlearning at the Individual Level: An Exploratory Case Study in a High Power Distance Country." Journal of Innovation Management 6, no. 3 (November 23, 2018): 17. http://dx.doi.org/10.24840/2183-0606_006.003_0003.
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This paper presents a case study that addresses factors that influence unlearning at the individual level. These factors were studied in a public sector organization located in a country characterized by high power distance. The case organization went through a change process of a daily routine caused by the introduction of a new technology. Data were collected through semi structured face-to-face interviews with shop floor agents in the state of Santa Catarina/Brazil. The results highlight the strong influence of the support of formal leaders on the unlearning process of individuals, suggesting that managers operating in a high power distance environment have to make bigger efforts compared to their counterparts in small power distance settings to promote unlearning processes of employees. The study advances the limited body of knowledge regarding unlearning in general and unlearning at the individual level in particular. It also stresses the influence of the national cultural dimension on the unlearning process of individuals.
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Becker, Karen. "Organizational unlearning: the challenges of a developing phenomenon." Learning Organization 26, no. 5 (July 8, 2019): 534–41. http://dx.doi.org/10.1108/tlo-05-2019-0082.
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Purpose This paper aims to provide a synthesis of the contributions to this special issue focusing on organizational unlearning. Design/methodology/approach The papers were examined in depth to identify the key contributions and areas of ongoing concern for those researching unlearning. Findings Each paper was noted as making a unique contribution to the unlearning debate, and the authors’ understanding of this critical issue, however, areas of divergence or contradiction remain. Although the special issue called for a range of disciplines to engage with the topic, it is clear that some disciplines and contexts have embraced the concept of unlearning more than others, and that there are some key issues that remain problematic for advancing research of this phenomenon. Two key imperatives include clarifying and aligning terminology and advancing stronger underpinning empirical research of unlearning. Originality/value The paper identifies the current contradictions and questions relating to organizational unlearning and argues that it is time for clarity and more empirical research about this critical topic.
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Stenvall, Jari, Tony Kinder, Paivikki Kuoppakangas, and Ilpo Laitinen. "Unlearning and public services —A case study with a Vygotskian approach." Journal of Adult and Continuing Education 24, no. 2 (November 2018): 188–207. http://dx.doi.org/10.1177/1477971418818570.
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All successful public service innovations require learning and just as importantly and often more deeply, unlearning. This research investigates the unlearning of health professionals focusing on the issue of why and how unlearning happens at an individual level for health care professions in the transition from product logic to service-dominant logic at Tampere University Hospital in Finland. We applied a qualitative single case study method, a problem-centred unlearning framework with a narrative approach, which facilitates understanding of how the informants perceived the service transition process. We identified three distinct unlearning narratives, and we recognised barriers and enablers to unlearning in the health care service culture and context and suggest ways in which these might be overcome. Results of the study shows that deep and radical change in public health care services is possible, by applying distributed leadership and allowing individual actors time for reflections, mind-wandering, listening and learning from users and discourse between professionals.
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Matsuo, Makoto. "Critical reflection, unlearning, and engagement." Management Learning 50, no. 4 (July 9, 2019): 465–81. http://dx.doi.org/10.1177/1350507619859681.
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Although individual unlearning is believed to play a critical role in promoting higher-order learning, there has been little quantitative research on this process. This article aimed to investigate the antecedents and consequences of individual unlearning based on transformative learning theory. A survey was conducted among 301 employees working in various occupations and organizations in the United States. The results of structural equation modeling indicated that unlearning mediated the relationship between critical reflection and work engagement and that critical reflection mediated reflection and unlearning. This study contributes to the literature by quantitatively demonstrating the direct and indirect influences of critical reflection on work engagement through individual unlearning, which has been discussed only conceptually and qualitatively in the extant transformative learning literature.
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Tsang, Eric W. K. "How the concept of organizational unlearning contributes to studies of learning organizations." Learning Organization 24, no. 1 (January 9, 2017): 39–48. http://dx.doi.org/10.1108/tlo-10-2016-0064.
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Purpose The first purpose of this short essay is to respond to Howells and Scholderer’s (2016) harsh critique that organizational unlearning is a superfluous concept. The second purpose is to establish a relationship between organizational unlearning and the learning organization. Design/methodology/approach To respond to Howells and Scholderer’s critique, the author carefully examines their arguments – focusing on their comments on the author’s previous publications – and checks whether the arguments are logical and coherent. To establish a relationship between organizational unlearning and the learning organization, the author draws on his own research of international joint ventures in China. Findings Howells and Scholderer seriously miscited the ideas in one of the author’s publications, and their main arguments are blatantly flawed. Moreover, they are unaware that many of the faults they find in the organizational unlearning literature are also present in the organizational learning literature. As to the second part of this essay, the study of the acquisition type of joint ventures clearly indicates the presence of organizational unlearning. Moreover, for such ventures to be learning organizations, the unlearning step has to be well managed. Research limitations/implications As mentioned, the author’s response to Howells and Scholderer’s critique focuses on their comments on the author’s publications. It is highly likely that they have made other erroneous arguments that this essay fails to capture. The author’s discussion of unlearning and learning organizations is constrained by the context of acquisition joint ventures. Originality/value This essay forcefully rebuts Howells and Scholderer’s critique, which can become an obstacle in the development of organizational unlearning research. The dynamics of knowledge transfer in acquisition joint ventures suggest that skills of unlearning, and not just learning, are essential to reaching the goal of being a learning organization.
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Srithika, T. M., and Sanghamitra Bhattacharyya. "Facilitating Organizational Unlearning using Appreciative Inquiry as an Intervention." Vikalpa: The Journal for Decision Makers 34, no. 4 (October 2009): 67–78. http://dx.doi.org/10.1177/0256090920090406.
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Drawing upon theoretical bases, this paper attempts to demonstrate a relationship between Appreciative Inquiry (AI), an organizational development (OD) intervention, and organizational unlearning. Present day organizations are characterized by continuous change. It has been accepted that change implies learning along various dimensions: cognitive, behavioural, and normative. Any type of organizational learning would involve: (1) creation of new knowledge and (2) getting rid of obsolete knowledge. The first aspect refers to learning while the second aspect relates to unlearning. While literature abounds in studies pertaining to organizational learning, literature on organizational unlearning is relatively few and far between. While appreciating the fact that both learning and unlearning complement each other and result in change, this paper has attempted to highlight the difference that inherently exists in the process of unlearning, as compared to the process of learning. And it is on account of these differences that the techniques or interventions that facilitate organizational learning may not be appropriate for organizational unlearning. According to Zell (2003), increased resistance to unlearn exists for individuals, groups or organizations due to their fear of loss of time and resources invested earlier in gaining such knowledge. Senge (1990) has described how the diagnostic process of analysing problems and identifying solutions by itself stifles creativity and flexibility and increases resistance. Thus, increased resistance and fear inherent in the unlearning process calls for an affirmative and strength-based approach such as Appreciative Inquiry, vis-a-vis other diagnostic problem-solving interventions. Based on an extensive review of existing literature, this paper attempts to demonstrate how AI can be used as an effective facilitator for unlearning. The complete AI process and principles have been enumerated and mapped to the unlearning process. With an eye to objectivity, the authors have also attempted to identify inhibiting factors that might hinder the process of unlearning while using AI as an intervention. While adding to existing literature, this paper is also expected to contribute meaningfully by sensitizing practising managers about this technique and logically establishing its efficacy, along with awareness creation of possible challenges that might arise during intervention. This in turn can have significant implications for longterm organizational change initiatives and OD practices.
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Rodrigues, Henrique Geraldo, and Diógenes de Souza Bido. "Individual unlearning from the point of view of managers in merger and acquisition events in Brazil." Cuadernos de Administración 35, no. 64 (June 18, 2019): 3–19. http://dx.doi.org/10.25100/cdea.v35i64.6391.
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Unlearning goes on to constitute a mechanism that facilitates the acquisition of new learning, and as such, represents a way for dealing with personal resistance in relation to processes of organizational change. In spite of the importance of the theme, it is argued that there exists little empirical understanding on the form through which unlearning operates, which collaborates toward the approach of the theme, in organizational research studies, being conceptually confusing. In this way, this research analyzes that which represents unlearning and its relationship with learning, from the perspective of managers that have experienced an unlearning situation from the events of mergers and acquisitions. The study method is based on a narrative analysis that is focused on reports from 20 managers from middle and top level of large sized Brazilian companies, all of which experienced a merger and acquisition event. The results show that a majority of managers have been through some kind of unlearning, which represented the way by which the practice of old learnings was interrupted, through the proposal of adaptation to the new work context. In addition, unlearning was noted not to necessarily represent the forgetting of prior learnings, which may themselves be maintained in the repertoire of individual knowledge. For some managers, however, unlearning can lead to the modification of previous understandings on a particular subject. Finally, the results show that unlearning may occur, without the need for the occurrence of any new learning. The study contributes toward the deeper understanding of the nature surrounding this phenomenon and associated types, thus producing implications to research on the theme concerning management learning.
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Kluge, Annette, Arnulf Sebastian Schüffler, Christof Thim, Jennifer Haase, and Norbert Gronau. "Investigating unlearning and forgetting in organizations." Learning Organization 26, no. 5 (July 8, 2019): 518–33. http://dx.doi.org/10.1108/tlo-09-2018-0146.
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Purpose Insight has grown that for an organization to learn and change successfully, forgetting and unlearning are required. The purpose of this paper is to summarize the relevant existing body of empirical research on forgetting and unlearning, to encourage research using a greater variety of methods and to contribute to a more complementary body of empirical work by using designs and instruments with a stronger reference to previous studies. Design/methodology/approach As the number of theoretical papers clearly exceeds the number of empirical papers, the present paper deals with the main insights based on the empirical state of research on unlearning and forgetting. So far, these empirical results have shown relationships between unlearning and other organizational outcomes such as innovation on an organizational level, but many of the other proposed relationships have not been investigated. The authors presents suggestion to apply a larger variety of qualitative, quantitative and mixed methods in organizational research. Findings Unlearning and forgetting research can benefit both from more diverse theoretical questions addressed in research and from a more complementary body of empirical work that applies methods, designs and instruments that refer to previous research designs and results. To understand and manage unlearning and forgetting, empirical work should relate to and expand upon previous empirical work to form a more coherent understanding of empirical results. Originality/value The paper presents a variety of research designs and methods that can be applied within the research context of understanding the nature of organizational forgetting and unlearning. Additionally, it illustrates the potential for different methods, such as experience sampling methods, which capture the temporal aspects of forgetting and unlearning.
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Ren, Xuefei. "Unlearning China's Lessons." Wilson Quarterly (1976-) 36, no. 4 (2012): 60. http://dx.doi.org/10.2307/wilsonq.36.4.60.
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Aldaghri, Nasser, Hessam Mahdavifar, and Ahmad Beirami. "Coded Machine Unlearning." IEEE Access 9 (2021): 88137–50. http://dx.doi.org/10.1109/access.2021.3090019.
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Stern, Peter. "Unlearning reward responses." Science 372, no. 6540 (April 22, 2021): 357.4–358. http://dx.doi.org/10.1126/science.372.6540.357-d.
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Manski, Charles F. "Unlearning and Discovery." American Economist 55, no. 1 (March 2010): 9–18. http://dx.doi.org/10.1177/056943451005500102.
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McGill, Michael E., and John W. Slocum. "Unlearning the organization." Organizational Dynamics 22, no. 2 (September 1993): 67–79. http://dx.doi.org/10.1016/0090-2616(93)90054-5.
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