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BL
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| Record Number
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871330
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| Main Entry
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Eberl, Maximilian
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| Title & Author
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Organizational routines meet experimental psychology : : the role of implicit learning in the modification of organizational routines /\ Maximilian Eberl ; with a foreword by Stephan Kaiser.
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| Publication Statement
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Wiesbaden, Germany :: Springer Gabler,, [2018]
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| Series Statement
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Zukunftsfähige Unternehmensführung in Forschung und Praxis
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Research
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| Page. NO
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1 online resource (xi, 182 pages)
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| ISBN
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3658235624
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: 9783658235628
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3658235616
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9783658235611
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| Bibliographies/Indexes
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Includes bibliographical references.
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| Contents
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Intro; Foreword; Acknowledgements; Contents; List of tables; List of figures; Abbreviations; 1 Introduction; 2 Theoretical background; 2.1 Organizational routines; 2.1.1 The quest for identity; 2.1.1.1 The nature of organizational routines; 2.1.1.2 Routines and their analogies; 2.1.1.3 Dead vs. live routines: From a static to a dynamic understanding; 2.1.2 Organizational routines: Macro-concepts and micro-foundations; 2.1.2.1 Routines as building blocks of capabilities; 2.1.2.2 Linking individuals and the collective level; 2.1.2.3 Routines, emotion and motivation; 2.1.3 Routines and context
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2.1.3.1 Replication of organizational routines2.1.3.2 Change, stability, and rigidity of routines; 2.1.4 Concluding remarks on organizational routines; 2.2 Learning and its theoretical background; 2.2.1 A brief overview of learning theory; 2.2.2 The duality of mind; 2.2.3 Introduction to the duality of learning; 2.2.3.1 Research paradigms of implicit learning; 2.2.3.2 Impulsive processes and the duality of learning; 2.2.3.3 Methodological challenges; 2.2.4 Summary; 2.3 When duality matters in organizations; 2.3.1 Cognitive biases; 2.3.2 Approaching the challenge of misalignment; 3 Methods
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3.1 Participants3.2 Materials; 3.3 Research questions and hypotheses; 3.4 Experimental tasks; 3.4.1 Approach-Avoidance Task: Assessment version; 3.4.2 Approach-Avoidance Task: Training version; 3.4.3 Implicit Association Test; 3.4.4 Rating of test materials; 3.4.5 Behavioral task; 3.4.6 Stroop color-word task; 3.4.7 Demographic questionnaire; 3.4.8 Funneled debriefing; 3.5 Study design, conditions and experimental manipulation; 3.6 Apparatus; 3.7 Procedure; 4 Results; 4.1 Research question I: Does implicit learning change implicit associations toward an organizational routine?
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4.1.1 H1: The AAT training will increase the approach tendency toward the NWS and generalize to untrained pictures. 4.1.2 H2: The training effect will generalize to another implicit measure (IAT).; 4.2 Research question II: Does implicit learning increase the conformity of the performative outcome with the ostensive aspect of a routine?; 4.2.1 H3: The training group will make fewer faults in the behavioral task (writing numerals in NWS) than the control groups.; 4.2.2 H4: The training effect will be more distinct in a situation of high cognitive load.
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4.2.3 H5: The size of the training effect mediates the error count in the behavioral task (HCL).4.3 Research question III: Under which conditions is the implementation of implicit learning strategies most effective?; 4.3.1 H6: Low levels of regulatory control will predict an increased training effect on an implicit level (AAT).; 4.3.2 H7: Low levels of regulatory control will predict a decreased error rate on a behavioral level (behavioral task).; 4.4 Exploratory research question: Which factors predict the AAT training effect?; 5 Discussion; 5.1 Summary
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5.1.1 Organizational routines -- the manifold and blurry concept
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| Abstract
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Using an experimental approach, Maximilian Eberl evaluates the role of implicit learning (CBM/AAT) for the modification of organizational routines. Taking a vertical perspective on the (collective) entities in organizations shows an increasing role of impulsive processes the lower the level gets. The horizontal perspective demonstrates the potential of implicit learning for the replication of routines. Finally, the time perspective highlights the contributions of implicit learning strategies for change in and of routines, as well as the contributions of implicit learning to deal with the path-dependence of routines. Contents Organizational Routines Replication Organizational Change and Learning Dual Process Theory Implicit Learning Approach-Avoidance Task Training (AAT) Target Groups Researchers and students in the fields of organizational theory, evolutionary economics, and experimental psychology Practitioners in the areas of knowledge management, human resources development, and learning & development The Author Dr. Maximilian Eberl did his doctorate under the supervision of Prof. Dr. Stephan Kaiser at the chair for Human Resources & Organization at the Bundeswehr University Munich. He began his career as an officer at the German Air Force and is currently working as a knowledge manager in an internationally operating logistics enterprise, being responsible for knowledge, digitalization, and transformation topics.--
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| Subject
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Implicit learning.
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Organizational behavior.
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Implicit learning.
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Organizational behavior.
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PSYCHOLOGY-- Social Psychology.
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| Dewey Classification
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302.3/5
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| LC Classification
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HD58.7.E24 2018
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| Added Entry
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Kaiser, Stephan,1971-
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