One of the basic assumptions of the well-established 4I model of organizational learning (Crossan, Lane, & White, 1999) is that experience leads to insights that transcend from the individual via the group to the organizational level through four stages: intuiting, interpreting, integrating, and institutionalizing. While previous research mainly considered constructive organizational learning processes, we introduce a distinction between reflection and rumination, two ways of dealing with past experience. We analyze the socio-cognitive characteristics of reflection and rumination and their effects along the 4I and propose that reflection facilitates and rumination hinders organizational learning at the individual, group, and organizational level.
4 Aug. 2017 → 8 Aug. 2017
77th Annual Meeting of the Academy of Management
Österreichische Systematik der Wissenschaftszweige (ÖFOS)