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Daniel H. Kim

Bio: Daniel H. Kim is an academic researcher. The author has contributed to research in topics: Organizational learning & Organizational commitment. The author has an hindex of 1, co-authored 1 publications receiving 2128 citations.

Papers
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Book ChapterDOI
TL;DR: All organizations learn, whether they consciously choose to or not—it is a fundamental requirement for their sustained existence and firms deliberately advance organizational learning, developing capabilities that are consistent with their objectives.
Abstract: All organizations learn, whether they consciously choose to or not—it is a fundamental requirement for their sustained existence. Some firms deliberately advance organizational learning, developing capabilities that are consistent with their objectives; others make no focused effort and, therefore, acquire habits that are counterproductive. Nonetheless, all organizations learn.

2,161 citations


Cited by
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Journal ArticleDOI
TL;DR: In this paper, the authors identify renewal of the overall enterprise as the underlying phenomenon of interest and organizational learning as a principal means to this end, and develop a framework for the process of organizational learning.
Abstract: Although interest in organizational learning has grown dramatically in recent years, a general theory of organizational learning has remained elusive. We identify renewal of the overall enterprise as the underlying phenomenon of interest and organizational learning as a principal means to this end. With this perspective we develop a framework for the process of organizational learning, presenting organizational learning as four processes—intuiting, interpreting, integrating, and institutionalizing—linking the individual, group, and organizational levels.

4,037 citations

Journal ArticleDOI
TL;DR: In this paper, the authors examine how social capital dimensions of networks affect the transfer of knowledge between network members and propose a set of conditions that promote knowledge transfer for the different network types.
Abstract: We examine how social capital dimensions of networks affect the transfer of knowledge between network members. We distinguish among three common network types: intracorporate networks, strategic alliances, and industrial districts. Using a social capital framework, we identify structural, cognitive, and relational dimensions for the three network types. We then link these social capital dimensions to the conditions that facilitate knowledge transfer. In doing so, we propose a set of conditions that promote knowledge transfer for the different network types.

3,449 citations

Journal ArticleDOI
TL;DR: In this review, the authors include research on processing objectives, attention, encoding, storage, retrieval, processing, response, feedback, and learning in small interacting task groups that underscores several characteristic dimensions of variability in group performance of cognitive tasks.
Abstract: A selective review of research highlights the emerging view of groups as information processors. In this review, the authors include research on processing objectives, attention, encoding, storage, retrieval, processing, response, feedback, and learning in small interacting task groups. The groups as information processors perspective underscores several characteristic dimensions of variability in group performance of cognitive tasks, namely, commonality-uniqueness of information, convergence-diversity of ideas, accentuation-attenuation of cognitive processes, and belongingness-distinctiveness of members. A combination of contributions framework provides an additional conceptualization of information processing in groups. The authors also address implications, caveats, and questions for future research and theory regarding groups as information processors.

1,307 citations

Journal ArticleDOI
TL;DR: In this article, the authors adopt a complexity theory framework to review the literature on teachers' professional development practices, the generative systems of these practices, and the impact that learning experiences have on their knowledge and changes in classroom practices.
Abstract: This article adopts a complexity theory framework to review the literature on teachers’ professional development practices, the generative systems of these practices, and the impact that learning experiences have on their knowledge and changes in classroom practices. The review brings together multiple strands of literature on teacher professional development, teaching and learning, teacher change, and organizational learning. In doing so, it illustrates that process–product logic has dominated the literature on teacher professional learning and that this has limited explanatory ability. The review demonstrates the ways the elements of three subsystems (the teacher, the school, and the learning activity) interact and combine in different ways and with varying intensities to influence teacher learning. The limitations of studies focusing on specific elements or subsystems are highlighted. The article concludes that to understand teacher learning scholars must adopt methodological practices that focus on ex...

1,269 citations

Posted Content
TL;DR: In this paper, the authors considered the relationship between the stocks and flows of learning across levels in an overall organizational learning system and found that there is a positive relationship between stocks of learning at all levels and business performance.
Abstract: This paper considers the relationship between the stocks and flows of learning across levels in an overall organizational learning system. A survey instrument based on the Strategic Learning Assessment Map (SLAM) was administered to 15 individuals representing senior-, middle- and non-management levels from each of 32 organizations, resulting in a total sample of 480 respondents. This research supports the premise that there is a positive relationship between the stocks of learning at all levels and business performance. Furthermore, the proposition that the misalignment of stocks and flows in an overall organizational learning system is negatively associated with business performance is also supported.

1,085 citations