Dusya Vera

Theatrical Improvisation: Lessons for Organizations

This article uses the improvisational theatre metaphor to examine the performance implications of improvisational processes in firms. We recognize similarities and differences between the concepts of performance and success in both theatre and organizations, and extract three main lessons from improvisational theatre that can be applied to organizational improvisation. In the first lesson, we start by recognizing the equivocal and unpredictable nature of improvisation. The second lesson emphasizes that good improvisational theatre arises because its main focus, in contrast to the focus of firms, is more on the process of improvising and less on the outcomes of improvisation. Lastly, in the third lesson, we look at the theatre techniques of ‘agreement’, ‘awareness’, ‘use of ready-mades’, and ‘collaboration’, and translate them into concepts that are relevant for organizations in developing an improvisational capability.

Absorptive Capacity in R&D Project Teams: A Conceptualization and Empirical Test

The purpose of this study is to answer a call for the rejuvenation of the absorptive capacity (ACAP) construct by offering a novel conceptualization and empirical test of a multidimensional model of R&D project team ACAP that portrays it as a capability distinct from prior knowledge, specifies each dimensions level of analysis, distinguishes between individual and collective assimilation, and considers the moderating effects of team structure. Using a dataset from survey and archival sources on 100 innovations by R&D project teams, we find that the capability of R&D team members to evaluate external knowledge is related to their ability to assimilate it and that both individual assimilation capabilities and collective assimilation capabilities, in the form of ability to reach a shared understanding, are important to the teams ability to apply external knowledge. We also find that prior knowledge negatively moderates the relationship between individual assimilation and application ability and that team autonomy positively moderates this relationship. By clarifying levels of analysis and encompassing multiple dimensions of ACAP, this work leads to a more fine-grained understanding of the complex nature of ACAP. Implications of these findings for future research and R&D team management are presented.

Knowledge-Based and Contextual Factors Associated with R&D Teams’ Improvisation Capability

We examine three knowledge-based processes and interactions underlying an effective improvisation capability in research and development (R&D) teams: a team’s ability to create a shared understanding of new knowledge, a team’s experience working together, and a team’s ability to gather external knowledge. Using a sample of 100 R&D teams developing computer technology innovations, we also examine the moderating role of “minimal structures” (goal clarity combined with autonomy) as a contextual factor supporting effective improvisation. Our results detected different ways in which the processes and interactions involved in an improvisation capability interacted with the context. We find support for the positive relationship between shared understanding of new knowledge and improvisation capability and find that this relationship is strengthened by minimal structures. Team’s experience working together was not associated with improvisation capability, but when minimal structures are present, more experience working together is positively related to improvisation. Finally, a team’s external knowledge-gathering ability is positively associated with improvisation, but, surprisingly, when minimal structures are present, this positive effect is reduced. We conclude with implications for improvisation theory and for the practice of R&D teams.

Knowledge transfer in knowledge-intensive organizations: the crucial role of improvisation in transferring and protecting knowledge

Purpose This paper aims to answer the question: how do knowledge workers’ improvisation processes promote both knowledge transfer and protection in knowledge-intensive organizations (KIOs)? A model is proposed identifying how effective improvisation can strengthen the effect of four specific knowledge transfer mechanisms – an experimental culture, minimal structures, the practice of storytelling and shared mental models – on knowledge transfer inside the organization and knowledge protection outside of it. Design/methodology/approach The paper builds on a knowledge translation perspective to position improvisation as intrinsically intertwined with knowledge transfer and knowledge protection. Findings Improvisation is proposed as the moderating factor enhancing the positive impact of an experimental culture, minimal structures, storytelling practice and shared mental models on knowledge transfer and knowledge protection. Practical implications The paper argues against a “plug-and-play” approach to knowledge transfer that seeks to replicate knowledge without considering how people relate to the routines and the context and highlights to leaders of KIOs the importance of developing awareness, understanding and motivation to improvise to internalize new knowledge being transferred and to create imitation barriers. Originality/value The paper proposes that KIOs’ success in transferring and protecting knowledge emerges not directly from formal knowledge transfer mechanisms but from knowledge workers’ improvisation processes.

On Building Bridges, Facilitating Dialogue, and Delineating Priorities: A Tribute to Mark Easterby-Smith and his Contribution to Organizational Learning

We honor Mark Easterby-Smith for three fundamental contributions to the organizational learning (OL) discipline. First, Mark Easterby-Smith’s entrepreneurial spirit and intellectual curiosity have led him to evolve dynamically as the field has evolved. From his roots in management education and development, Mark’s work has connected the four areas of organizational learning, the learning organization, knowledge management, and dynamic capabilities. Second, consistent with his criticism that the OL field has been dominated by quantitative methods and positivist approaches, Mark has pursued qualitative work and generated rich case data and novel theories. Finally, in a discipline in which diverse terms and definitions abound and interconnections among these terms are frequently absent, Mark Easterby-Smith has taken the role of an organizer, an integrator, and a builder. He has facilitated dialogue in a very inclusive fashion. Indeed, the way in which Mark Easterby-Smith has evolved and supported the community may be his greatest contribution.

KNOWLEDGE TRANSFER AND ENJOYMENT IN CLASSROOM VERSUS ON-LINE SETTINGS: A TEST OF "STICKINESS FACTORS".

We examine student enjoyment and learning performance in classroom versus on-line education. We find that trust in the instructors expertise, course relevance, and classroom context enhance enjoyment. Enjoyment is positively associated with classroom, but not on-line, learning performance. Student ability is positively associated with on-line, but not classroom, learning performance.