Coactive Vicarious Learning: Towards a Relational Theory of Vicarious Learning in Organizations. Myers, C. G. Harvard Business School Working Paper Series, 2015.
Coactive Vicarious Learning: Towards a Relational Theory of Vicarious Learning in Organizations [link]Paper  doi  abstract   bibtex   
Vicarious learning - a process of individual belief and behavior change that occurs through being exposure to, and making meaning of, another's experience - has long been recognized as a key driver of individual, team and organizational success. Yet existing perspectives on this critical learning process have remained fairly limited, seeing vicarious learning as simply a one-way process of observation and imitation, facilitated by formal organizational structures and conduits. Indeed, absent in these prior approaches is a consideration of the underlying process and interpersonal dynamics that guide a vicarious learning interaction. Integrating theories of experiential learning and symbolic interactionism, I offer a theoretical account of coactive vicarious learning, capturing these co-constructed, interpersonal learning interactions between individuals at work. These interactions involve the mutual processing of another's experience, built around discourse and analysis, and I argue that they lead to not only linear growth in individuals' knowledge, but also growth in their individual and relational capacity for future learning. I briefly discuss implications of this approach for both theories of vicarious learning, as well as the practice of learning from others' experiences in organizations.
@article{Myers:2014uqa,
author = "Christopher G. {Myers}",
title = {Coactive Vicarious Learning: Towards a Relational Theory of Vicarious Learning in Organizations},
year = {2015},
pages = {1-61},
journal = {Harvard Business School Working Paper Series},
doi = {10.2139/ssrn.2643056},
type = {Selected Manuscripts & Working Papers},
abstract = {Vicarious learning - a process of individual belief and behavior change that occurs through being exposure to, and making meaning of, another's experience - has long been recognized as a key driver of individual, team and organizational success. Yet existing perspectives on this critical learning process have remained fairly limited, seeing vicarious learning as simply a one-way process of observation and imitation, facilitated by formal organizational structures and conduits. Indeed, absent in these prior approaches is a consideration of the underlying process and interpersonal dynamics that guide a vicarious learning interaction. Integrating theories of experiential learning and symbolic interactionism, I offer a theoretical account of coactive vicarious learning, capturing these co-constructed, interpersonal learning interactions between individuals at work. These interactions involve the mutual processing of another's experience, built around discourse and analysis, and I argue that they lead to not only linear growth in individuals' knowledge, but also growth in their individual and relational capacity for future learning. I briefly discuss implications of this approach for both theories of vicarious learning, as well as the practice of learning from others' experiences in organizations.},
url = {http://ssrn.com/abstract=2643056},
keywords = {Learning, Vicarious Learning, Relational Dynamics},
}
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