Editing Organizational learning (section)

=== Knowledge retention ===
{{Main|Knowledge retention}}
Knowledge retention concerns the behavior of knowledge that has been embedded within the organization, characterized by the organizational memory. Organizational memory, quantified by measures such as cumulative knowledge and the rate of decay over time, is impacted by experience, processes and knowledge repositories that affect knowledge retention.<ref name="Darr ED 19952" /><ref name="Argote L 19902" /><ref name=benkard>{{cite journal | last1 = Benkard | first1 = CL | year = 2000 | title = Learning and forgetting: The dynamics of aircraft production | url = http://www.nber.org/papers/w7127.pdf| journal = American Economic Review | volume = 90 | issue = 4| pages = 1034–1054 | doi = 10.1257/aer.90.4.1034 | s2cid = 153611067 }}</ref> Knowledge repositories are of key significance as they are intentional remedies to increase retention. Repositories can include the organization's rules and routines,<ref>{{cite journal | last1 = Kieser | first1 = A | last2 = Koch | first2 = U | year = 2008 | title = Bounded rationality and organizational learning based on rule changes | journal = Management Learning | volume = 39 | issue = 3| pages = 329–347 | doi=10.1177/1350507608090880| s2cid = 145356701 }}</ref> altered by the processes of routine development<ref>{{cite journal | last1 = Cohen | first1 = MD | last2 = Bacdayan | first2 = P | year = 1994 | title = Organizational routines are stored as procedural memory: Evidence from a laboratory study | journal = Organization Science | volume = 5 | issue = 4| pages = 554–568 | doi=10.1287/orsc.5.4.554}}</ref> and routine modification.<ref>{{cite journal | last1 = Feldman | first1 = MS | last2 = Pentland | first2 = BT | year = 2003 | title = Reconceptualizing organizational routines as a source of flexibility and change | url = http://www.escholarship.org/uc/item/6rb6f923| journal = Administrative Science Quarterly | volume = 48 | issue = 1| pages = 94–118 | doi=10.2307/3556620| jstor = 3556620 | s2cid = 28673881 }}</ref> [[Transactive memory]] systems<ref>Wegner DM (1986) Transactive memory: A contemporary analysis of the group mind. In: Mullen B and
Goethals GR (eds) Theories of Group Behavior. New York: Springer, 185–205.</ref> are additional methods by which knowledge holders within the organization can be identified and utilized, subject to their development<ref>{{cite journal | last1 = Hollingshead | first1 = A | year = 2001 | title = Cognitive interdependence and convergent expectations in transitive memory | journal = Journal of Personality and Social Psychology | volume = 81 | issue = 6| pages = 1080–1089 | doi=10.1037/0022-3514.81.6.1080 | pmid=11761309}}</ref><ref>{{cite journal | last1 = Lewis | first1 = K | year = 2004 | title = Knowledge and performance in knowledge worker teams: A longitudinal study of transactive memory stems | journal = Management Science | volume = 50 | issue = 11| pages = 1519–1533 | doi=10.1287/mnsc.1040.0257}}</ref> and performance.<ref name="Argote Book5" /><ref>{{cite journal | last1 = Liang | first1 = DW | last2 = Moreland | first2 = R | last3 = Argote | first3 = L | year = 1995 | title = Group versus individual training and group performance: The mediating role of transactive memory system | journal = Personality and Social Psychology Bulletin | volume = 21 | issue = 4| pages = 384–393 | doi=10.1177/0146167295214009| s2cid = 145473164 }}</ref> Organizations that retain the bulk of their knowledge in individuals are vulnerable to lose that information with high turn over rates. In a study of organizational learning in the automotive and fast food industries, Argote found that high turn over rates lead to lower productivity and decreased organizational memory.<ref name=":03" />