TAILIEUCHUNG - Learning from an envisioned future: An empirical account

These include not only technological as well as social limitations but ‐above all‐ the way we address the future. We are used to face the future with our existing knowledge and experiences from the past. This strategy, however, can hardly lead to knowledge off the beaten path. We therefore suggest a new learning approach for organizations, which enables to literally envision a desired future scenario and thereby, allows for the creation of radical new knowledge. We argue that the created knowledge yields a higher degree of novelty and radicalness. Along with an enhanced theory of learning including learning from the future, we present our empirical findings from comparing the outputs of Learning from an Envisioned Future and learning from the past. For this purpose, we use data from two organizational learning projects; one, which was conducted with a high school in Austria and another one, which was conducted with members of the Austrian Economic Chamber. Our findings from both case studies suggest that Learning from an Envisioned Future does produce significantly more paradigm challenging knowledge compared to the output gained from conventional learning from past experiences. We conclude that the combination of both learning sources may lead to best learning outcomes in organizations. | Learning from an Envisioned Future An Empirical Account Alexander Kaiser Florian Kragulj Thomas Grisold and Roman Walser Vienna University of Economics and Business Vienna Austria Abstract Innovation processes require organizations to transcend current boundaries. These include not only technological as well as social limitations but -above all- the way we address the future. We are used to face the future with our existing knowledge and experiences from the past. This strategy however can hardly lead to knowledge off the beaten path. We therefore suggest a new learning approach for organizations which enables to literally envision a desired future scenario and thereby allows for the creation of radical new knowledge. We argue that the created knowledge yields a higher degree of novelty and radicalness. Along with an enhanced theory of learning including learning from the future we present our empirical findings from comparing the outputs of Learning from an Envisioned Future and learning from the past. For this purpose we use data from two organizational learning projects one which was conducted with a high school in Austria and another one which was conducted with members of the Austrian Economic Chamber. Our findings from both case studies suggest that Learning from an Envisioned Future does produce significantly more paradigm challenging knowledge compared to the output gained from conventional learning from past experiences. We conclude that the combination of both learning sources may lead to best learning outcomes in organizations. Keywords organizational learning learning from an envisioned future knowledge management multi-case study learning modes 1. Introduction It is generally assumed that companies have to continuously progress in order to gain competitive advantage and to be able to innovate. Accordingly an organization is seen as a dynamic entity Nonaka .

• Giáo dục học
• Learning from an envisioned future
• An empirical account
• Envisioned future
• Learning including learning
• Paradigm challenging knowledge compared