How initial representations shape coupled learning processes

Phanish Puranam, M. Swamy

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

Coupled learning processes, in which specialists from different domains learn how to make interdependent choices among alternatives, are common in organizations. We explore the role played by initial representations held by the learners in coupled learning processes using a formal agent-based model. We find that initial representations have important consequences for the success of the coupled learning process, particularly when communication is constrained and individual rates of learning are high. Under these conditions, initial representations that generate incorrect beliefs can outperform one that does not discriminate among alternatives, or even a mix of correct and incorrect representations among the learners. We draw implications for the design of coupled learning processes in organizations. © 2016 INFORMS.
OriginalsprogEngelsk
TidsskriftOrganization Science
Vol/bind27
Udgave nummer2
Sider (fra-til)323-335
ISSN1047-7039
DOI
StatusUdgivet - 2016

Citer dette

Puranam, Phanish ; Swamy, M. / How initial representations shape coupled learning processes. I: Organization Science. 2016 ; Bind 27, Nr. 2. s. 323-335.
@article{0d68d7721f28498bbe23c0f87d757fa8,
title = "How initial representations shape coupled learning processes",
abstract = "Coupled learning processes, in which specialists from different domains learn how to make interdependent choices among alternatives, are common in organizations. We explore the role played by initial representations held by the learners in coupled learning processes using a formal agent-based model. We find that initial representations have important consequences for the success of the coupled learning process, particularly when communication is constrained and individual rates of learning are high. Under these conditions, initial representations that generate incorrect beliefs can outperform one that does not discriminate among alternatives, or even a mix of correct and incorrect representations among the learners. We draw implications for the design of coupled learning processes in organizations. {\circledC} 2016 INFORMS.",
author = "Phanish Puranam and M. Swamy",
note = "Cited By :1 Export Date: 22 March 2017",
year = "2016",
doi = "10.1287/orsc.2015.1033",
language = "English",
volume = "27",
pages = "323--335",
journal = "Organization Science",
issn = "1047-7039",
publisher = "INFORMS",
number = "2",

}

How initial representations shape coupled learning processes. / Puranam, Phanish; Swamy, M.

I: Organization Science, Bind 27, Nr. 2, 2016, s. 323-335.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

TY - JOUR

T1 - How initial representations shape coupled learning processes

AU - Puranam, Phanish

AU - Swamy, M.

N1 - Cited By :1 Export Date: 22 March 2017

PY - 2016

Y1 - 2016

N2 - Coupled learning processes, in which specialists from different domains learn how to make interdependent choices among alternatives, are common in organizations. We explore the role played by initial representations held by the learners in coupled learning processes using a formal agent-based model. We find that initial representations have important consequences for the success of the coupled learning process, particularly when communication is constrained and individual rates of learning are high. Under these conditions, initial representations that generate incorrect beliefs can outperform one that does not discriminate among alternatives, or even a mix of correct and incorrect representations among the learners. We draw implications for the design of coupled learning processes in organizations. © 2016 INFORMS.

AB - Coupled learning processes, in which specialists from different domains learn how to make interdependent choices among alternatives, are common in organizations. We explore the role played by initial representations held by the learners in coupled learning processes using a formal agent-based model. We find that initial representations have important consequences for the success of the coupled learning process, particularly when communication is constrained and individual rates of learning are high. Under these conditions, initial representations that generate incorrect beliefs can outperform one that does not discriminate among alternatives, or even a mix of correct and incorrect representations among the learners. We draw implications for the design of coupled learning processes in organizations. © 2016 INFORMS.

U2 - 10.1287/orsc.2015.1033

DO - 10.1287/orsc.2015.1033

M3 - Journal article

VL - 27

SP - 323

EP - 335

JO - Organization Science

JF - Organization Science

SN - 1047-7039

IS - 2

ER -