好色先生TV

The research investigates a mechanism explaining team learning: a transactive memory system (TMS). 听Known colloquially as 鈥渨ho knows what,鈥� a transactive memory is a collective system for encoding, storing and retrieving information. 听Because team members know who is good at which tasks, teams with a well-developed TMS assign tasks to the most qualified members, trust each other鈥檚 expertise and coordinate their distributed expertise effectively. 听Thus, a transactive memory system can enable teams to improve their performance.

The project studies hospital trauma resuscitation teams, interdisciplinary teams that provide emergency care for patients experiencing traumatic injuries, such as motor vehicle accidents, accidental falls, gun-shot wounds, and stab wounds. The research team, Linda Argote and Ki-Won Haan (好色先生TV); Jerry Guo (Frankfurt School of Finance and Management); Matthew R. Rosengart (Washington University in St. Louis); Cindy Teng (Virginia Hospital Center); and Jeremy M. Kahn (University of Pittsburgh), investigated how transactive memory systems of hospital trauma teams affect outcomes for patients.

The researchers discovered that a team鈥檚 ability to coordinate effectively relies heavily on shared experience working together, which enables them to develop a transactive memory system (TMS). The TMS acts as the specific mechanism that links team experience to improved patient outcomes. While previous studies suggested that teams working together frequently perform better, this research pinpoints exactly why that improvement happens. Team members who 鈥渒now who knows what鈥� can match tasks to the most qualified individuals instantly and consult the right experts without delay. This rapid coordination is most important in trauma bays, where medical professionals must diagnose and stabilize patients with severe injuries in minutes.

Results reveal a significant relationship between well-developed TMS and patient outcomes. Patients treated by trauma teams with well-developed TMS spend, on average, 1.9 fewer days in the ICU and 3.3 days in the hospital than patients treated by teams with weak TMS. Spending fewer days in the hospital benefits both patients and hospitals. 听The researchers controlled or accounted for factors such as the severity of the patients鈥� injuries, the size of trauma teams, the individual experience of team members and the workload in the emergency department and found that the effect of TMS was robust.

Shared experience working together was key to strengthening transactive memory systems. 听Thus, the study provides evidence about how to improve the performance of trauma teams, which can lead to better outcomes for patients. Trauma is the third leading cause of death in all age groups in the United States. Improving outcomes for these patients would benefit the individual patients, the hospitals that treat them, and society at large. 听Thus, the research not only advances theory about mechanisms explaining team learning curves but also informs practice about how to improve the performance of hospital trauma teams.

For more information, see a 2026 article in . The article, which appeared in Volume 37(1), pages 48-70, is open access and freely available to all.

The research investigates how individuals learn from their own failures. While prior theories often assume that failures promote learning, existing findings are inconsistent: some studies show improvement after failure, while others show stagnation or decline. This study reconciles these perspectives by proposing that learning from one鈥檚 own failures follows a non-monotonic pattern. Initially, accumulated failures improve performance, but beyond a threshold, additional failures reduce learning and performance.

The study examines cardiothoracic surgeons performing coronary artery bypass graft (CABG) surgeries in California. Using comprehensive biannual data from 2003 to 2018, the researchers analyze 307 surgeons across 133 hospitals. In this setting, failures are defined as patient deaths following surgery, and learning is measured as improvement in a surgeon鈥檚 subsequent patient outcomes.

The researchers develop a framework based on three factors that shape learning from failure: opportunity, motivation, and perceived ability to learn. As failures accumulate, surgeons gain more information about potential causes of errors, increasing their opportunity to learn. At the same time, repeated failures can generate negative emotions and attribution biases that reduce motivation to learn. The interaction of these opposing forces produces the inverted U-shaped relationship: performance initially improves with accumulated failures but eventually deteriorates as motivation declines.

The findings provide strong empirical support for this theory. Surgeons鈥� performance improves as they accumulate failures up to a point, but after crossing a threshold, performance declines鈥攕uggesting that individuals may 鈥済ive up鈥� learning from repeated failures. Importantly, this tipping point varies across individuals. Surgeons with higher perceived ability to learn鈥攖hose with elite training, certified expertise, or greater specialization in patient care鈥攔each the inflection point later than others. In other words, they sustain learning from failures for a longer period.

These results have important implications. First, they advance theory by demonstrating that failure learning is not uniformly beneficial; repeated failures can both enhance and undermine learning. Second, they highlight individual heterogeneity in learning processes, contributing to research on the microfoundations of organizational learning. Finally, the findings inform practice by suggesting that organizations can improve performance by selecting and training individuals who are more resilient to repeated failures or who possess stronger beliefs in their capacity to learn.

By identifying when and why individuals stop learning from failure, the research deepens our understanding of how individual experiences aggregate into organizational capabilities and performance鈥攑articularly in high-stakes environments such as healthcare.
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For more information, see .

This research stream examines how organizations sustain reliable performance when work relies on professional human capital, shared standards, and discretionary evaluation rather than fully codified rules.

Sae-Seul Park (University of Toronto), Sunkee Lee (好色先生TV), and Oliver Hahl (好色先生TV) examine how professional norms shape performance consistency in regulatory organizations. Using data from marine vessel inspections, the study analyzes how inspectors鈥� professional identification influences the standards and criteria they apply when evaluating organizations. The findings show that stronger professional identification reduces ingroup bias and promotes more consistent enforcement, even in settings characterized by repeated interactions and substantial discretion. This research highlights professionalism as a shared cognitive and normative foundation that aligns individual judgment with collective standards. It contributes to understanding how organizations preserve the reliability and integrity of expert evaluations when formal rules cannot fully specify appropriate action.

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This research investigates whether unconventional workspaces鈥攆eaturing bright colors, unusual furniture, playful d茅cor, and non鈥搘ork-related objects鈥攁ctually enhance creativity. Although many firms adopt such environments to foster creativity and innovation, rigorous causal evidence on their effectiveness has been limited. This study examines when and why unconventional workspaces improve鈥攐r undermine鈥攄ivergent thinking.

The study, conducted by Sunkee Lee (好色先生TV) and Manuel E. Sosa (INSEAD), tests the causal effect of workspace design on individuals鈥� divergent thinking鈥攖he cognitive process of generating many distinct ideas to solve a task. Across four experiments involving 1,133 participants, the researchers compare performance in conventional workspaces鈥攃haracterized by neutral colors, standard office furniture, and formal atmospheres鈥攚ith performance in unconventional workspaces that include vibrant walls, playful design elements, and atypical objects.

The researchers initially hypothesized that unconventional workspaces would enhance divergent thinking by stimulating cognitive flexibility, encouraging the recombination of ideas, improving mood, and increasing intrinsic motivation. However, the results from their first experiment revealed a surprising finding: participants in the unconventional workspace performed worse on a divergent-thinking task.

To explain this counterintuitive result, the researchers identified a key mechanism: cognitive anchoring. When salient features of the unconventional workspace were closely related to potential solutions to the creative task, participants became anchored to those cues. Rather than exploring broadly, they fixated on ideas inspired by the environment, narrowing their search and reducing both the quantity and originality of ideas.

Building on this insight, the authors developed a revised hypothesis: unconventional workspaces enhance divergent thinking only when task solutions cannot be readily inspired by features of the workspace. In subsequent experiments鈥攃onducted both online using virtual workspaces and in controlled laboratory settings鈥攖hey manipulated whether the creative task was related or unrelated to workspace features. The results consistently supported this revised hypothesis. When workspace features were related to potential task solutions, unconventional environments hindered divergent thinking. When workspace features were unrelated to task solutions, the same environments enhanced both idea fluency and originality.

These findings highlight an important boundary condition: unconventional workspaces are not universally beneficial. Their effectiveness depends on the interplay between environmental cues and the nature of the creative task. When design elements provide obvious solution cues, they can restrict search processes through anchoring. When they do not, those same features can stimulate broader exploration and cognitive flexibility.

The study makes several contributions. It provides rare causal evidence on the effects of workspace design on creative divergent thinking, demonstrating that unconventional environments can both help and hinder idea generation. It also advances organization design theory by showing that physical space is a strategic design lever that shapes cognitive search processes. Practically, the findings suggest that managers should not assume that unconventional office designs automatically promote creativity; instead, organizations should carefully consider the alignment between workspace features and the types of creative tasks employees perform.

For more information, see .

Although prior work in small groups has focused primarily on the social network鈥檚 influence through information exchange, we argue that the network鈥檚 relational effects are also significant in explaining their performance. We manipulated the density and centralization of group communication networks in a laboratory experiment and found that density and centralization interact to affect the extent to which members share an identity: density increases shared social identity more in decentralized than centralized groups. Increasing density in groups in decentralized led to more similar patterns of connections, whereas increasing density in groups high in centralization created more differences, which undermined their sense of a shared identity. 听Shared social identity mediated the effect of the network on group performance.

Our results indicate that before adding a tie to a communication network, a group should assess whether the tie is likely to bind group members together or tear them apart. If increasing density leads to more similar patterns of connections, it is likely to bind group members together and improve group performance. 听If increasing density creates more differences, it is likely to tear the group apart.

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For more information, see: 听

This dissertation investigates how organizational routines, analogous to standard operating procedures or processes, facilitate the emergence of transactive memory systems and thereby enable performance on new tasks. Results from the study suggest that organizations can remain adaptive to changing tasks if they store knowledge in routines and procedures, if those routines enable members of teams to learn about one another鈥檚 skills.

A dissertation by Jerry Guo, now at Aarhus University.

This research examines the factors predicting whether a new organization member can transfer their knowledge to the organization. The project focuses on the division of work in organizations, arguing that experience working as a specialist endows new members with different knowledge than experience working as a generalist. Specialist movers are less likely to transfer knowledge to their new organizations, and experience a particular disadvantage when they join generalist organizations, leading to worse performance when compared to generalist movers. These results suggest that new employees with broad experience may be better contributors to their new organizations.

Coauthored by Erin Fahrenkopf (Stanford), Jerry Guo (Aarhus University), and Linda Argote (好色先生TV),

• Bryon Balint (Tepper School of Business), "Management and Service Provider Relationships in IT-enabled Outsourcing"
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• Gerard Beenen (Tepper School of Business), "The Effects of Learning and Performance Goal Orientations on Creativity"
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• Matthew Diabes (Tepper School of Business), "Team Well-being, Transactive Memory and Team Performance"
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• Erin Fahrenkopf (Tepper School of Business), "Knowledge Transfer by Employees Across Firm Boundaries: A Micro Process with Consequential Macro Outcomes鈥�
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• Erica Fuchs (Engineering and Public Policy), "Design for Location: The Impact of Offshoring on Technology Competitiveness in the Optoelectronics Industry"
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• Limor Golan, "Promotion and Turnover of Executives"
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• Jerry Guo (Tepper School of Business), "Organizational Routines and Adaptability"
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• Elina Hwang (Tepper School of Business), "Learning to Cross Boundaries in Online Knowledge Communities"
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• John Kush (Tepper School of Business), "The Influence of Communication Networks and Turnover on Transactive Memory Systems and Team Performance"
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• Jonathan Kush (Tepper School of Business), "How Training Moderates the Relationship between Turnover and Group Performance"
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• Sunkee Lee and Jisoo Park (Tepper School of Business), "Seniority-contingent Learning from Others' Failures within Organizations: Evidence from Micro Data on Heart Surgeons"
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• Jisoo Park (Tepper School of Business), "How Employing Contractors Affects Knowledge Transfer in Hospitals"
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• Sae-Seul Park (Tepper School of Business), "How Performance Incentives Impact the Utilization of Shared Knowledge"
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• Sae-Seul Park (Tepper School of Business), "Are Knowledge Sharing and Learning Trade-offs"
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• Hong Qu (Tepper School of Business), "Learning to Coordinate in Team Production through Prediction Markets"
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• Param Vir Singh (Tepper School of Business), "Developer Learning Dynamics in Open Source Software Projects"
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• Baohung Sun (Tepper School of Business), "Value of Learning and Acting on Customer Information"
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• Roberto Weber (Social and Decision Sciences), 鈥淩eflective Learning and Transfer of Learning鈥�
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• Courtney Williamson (Tepper School of Business), "Community College Student Performance: The Effects of a Remedial Intervention, Demographic Factors, and Psychological Factors on Student Achievement and Retention"
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• Courtney Williamson (Tepper School of Business), "The Effect of Explicit and Implicit Communication on the Development of Transactive Memory Systems and Team Performance"

Ella Miron-Spektor (Ph.D. the Technion-Israel Institute of Technology), was a Fulbright-ISEF-Rabin Post-Doctoral Fellow at the Center (2006-2007). In 2007, a paper Miron-Spektor co-authored with Miriam Erez and Eitan Naveh was a Best Student Paper Award Finalist, Academy of Management, Technology and Innovation Management Division, "Balancing Innovation Attention-To-Detail and Outcome-Orientation to Enhance Innovative Performance." In 2008, Miron-Spektor was a Sloan Industry Studies, Best Dissertation Award Finalist for "A multilevel perspective on innovation: The personal characteristics, team composition and organizational culture that lead to idea generation and implementation."

The Center has provided funding for Ph.D. students to attend the Organization Science Winter Conference, the Annual Meetings of the INFORMS (Institute for Operations Research and the Management Sciences) Meetings and the Academy of Management Meetings as well as seed money to support their research.

Argote, L., Guo, J., Haan, K., Rosengart, M. R., Teng, C., & Kahn, J. 听(2026). 听Transactive memory systems and hospital trauma team performance: Shared experience in action teams. Organization Science, 37(1), 48-70.

Argote, L., Guo, J., & Park, J. 听(in press). 听Organizational learning and knowledge transfer. Oxford Bibliographies on Management. 听Oxford University Press.

Lee, S., & Sosa, M. E. (2026). Spaces for creativity: Unconventional workspaces and divergent thinking. Management Science, 72(2), 1072-1094.
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Kush, J.A., Argote, L., & Aven, B. (2025). 听The effects of communication networks on shared social identity and group performance. 听Small Group Research, 56(6), 899-949.

Park, S. S., Lee, S., & Hahl, O. (2025). Mitigating ingroup bias in regulatory firms: The role of inspector professionalism. Strategic Management Journal, 46(8), 2019-2048.

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Argote, L. (2024). Knowledge Transfer Within Organizations: Mechanisms, Motivation and Consideration. Annual Review of Psychology, 75(1), 405-431.

Kush, J. A., Aven, B., & Argote, L. (2024). A Text-based Measure of Transactive Memory Strength. Small Group Research, 55(2), 231-263.

Lee, L., & Park, J. (2024). Giving up learning from failures? An examination of learning from one's own failures in the context of heart surgeons Strategic Management Journal, 45, 2063-2094.

Guo, J., Argote, L. Kush, J. A., & Park, J. (2023). Communication Networks and Team Performance: Selecting Members to Network Positions. Frontiers in Psychology, 14.

Argote, L., Guo, J. M., Park, S.S., & Hahl, O. (2022). The Mechanisms and Components of Knowledge Transfer within Organizations Organization Science, 33(3), 1232-1249.

Miron-Spektor, E., Emich, K., Argote, L., & Smith, W. 听(2022). Conceiving Opposites Together: Cultivating Paradoxical Frames and Epistemic Motivation Fosters Team Creativity Organizational Behavior and Human Decision Processes, 171, Article 104153.

Argote, L., Lee, S., & Park, J. (2021). Organizational Learning Processes and Outcomes: Major Findings and Future Research Directions Management Science, 67(9), 5399-5429.

Argote, L. (2020). A Special Provocations and Provocateurs Section Honoring Jim March: 听Jim March鈥檚 Legacy on Organizational Learning Journal of Management Inquiry, 29(2), 119-127.

Argote, L., & Levine, J. M. (2020). Handbook of Group and Organizational Learning Oxford: Oxford University Press.

Fahrenkopf, E., Guo, J. M., & Argote, L. (2020). 听Personnel Mobility and Organizational Performance: 听The Effects of Specialist vs. Generalist Experience and Organization Work Structure Organization Science, 31(6), 1601-1620.

Levine, J. M., & Argote, L. (2020). Organizational Learning: Past, Present and Future In Argote, L., & Levine, J. M. (Eds), Handbook of Group and Organizational Learning. Oxford: Oxford University Press.

Hwang, E. H., Singh, P. V., & 听Argote, L. (2019). Jack of All, Master of Some: Knowledge Networks and Innovation. Information Systems Research 30(2), 389-410.

Kush, J. (2019). Conceptual and Measurement Issues for Transactive Memory Systems: Three Indicators of TMS. Group Dynamics: Theory, Research and Practice 23(2), 104-123.

Argote, L., Aven, B., & Kush, J. A. (2018). 听The Effects of Communication Networks and Turnover on Transactive Memory and Group Performance. Organization Science, 29(2), 191-201.

Argote, L., & Hora, M. S. (2017). Organizational Learning and Management of Technology. Production and Operations Management, 26(4), 579-590.

Egelman, C. D., Epple, D., Argote, L., & Fuchs, E. R. H. (2017). Learning by Doing in Multi-Product Manufacturing: Variety, Customizations and Overlapping Product Generations. Management Science, 63(2), 405-423.

Argote, L., & Guo, J. M. (2016). 听Routines and Transactive Memory Systems: 听Creating, Coordinating, Retaining and Transferring Knowledge in Organizations. In A. Brief and B. Staw, Research in Organizational Behavior, 36, 65-84.

Argote, L., & Fahrenkopf, E. (2016). 听Knowledge Transfer in Organizations: 听The Roles of Members, Tasks, Tools and Networks. Organizational Behavior and Human Decision Processes, 136, 146-159.

Hakonsson, D. D., Eskildsen, J. K., Argote, L., Monster, D., Burton, R. M., & Obel, B. (2016). Exploration versus Exploitation: Emotions and Performance as Antecedents and Consequences of Team Decisions. Strategic Management Journal, 37(6), 985-1001.

Reagans, R., Miron-Spektor, E., & Argote, L. (2016). Knowledge Utilization, Coordination and Team Performance. Organization Science, 233-248.

Wollersheim, J., & Heimeriks, K. (2016). Dynamic capabilities and their characteristic qualities: Insights from a lab experiment. Organization Science, 27(2), 233-248.

Argote, L. (2015). Transactive memory systems: An opportunity for mutual learning between organizational learning and global strategy researchers. Global Strategy Journal, 5(2), 198-203.

Balint, B. (2015). Process frameworks in services offshoring: The relationship between implementation thoroughness, task complexity and performance improvement. International Journal of Information Systems in the Services Sector, 7(4), 48-65.

Fahrenkopf, E., & Argote, L. (2015). Personnel movement and the development of dynamic capabilities: An organizational learning perspective. In D. Teece and S. Leih (Eds.), Oxford Handbook of Dynamic Capabilities. Oxford: Oxford University Press.

Gayle, G., Golan, L., & Miller, R. A. (2015). Promotion, turnover, and compensation in the executive labor market. Econometrica, 83(6), 2293-2369.

Hwang, E., Singh, P., & Argote., L. (2015). Knowledge sharing in online communities: Learning to cross geographic and hierarchical boundaries. Organization Science, 26(6), 1593-1611.

Kobarg, S,, Wollersheim, J., Welpe, I. M., & Sp枚rrle, M. (2015). Individual ambidexterity and performance in the public sector: A multilevel analysis. International Public Management Journal.

Miron-Spektor, E., & Beenan, G. (2015). Motivating creativity: The effects of sequential and simultaneous learning and performance achievement goals on product novelty and usefulness. Organizational Behavior and Human Decision Processes, 127, 53-65.

Tortoriello, M., McEvily, B., & Krackhardt, D. (2015). Being a catalyst for innovation: The role of knowledge diversity and network closure. Organization Science, 26(2), 423-438.

Wollersheim, J., Leyer, M., & Sp枚rrle, M. (2015). When more is not better: The effect of the number of learning interventions on the acquisition of process-oriented thinking. Management Learning, 47(2), 137-157.

Argote, L. (2014). Knowledge transfer and organizational learning. The Wiley-Blackwell Handbook of the Psychology of Training, Development and Performance Improvement. John Wiley and Sons.

Dokko, G., Kane, A. A., & Tortoriello, M. (2014). One of us or one of my friends: How social identity and tie strength shape the creative generativity of boundary-spanning ties. Organization Studies, 35(5), 703-726.

Hwang, E., Singh, P., & Argote, L. (2014). Jack of all, master of some: The contingent effect of knowledge breadth on innovation. Proceedings of the International Conference on Information Systems.

Quintane, E., Conaldi, G., Tonellato, M., & Lomi, A. (2014). Modeling relational events: A case on an open source software project. Organizational Research Methods, 17(1), 23-50.

Argote, L. (2013). Organizational learning: Creating, retaining, and transferring knowledge (2nd ed.). New York, Springer.

Argote, L., & Hwang, E. (2013). Organizational learning. In D. M. Teece and M. Auger (Eds.), Palgrave Encyclopedia of Strategic Management.

Jung, C., Padman, R., & Argote, L. (2013). Volume-based learning and structured eVisits: Impact of individual and organizational usage experience on service efficiency. Proceedings of INFORMS Workshop on Data Mining and Health Informatics.

Qu, H. (2013). How do market prices and cheap talk affect coordination? Journal of Accounting Research, 51(5), 1221鈥�1260.

Antonovics, K., & Golan, L. (2012). Experimentation and job choice. Journal of Labor Economics, 30(2), 333-366.

Argote, L. (2012). Organizational learning and knowledge management. In S. Kozlowski (Ed.) Oxford Handbook of Industrial and Organizational Psychology.

Argote, L., & Ren, Y. (2012). Transactive memory systems: A micro foundations of dynamic capabilities. Journal of Management Studies, 49(8), 1375-1382.

Gayle, G., Golan, L., & Miller, R. A. (2012). Gender differences in executive compensation and job mobility. Journal of Labor Economics, 30(4), 829-871.

Kim, Y., Krishnan, R., & Argote, L. (2012). The learning curve of IT knowledge workers in a computing call center. Information Systems Research, 23(3), 887-902.

Kush, J., Williamson, C. D., & Argote, L. (2012). Challenges and opportunities for group learning and group learning researchers. In E. A. Mannix and M. A. Neale (Eds.), Research on managing groups and teams: Looking backward and moving forward (Vol. 15, pp.209-244). Bingley, UK: Emerald Group Publishing Limited.

Tortoriello, M., Reagans, R., & McEvily, B. (2012). Bridging the knowledge gap: The influence of strong ties, network cohesion and network range on the transfer of knowledge between organizational units. Organization Science, 23, 1024-1039.

Argote, L. (2011). Organizational learning research: Past, present, and future. Management Learning, 42, 439-446.

Argote, L., Denomme, C., & Fuchs, E. (2011). Learning across boundaries: The effect of geographic distribution. In M. Easterby-Smith and M. Lyles (Eds.), Handbook of Organizational Learning and Knowledge Management. Wiley-Blackwell.

Argote, L., & Miron-Spektor, E. (2011). Organizational learning: From experience to knowledge. Organization Science, 22, 1123-1137.

Miron-Spektor, E., Erez, M., & Naveh, E. (2011). The effect of conformists and attention-to-detail members on team innovation: Reconciling the innovation paradox. Academy of Management Journal, 54, 740-760.

Miron-Spektor, E., Gino, F., & Argote, L. (2011). Paradoxical frames and creative sparks: Enhancing individual creativity through conflict and integration. Organizational Behavior and Human Decision Processes, 216, 216-240.

Reagans, R. (2011). Close encounters: Analyzing how social similarity and propinquity contribute to strong network connections. Organization Science, 22, 835-849.

Ren, Y., & Argote, K. (2011). Transactive memory systems 1985-2010: An integrative framework of key dimensions, antecedents and consequences. Academy of Management Annals, 5, 189-230.

Singh, P. V., Tan, Y., & Youn, N. (2011). A hidden markov model of developer learning dynamics in open source software projects. Information Systems Research, 22(4), 790-807.

Sun, B., & Li, S. (2011). Learning and acting on customer information: A simulation-based demonstration on service allocations with offshore centers. Journal of Marketing Research, 48(1), 72-86.

Fuchs, E., & Kirchain, R. (2010). Design for location? The impact of manufacturing offshore on technology competitiveness in the optoelectronics industry. Management Science, 56(12), 2323-2349.

Gino, F., Argote, L., Miron-Spektor, E., & Todorova, G. (2010). First get your feet wet: When and why prior experience fosters team creativity. Organizational Behavior and Human Decision Processes, 111(2), 93-101.

Kane, A. A. (2010). Unlocking knowledge transfer potential: Knowledge demonstrability and superordinate identity. Organization Science, 21, 643-660.

Rick, S., & Weber, R. (2010). Meaningful learning and transfer of learning in games played repeatedly without feedback. Games and Economic Behavior, 68, 716-730.

Tortoriello, M., & Krackhardt, D. (2010). Activating cross-boundary knowledge: The role of Simmelian ties in the generation of innovations. Academy of Management Journal, 53(1) 167-181.

Argote, L., & Gino, F. (2009). Group learning. In J.M. Levine & M.A. Hogg (Eds.), Encyclopedia of Group and Intergroup Processes (pp.342-345). Thousand Oaks, CA: Sage Publications.

Argote, L., & Kane, A.A. (2009). Superordinate identity and knowledge creation and transfer in organizations. In N. Foss & S. Michaelova (Eds.), Knowledge Governance (pp. 166-190). Oxford: Oxford University Press.听

Argote, L., & Miron-Spektor, E. (2009). Personnel turnover. In J.M. Levine & M.A. Hogg (Eds.), Encyclopedia of Group and Intergroup Processes (pp.642-645). Thousand Oaks, CA.: Sage Publications.听

Gino, F., Todorova, G., Miron-Spektor, E., & Argote, L. (2009). When and why prior task experience fosters team creativity. In M. Neale, E. Mannix and J. Goncalo (eds.), Creativity in Groups: Research on Managing Groups and Teams (Vol 12).听

Miron-Spektor, E., Gino, F., & Argote, L. (2008).The effect of paradoxical cognition on individual and team innovation. Best Paper Proceedings of the Academy of Management.

Todorova, G., Argote, L., & Reagans, R. (2008).Working alone or working together: The effects of individual motivation and group identification on transactive memory systems and team performance. Best Paper Proceedings of the Academy of Management.

Reflecting the leadership of Center researchers in the area of organizational learning and knowledge management, a 2008 handbook on the topic edited by Starbuck and Holloway reprinted three articles by center affiliates:

• Darr, E., Argote, L., & Epple, D. (1995). The Acquisition, Transfer, and Depreciation of Learning in Service Organizations: 听Productivity in Franchises. Management Science, 44, 1750鈥�1762.
• Argote, L., & Epple, D. (1990). Learning Curves in Manufacturing Science, 247, 920鈥�924.
• Argote, L., Beckman, S., & Epple, D. (1990). The Persistence and Transfer of Learning in Industrial Settings. Management Science, 36, 140鈥�154.

Argote, L., & Greve, H. R. (2007). A behavioral theory of the firm-40 years and counting: Introduction and impact. Organization Science, 18(3), 337-349.听

Argote, L., & Todorova, G. (2007). Organizational learning: Review and future directions. In G. P Hodgkinson & J K. Ford (Eds.) International Review of Industrial and Organizational Psychology (pp. 193-234). New York: Wiley.听

Argote, L., & Todorova, G. (2007). Organizational capabilities. International Encyclopedia on Organizational Studies.

Reagans, R., Zuckerman, E., & McEvily, B. (2007). On firmer ground: The collaborative team as a strategic research site for verifying network-based social capital hypotheses. In J. Rauch (Ed.) Formation and Decay of Economic Networks. Russell Sage Foundation.

Rao, R., & Argote, L. (2006) Organizational learning and forgetting: The effects of turnover and structure. European Management Review, 3(2), 77-85.

Ren, Y., Carley, K. M., & Argote, L. (2006). The contingent effects of transactive memory: When is it more beneficial to know what others know? Management Science, 52(5), 671-682.听

Kane, A. A., Argote, L., & Levine, J. M. (2005). Knowledge transfer between groups via personnel rotation: Effects of social identity and knowledge quality Organizational Behavior and Human Decision Processes, 96(1), 56-71.

Reagans, R., Argote, L., & Brooks, D. (2005). Individual experience and experience working together: Predicting learning rates from knowing what to do and knowing who knows what Management Science, 51(6), 869-881.

Conference in Honor of James Gardner March
October 4-5, 2019
Tepper School of Business
好色先生TV.听

The conference was organized by Dan Levinthal (Wharton), Arie Lewin (Duke University) and Linda Argote (好色先生TV).

Researchers from around the world came together to celebrate the remarkable life and the exceptional research contributions of Jim March. Panels were held on topics central to Jim's work: organizational learning, decision making, search, exploration versus exploitation, and the use models in organization science. Current research in these areas was presented.

Organization Science Winter Conference (OSWC XXIV) on Technology and the Modern Organization
March 1-3, 2018
Park City, Utah

The conference was co-organized by Gautam Ahuja (Cornell University), Linda Argote (好色先生TV), Gino Cattani (New York University), PuayKhoon Toh (University of Texas at Austin) and Anita Woolley (好色先生TV).

This conference brought together scholars from a variety of disciplines to examine the many facets and implications of how organization structures, systems, practices and cultures are shaping technology and how technology is also shaping these structures, systems, practices and cultures.

Organization Science Winter Conference (OSWC XXIII) on Creating, Retaining, and Transferring Knowledge in Organizations
February 2-5, 2017
Park City, Utah

The conference was co-organized by Zur Shapira (New York University), Terri Griffith (Santa Clara University), Kyle Lewis (University of California, Santa Barbara) and Linda Argote (好色先生TV).

This conference highlighted points of intersection across research in fields including management, organization theory, psychology, economics and sociology, and brought to the fore themes that address organizational learning and knowledge.

Learning in Social Contexts
May 2016

The Learning Research and Development Center at the University of Pittsburgh and the Tepper School of Business at 好色先生TV co-sponsored the conference. It was organized by John Levine and Linda Argote.

The conference brought together leading researchers from several disciplines (e.g., social and cognitive psychology; education; organizational behavior; strategic management) whose work addresses learning processes and outcomes in social contexts. The goal of the conference was to highlight current work on both individual and collective learning. Although substantial theoretical and empirical work has been done within each of these traditions, little effort has been made to bring them together. It is hoped that the conference will promote development of a more integrated perspective on learning in and learning by groups and organizations.

SCALE Conference
March 2013
Pittsburgh, PA听

An interdisciplinary group of researchers met in Pittsburgh to discuss supporting collaboration across large environments. The group, which is supported by a grant from the , included computer scientists, psychologists, sociologists and organizational behavior researchers.

Organization Science Winter Conference (OSWC-XVII) on Organizational Memory
February 11-13, 2011
Steamboat Springs, CO

The conference was co-organized by Dan Levinthal, Linda Argote and Ray Reagans.

Center for Organizational Learning, Innovation and Knowledge Workshop
December 3, 2010

New Directions in Organization Science Senior Editors Conference
May 22-23, 2009

The conference was jointly funded by the Center and the Carnegie Bosch Institute for International Management.

Conference on Identity, Innovation and Organizational Learning
June 8-9, 2007

The conference was organized by Aimee Kane (New York University) and Linda Argote (好色先生TV). The Carnegie Bosch Institute and the CLIK Center co-funded the conference.

Behavior Theory of the Firm
May 26-27, 2006

This influential book, coauthored by Richard M. Cyert and James G. March over 40 years ago, continues to have a major impact today. The conference took stock of the work's impact and suggested promising directions for future research on the behavioral theory of the firm. Because the concept of organizational learning was introduced in the book, it is fitting that the CLIK center hosted the conference, which was co-sponsored by the Carnegie Bosch Institute (CBI). The conference was tied into a special issue of organization science. The co-editors of the special issue were co-organizers of the conference: Mie Augier (Stanford University), Henrich R. Greve (Norwegian School of Management, BI), Dan Levinthal (Wharton), Michael Prietula (Emory University) and Linda Argote (Tepper School of Business). We were delighted that Jim March visited Tepper to participate in the conference. A highlight of the conference was Dean Ken Dunn's announcement that a classroom at the Tepper School of Business would be named in honor of James G. March.