Linda Argote

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Linda Argote is an American academic specializing in industrial and organizational psychology. She is Thomas Lord Professor of Organizational Behavior and Theory [1] in the Tepper School of Business at Carnegie Mellon University, where she directs the Center of Organizational Learning, Innovation and Knowledge.

Contents

In 2023, Argote was elected a Fellow of the American Association for the Advancement of Science (AAAS). Argote served as the Senior Associate Dean for Faculty and Research at the Tepper School from 2020-2022. [2]

Argote has courtesy appointments at the Heinz College and the Department of Social and Decision Sciences at Carnegie Mellon University.

Education and career

Argote graduated in 1975 with magna cum laude honors from Tulane University, majoring in psychology. [3] She completed her Ph.D. in organizational psychology at the University of Michigan in 1979, and in the same year joined the Carnegie Mellon University faculty. She has also held a faculty appointment at Northwestern University and was a visiting scholar at Stanford University, the University of Pittsburgh’s Learning Research and Development Center, and Aarhus University.  She was the Montzemolo Visiting Professor at Judge Business School of the University of Cambridge, where she was also a Visiting Fellow at Sidney Sussex College.

Argote published in the field of organizational learning and knowledge transfer.  Her research involves how groups and organizations learn, how they retain the knowledge that they acquire and how they transfer it within and between organizational units.  She and her coauthors conducted a series of studies aimed at understanding the variation observed in rates of learning in firms.  A particular focus of this work was knowledge transfer, or the extent to which lessons learned in one organizational unit transferred to other units. [4] [5] [6] [7] [8] Her article with Eric Darr and Dennis Epple, “The Acquisition, Transfer and Depreciation of Knowledge in Service Organizations: Productivity in Franchises,” was recognized as one of the most influential articles published in Management Science during its first 50 years. [9]   Argote reviewed research on knowledge transfer and provided a framework for predicting when knowledge transfer is likely to be successful in the Annual Review of Psychology in 2024. With Ray Reagans and Daria Brooks, Argote examined organizational learning curves for hospital surgical procedures and determined the contribution of the experience of individual team members, of the experience team members acquired working together and of the experience of the hospital towards organizational learning. [10]

In collaboration with Paul Ingram, Argote developed the implications of knowledge transfer, or learning from the experience of others, for firm competitive advantage. Their article, “Knowledge Transfer in Organizations: A Basis for Competitive Advantage in Firms,” was recognized as one of the most influential articles published in Organizational Behavior and Human Decision Processes during its first 50 years. [11]

Argote and Richard Moreland conducted a series of experiments on the concept of transactive memory, or knowledge of who knows what. An initial study found that groups with strong transactive memories recalled more and performed better on a subsequent task than groups with weak transactive memories. [12] Transactive memories have also been found to foster innovation [13] and be especially valuable on non-routine or uncertain tasks. [14]   Ren and Argote (2011) [15] reviewed the literature on transactive memory. Argote and Ren (2012) [16] developed a framework characterizing how transactive memory provides micro foundations for dynamic capabilities in firms.

Argote and her colleagues have investigated factors in addition to transactive memory that provide micro foundations for organizational learning, memory and knowledge transfer. These factors include communication networks, [17] work group structure, [18] member turnover, [19] social identity, [20] and emotion. [21]

Argote and Levine (2020) [22] integrated research at the organizational level with more micro studies at the group level in the Oxford Handbook of Group and Organizational Learning. Argote and Miron-Spektor (2011) [23] developed a theoretical framework for analyzing organizational learning. Argote, Lee and Park (2021) [24] reviewed the literature on organizational learning and its subprocesses of search and knowledge creation, retention and transfer.

Argote synthesized her work and related research in Organizational Learning:  Creating, Retaining and Transferring Knowledge (Kluwer, 1999; 2nd ed, Springer, 2013). [25]  Her book was a finalist for the George R. Terry Book Award of the Academy of Management.

She was the editor-in-chief of the journal Organization Science from 2004 to 2010. [26] [27] She also served as Departmental Editor at Management Science (1995-2002).

Recognition

Argote became David M. Kirr and Barbara A. Kirr Professor in 1997.

She is a Fellow of the following academic associations:

In 2018 the Interdisciplinary Network for Group Research gave her their Joseph E. McGrath Award for Lifetime Achievement in the Study of Groups. [30]

Distinguished Scholar, Technology Management Section (TMS) Division of the Academy of Management [31]                                                   

Distinguished Speaker Award, Technology Management, Institute for Operations Research and the Management Sciences (INFORMS), 2011 [32]

Distinguished Scholar, Organization and Management Theory Division of the Academy of Management (OMT) 2012 [33]                                        

Distinguished Scholar, Knowledge and Innovation Interest Group, Strategic Management Society, 2013

Honorary Doctorate, Aarhus University, 2019 [34]

Honorary Doctorate, Universita della Svizzera Italiana, 2020 [35]

Selected publications

Related Research Articles

Organizational learning is the process of creating, retaining, and transferring knowledge within an organization. An organization improves over time as it gains experience. From this experience, it is able to create knowledge. This knowledge is broad, covering any topic that could better an organization. Examples may include ways to increase production efficiency or to develop beneficial investor relations. Knowledge is created at four different units: individual, group, organizational, and inter organizational.

<span class="mw-page-title-main">Knowledge transfer</span> Sharing knowledge for problem solving

Knowledge transfer refers to transferring an awareness of facts or practical skills from one entity to another. The particular profile of transfer processes activated for a given situation depends on (a) the type of knowledge to be transferred and how it is represented and (b) the processing demands of the transfer task. From this perspective, knowledge transfer in humans encompasses expertise from different disciplines: psychology, cognitive anthropology, anthropology of knowledge, communication studies and media ecology.

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Michael Cohen was the William D. Hamilton Collegiate Professor of Complex Systems, Information and Public Policy at the University of Michigan.

Transactive memory is a psychological hypothesis first proposed by Daniel Wegner in 1985 as a response to earlier theories of "group mind" such as groupthink. A transactive memory system is a mechanism through which groups collectively encode, store, and retrieve knowledge. Transactive memory was initially studied in couples and families where individuals had close relationships but was later extended to teams, larger groups, and organizations to explain how they develop a "group mind", a memory system that is more complex and potentially more effective than that of any of its individual constituents. A transactive memory system includes memory stored in each individual, the interactions between memory within the individuals, as well as the processes that update this memory. Transactive memory, then, is the shared store of knowledge.

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Knowledge sharing is an activity through which knowledge is exchanged among people, friends, peers, families, communities, or within or between organizations. It bridges the individual and organizational knowledge, improving the absorptive and innovation capacity and thus leading to sustained competitive advantage of companies as well as individuals. Knowledge sharing is part of the knowledge management process.

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References

  1. ↑ University, Carnegie Mellon. "Personal Mention - The Piper - Carnegie Mellon University". www.cmu.edu. Retrieved 2021-11-03.
  2. ↑ University, Carnegie Mellon. "Linda Argote Appointed Senior Associate Dean for Faculty and Research - Tepper School of Business - Carnegie Mellon University". www.cmu.edu. Retrieved 2021-11-03.
  3. ↑ "Funding Research". Newcomb-Tulane College. 2020-08-05. Retrieved 2021-11-03.
  4. ↑ Argote, Linda; Beckman, S.; Epple, Dennis (1990). "The Persistence and Transfer of Learning in Industrial Settings". Management Science. 36 (2): 140–154. doi:10.1287/mnsc.36.2.140.
  5. ↑ Darr, E.; Argote, Linda; Epple, Dennis (1995). "The Acquisition, Transfer, and Depreciation of Knowledge in Service Organizations: Productivity in Franchises". Management Science. 41 (11): 1750–1762. doi:10.1287/mnsc.41.11.1750. S2CID   15798155.
  6. ↑ Egelman, C.; Epple, Dennis; Argote, Linda; Fuchs, E. R. H. (2017). "Learning by Doing in Multi-Product Manufacturing: Variety, Customizations and Overlapping Product Generations". Management Science. 63 (2): 405–423. doi:10.1287/mnsc.2015.2352.
  7. ↑ Epple, D.; Argote, L.; Devadas, R. (1991). "Organizational Learning Curves: A Method for Investigating Intra-Plant Transfer of Knowledge Acquired Through Learning by Doing". Organization Science. 2: 58–70. doi:10.1287/orsc.2.1.58.
  8. ↑ Epple, D.; Argote, L.; Murphy, K. (1996). "An Empirical Investigation of the Micro Structure of Knowledge Acquisition and Transfer through Learning by Doing". Operations Research. 44: 77–86. doi:10.1287/opre.44.1.77.
  9. ↑ Hopp, W. J. (January 2004). "Fifty years of Management Science". Management Science. 50 (1): 1–7. doi:10.1287/mnsc.1030.0181.
  10. ↑ Reagans, Ray; Argote, Linda; Brooks, D. (2005). "Individual Experience and Experience Working Together: Predicting Learning Rates from Knowing Who Knows What and Knowing How to Work Together". Management Science. 51 (6): 869–881. doi:10.1287/mnsc.1050.0366. S2CID   12366530.
  11. ↑ Chen, X. (September 2016). "Celebrating Fifty Years of Organizational Behavior and Decision Research (1966-2016)". Organizational Behavior and Human Decision Processes. 136: 1–2. doi:10.1016/j.obhdp.2016.09.002.
  12. ↑ Liang, D.; Moreland, R.; Argote, Linda (1995). "Group versus Individual Training and Group-Performance: The Mediating Role of Transactive Memory". Personality and Social Psychology Bulletin. 21 (4): 384–393. doi:10.1177/0146167295214009. S2CID   145473164.
  13. ↑ 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. doi:10.1016/j.obhdp.2009.11.001.
  14. ↑ 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. doi:10.1287/mnsc.1050.0496.
  15. ↑ Ren, Y; Argote, L. (2011). "Transactive memory systems 1985-2010: An Integrative Framework of Key Dimensions, Antecedents and Consequences". Academy of Management Annals. 5: 189–230. doi:10.1080/19416520.2011.590300.
  16. ↑ Argote, L.; Ren, Y. (2012). "Transactive Memory Systems: A Micro Foundations of Dynamic Capabilities" (PDF). Journal of Management Studies. 49 (8): 1375–1382. doi:10.1111/j.1467-6486.2012.01077.x.
  17. ↑ Argote, L.; Aven, B.; Kush, J. A. (2018). "The Effects of Communication Networks and Turnover on Transactive Memory and Group Performance". Organization Science. 29 (2): 191–201. doi:10.1287/orsc.2017.1176.
  18. ↑ Fahrenkopf, E.; Guo, J. M.; Argote, L. (2020). "Personnel Mobility and Organizational Performance: The Effects of Specialist vs. Generalist Experience and Organization Work Structure". Organization Science. 31 (6): 1601–1620. doi:10.1287/orsc.2020.1373. S2CID   225140802.
  19. ↑ Rao, R.; Argote, L. (2006). "Organizational Learning and Forgetting: The Effects of Turnover and Structure". European Management Review. 3 (2): 77–85. doi:10.1057/palgrave.emr.1500057. S2CID   144842818.
  20. ↑ 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. doi:10.1016/j.obhdp.2004.09.002.
  21. ↑ 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. doi:10.1002/smj.2380. S2CID   167475695.
  22. ↑ Argote, L.; Levine, J. M. (2020). Handbook of Group and Organizational Learning. Oxford University Press.
  23. ↑ Argote, L.; Miron-Spektor, E. (2011). "Learning Through Exploration: How Children, Adults, and Older Adults Interact with a New Feature-Rich Application". Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems. Vol. 22. pp. 1123–1137. doi:10.1145/3313831.3376414. hdl: 2429/72137 . ISBN   978-1-4503-6708-0. S2CID   218482768.
  24. ↑ Argote, L.; Lee, S.; Park, J. (2021). "Organizational Learning Processes and Outcomes: Major Findings and Future Research Directions". Management Science. 67 (9): 5399–5429. doi:10.1287/mnsc.2020.3693. S2CID   228979872.
  25. ↑ Lant, Theresa K. (September 2000). "Review of Organizational Learning". Administrative Science Quarterly. 45 (3). doi:10.2307/2667112. JSTOR   2667112. S2CID   220642541.
  26. ↑ "Editorial Board | Organization Science". pubsonline.informs.org. Retrieved 2021-11-03.
  27. ↑ "Gale - Institution Finder". galeapps.gale.com. Retrieved 2021-11-03.
  28. ↑ "Fellows: Alphabetical List". Institute for Operations Research and the Management Sciences . Retrieved 2021-08-03.
  29. ↑ "Leadership Directory". my.aom.org. Retrieved 2021-11-03.
  30. ↑ "INGRoup | Awards". www.ingroup.net. Retrieved 2021-11-03.
  31. ↑ "Distinguished Scholar Award - Organization and Management Theory". omt.aom.org. Retrieved 2021-11-03.
  32. ↑ INFORMS. "INFORMS News: Subdivision Awards". INFORMS. Retrieved 2021-11-03.
  33. ↑ University, Carnegie Mellon. "Personal Mention - The Piper - Carnegie Mellon University". www.cmu.edu. Retrieved 2021-11-03.
  34. ↑ 79697@au.dk. "Honorary Doctorate for Linda Argote". mgmt.au.dk. Retrieved 2021-11-03.{{cite web}}: CS1 maint: numeric names: authors list (link)
  35. ↑ "L'USI conferisce il dottorato honoris causa a Linda Argote". www.usi.ch. Retrieved 2021-11-03.
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