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Edmondson, Amy C.

Overview
Works: 93 works in 190 publications in 3 languages and 2,300 library holdings
Roles: Redactor, Editor, Instrumentalist
Classifications: HD58.82, 658.3124
Publication Timeline
Key
Publications about Amy C Edmondson
Publications by Amy C Edmondson
Most widely held works about Amy C Edmondson
 
Most widely held works by Amy C Edmondson
Organizational learning and competitive advantage ( file )
11 editions published between 1996 and 1998 in English and held by 1,092 libraries worldwide
[̀I}n this volume, contributors from the fields of both strategic management and organizational behaviour have been brought together to explore the relationship between organizational learning and competitive advantage.. In their editorial introduction, Edmonson and Moingeon trace changes within the fields of strategy and organizational development that have encouraged a more integrative approach. On the strategy side, the emergence of the resource view of the firm" has drawn attention to the importance of firm-specific resources including knowledge and how it is acquired, as sources of c
A Fuller explanation : the synergetic geometry of R. Buckminster Fuller by Amy C Edmondson( Book )
22 editions published between 1986 and 2007 in English and held by 526 libraries worldwide
Features "A Fuller Explanation: The Synergetic Geometry of R. Buckminster Fuller," a book written by Amy C. Edmonson, originally published in Boston by Birkhauser in 1986 and presented online by Mark Somers Gold Arts. The book focuses on the geometry of American engineer and inventor Richard Buckminster Fuller (1895-1983)
Teaming how organizations learn, innovate, and compete in the knowledge economy by Amy C Edmondson( file )
16 editions published between 2008 and 2013 in 3 languages and held by 402 libraries worldwide
New breakthrough thinking in organizational learning, leadership, and change Continuous improvement, understanding complex systems, and promoting innovation are all part of the landscape of learning challenges today's companies face. Amy Edmondson shows that organizations thrive, or fail to thrive, based on how well the small groups within those organizations work. In most organizations, the work that produces value for customers is carried out by teams, and increasingly, by flexible team-like entities. The pace of change and the fluidity of most work structures means that it's not really abou
How to take the mystery out of algebra success through algebra by Amy C Edmondson( visu )
2 editions published in 1988 in English and held by 65 libraries worldwide
Explains algebra terminology and teaches basic mathematical skills to make the whole subject accessible
Success through algebra strategies for understanding algebra ( visu )
2 editions published in 1988 in English and held by 23 libraries worldwide
Presents major algebraic concepts in simple terms
Teaming to innovate by Amy C Edmondson( file )
4 editions published between 2013 and 2014 in English and held by 19 libraries worldwide
Innovation requires teaming. (Put another way, teaming is to innovation what assembly lines are to car production.) This book brings together key insights on teaming, as they pertain to innovation. How do you build a culture of innovation' What does that culture look like' How does it evolve and grow' How are teams most effectively created and then nurtured in this context' What is a leader's role in this culture' This little book is a roadmap for teaming to innovate. We describe five necessary steps along that road: Aim High, Team Up, Fail Well, Learn Fast, and Repeat. This path is not smooth. To illustrate each critical step, we look at real-life scenarios that show how teaming to innovate provides the spark that can fertilize creativity, clarify goals, and redefine the meaning of leadership
Organizational learning as a source of competitive advantage : when to learn how and when to learn why by Amy C Edmondson( Book )
4 editions published in 1995 in English and held by 8 libraries worldwide
Children's hospital and clinics ( visu )
3 editions published between 2003 and 2009 in English and held by 7 libraries worldwide
Describes the major phases of an initiative designed to transform the organization and enhance patient safety. Raises interesting questions about how to encourage candid discussion about failures while continuing to hold people accountable for their performance. Suggests ways for general managers to design and lead transformational initiatives that reshape an organization's processes and cultures and create an environment that enhances the firm's learning and problem-solving capabilities
Sustainable cities : oxymoron or the shape of the future? by Annissa Alusi( Book )
5 editions published in 2011 in English and held by 6 libraries worldwide
Two trends are likely to define the 21st century: threats to the sustainability of the natural environment and dramatic increases in urbanization. This paper reviews the goals, business models, and partnerships involved in eight early "ecocity" projects to begin to identify success factors in this emerging industry. Ecocities, for the most part, are viewed as a means of mitigating threats to the natural environment while creating urban living capacity, by combining low carbon and resource-efficient development with the use of information and communication technologies (ICT) to better manage complex urban systems
Organizational learning in the face of ambiguous threats by Amy C Edmondson( file )
1 edition published in 2005 in English and held by 5 libraries worldwide
Is there a disaster waiting to happen in your organization? Is your organization poised to react if you sense one looming? In this stimulating presentation, Professors Amy C. Edmondson, Michael A. Roberto, and Richard M.J. Bohmer use NASA and the Columbia space shuttle to look at the causes of organizational disasters. How does the makeup of an organization contribute? How does an institution allow accidents to occur? Professor Roberto takes a close look at NASA's recovery window -- the period of time between when you see an ambiguous threat and when that threat turns into a major accident. Using the Columbia incident as a backdrop, he then applies the lessons learned to management in all types of organizations and outlines factors at three levels that can cause organizations to underreact to the ambiguous threats that might presage a disaster. Professor Bohmer discusses how team-level and organizational factors -- including design, structure, and culture -- can contribute to a lack of leadership and communication, leaving the organization ill-prepared for unexpected threats. Professor Edmondson envisions an alternative response, where the organization can develop a culture that allows it to respond effectively in a recovery window. This is how learning organizations are created -- not by using the right words, but through practice. And if organizations cannot move into this mode themselves, they need to be led, pointing to the very important and central role of leadership in engaging people, giving them structure, and providing an environment in which they can flourish
From organizational learning to the learning organization by Yvelines) Groupe HEC (Jouy-en-Josas( Book )
3 editions published in 1997 in English and held by 5 libraries worldwide
This paper reviews theories of organizational learning and presents a framework with which to organize the literature. We argue that unit of analysis provides one critical distinction in the organizational learning literature and research objective provides another. The resulting two-by-two matrix contains four categories of research, which we have called: (1) residues (organizations as residues of past learning): (2) communities (organizations as collections of individuals who can learn and develop); (3) participation (organizational improvement gained through intelligent activity of individual members), and (4) accountability (organizational improvement gained through developing individuals' mental models). We also propose a distinction between the terms organizational learning and the learning organization. Our subsequent analysis identifies relationships between disparate parts of the literature and shows that these relationships point to individuals' tacit cognitions as a critical source of leverage for creating learning organizations. A brief discussion of the work of two of the most visible researchers in this field, Peter Senge and Chris Argyris, provides additional support for this type of change strategy
Trust and organizational learning by Bertrand Moingeon( Book )
3 editions published in 1995 in English and held by 5 libraries worldwide
Confiance et recherche-intervention by Yvelines) Groupe HEC (Jouy-en-Josas( Book )
2 editions published in 1997 in French and held by 5 libraries worldwide
Afin d'étudier les relations entre confiance et recherche-intervention, nous proposons de reconnaître l'existence de degrés ou niveaux de confiance et de de [sic] distinguer la confiance dans les intentions. La grille de lecture présentée dans ce papier prend également appui sur une analyse des fonctions de la confiance : la confiance comme pré-requis, comme conséquence et comme obstacle à la recherche-intervention. Nous illustrons nos propos à l'aide de la théorie de l'apprentissage organisationnel développée par Chris Argyris et de l'analyse sociologique des organisations proposée par Michel Crozier
Learning to trust and trusting to learn : contrasting models of intervention research in organisation behaviour by Yvelines) Groupe HEC (Jouy-en-Josas( Book )
1 edition published in 1997 in English and held by 4 libraries worldwide
Disrupted routines : effects of team learning on new technology adaption by Amy C Edmondson( Book )
3 editions published in 2000 in English and held by 4 libraries worldwide
This paper reports on a multimethod study of 16 hospitals implementing an innovative technology for cardiac surgery toinvestigate organizational adaptation to new technology and how group and organizational characteristics influences this process and its outcomes. The findings reveal substantial differences in how an identical technology was integrated into ongoing practice in a set of structurally homogeneous organizations. A set of factors at the group level of analysis differentiated successful and unsuccessful adopters: characteristics of operating room teams charged with implementing the new technology--such as team leader behavior, team psychological safety, team learning behavior, and boundary spanning--were associated with successful adoption. Team membership stability was associated with the rate of efficiency improvement using the new technology. Organizational factors, such as size, type (academic versus community hospital) and organizational support for and experience with innovation, were not associated with either outcome. We propose a theoretical model in which psychological safety and team learning behavior enable organization adaptation and team learning may moderate the strong relationship between structure and technology
Teams that learn : what leaders must do to foster organizational learning by Amy C Edmondson( Book )
1 edition published in 2008 in English and held by 4 libraries worldwide
Using what we know : turning organizational knowledge into team performance by Bradley R Staats( Book )
3 editions published between 2010 and 2011 in English and held by 3 libraries worldwide
This paper examines when and how project teams' use of knowledge previously codified and stored in the organization affects team performance. We draw upon the team effectiveness, knowledge management, and information systems literatures to develop five hypotheses on the effects of team knowledge use on two measures of team performance (quality and efficiency), based on structural characteristics of the task and team. We also distinguish between a team's mean use of stored knowledge and the concentration of knowledge use in a team. Using objective data from several hundred software development projects in an Indian software services firm, we find that mean team knowledge use has a positive effect on project efficiency but not on project quality. Team concentration of use is also associated with project efficiency but, in contrast to mean use, is related to lower project quality. As predicted, we also find that mean team use is more positively related to performance when teams are dispersed geographically, have less human capital, or are faced with particularly complex tasks. Our findings offer insight for theory and practice into how accessing stored organizational knowledge can improve knowledge workers' productivity and help build organizational capability
Fuller explanation by Amy C Edmondson( Book )
1 edition published in 2009 in English and held by 3 libraries worldwide
The recovery window : organizational learning following ambiguous threats in high-risk organizations by Amy C Edmondson( Book )
3 editions published between 2004 and 2006 in English and held by 3 libraries worldwide
Analyzing the events surrounding the Columbia shuttle tragedy, we explore a high-risk organization's response to a recovery window, defined as the period between an ambiguous threat and a major accident (or prevented accident) in which constructive collective action is feasible. We show that Columbia's recovery window was characterized by active discounting of risk, fragmented disciplinary-based analyses, and a wait-and-see orientation to action. We propose mechanisms at three levels of analysis to explain this confirmatory response. We then suggest an alternative, preferred response to ambiguous threats in high-risk systems, characterized by over-responsiveness and a learning orientation, which we call an exploratory response. Leadership is critical to moving an organization away from the natural tendency to downplay ambiguous threats and toward an exploratory response
Psychological safety and learning behavior in work teams by Amy C Edmondson( Book )
1 edition published in 1998 in English and held by 3 libraries worldwide
 
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Alternative Names
Edmondson, Amy C.
Languages
English (88)
French (2)
Danish (1)
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