Argyris, C., and D. Schön. (1978). Organizational learning: a theory of action perspective. Reading, MA: Addison Wesley.
Argyris and Schon argue that people have mental maps with regard to how to act in situations and that it is these maps that guide people’s actions rather than the theories they explicitly espouse. Few people are even aware of the maps or theories that drive their actions.
Ariely, D. (2008). Predictably irrational: the hidden forces that shape our decisions. New York, Harper Collins.
Ariely, a behavioral economist at MIT, offers multiple examples of irrational economic decision making, examples that resonate well with seemingly irrational decisions made by individuals in other arenas.
Davenport, T.H., and L. Prusak. (1998). Working knowledge: how organizations manage what they know. Boston, Harvard Business School Press.
Halpern, D. (1996). Thought and knowledge: an introduction to critical thinking. Mahwah, NJ, Lawrence Erlbaum Associates.
The first three chapters of this textbook address thinking, memory, and language as it relates to decision making. The book pulls together information and insights from a variety of sources putting them in an easy to grasp context.
Kerr, Steven. (1994, February). Radically improving corporate performance: practical change interventions that work. Presentation at the Executive Focus International 1994 Executive Forum. Orlando, Florida.
Kerr began as an academic, was spotted by Jack Welch and wooed into industry. He is currently the chief learning officer at Goldman Sachs.
Pinker, S. (1997). How the mind works. New York, W.W. Norton.
This book provides a clear, entertaining, yet detailed description of how the mind works. He addresses the questions of what makes intelligence possible and what makes sentience possible. He also provides insights into how the brain evolved and how it functions, including how memory functions.
Sandelands, L.E., and R.E. Stablein. (1987). The concept of organization mind. Research in the sociology of organizations, vol. 6. N. DiTomaso and S. Bachrach, eds. Greenwich, JAI Press: 135–161.
These two were among the first to portray organizations as “mental entities capable of thought.”
Schein, Edgar. (1993). How can organizations learn faster? The challenge of entering the green room. Sloan Management Review (Winter): 33–40.
Schein describes three types of organizational learning: knowledge acquisition and insight, habit and skill learning, and emotional conditioning and learned anxiety.
Schwartz, D.G., M. Divitini, and T. Brasethvik. (1999). On knowledge management in the Internet age. Hershey, PA. IGI Publishing.
The authors brought together a collection of perspectives about knowledge management in general, and Internet-based knowledge management in particular. They acknowledge the perspective that IT is expected to be the Holy Grail of knowledge management success but that the results have remained elusive. They offer an integrated perspective that includes IT but does not rely solely on it.
Walsh and Ungson. (1991). Organizational memory. Academy of Management Review 16(1): 57–91.
Walsh and Ungson argue that the current representations of the concept of organizational memory are fragmented and underdeveloped. They attempt to better define organizational memory and elaborate on its structure. They also discuss the processes of information acquisition, retention, and retrieval.
Weick, K.E. (1991). The nontraditional quality of organizational learning. Organization Science 2(1): 8.
Weick agues that individuals demonstrate learning behavior when they display a different response to the same stimuli while organizations demonstrate learning behavior when they display the same response to different stimuli.