@article{schindler2003hpk,
        title = {{Harvesting project knowledge: a review of project learning methods and success factors}},
        author = {M. Schindler and M.J. Eppler},
        journal = {International Journal of Project Management},
        number = 3,
        pages = {219--228},
        publisher = {Elsevier},
        volume = 21,
        year = 2003,
        url = {http://dx.doi.org/10.1016/S0263-7863(02)00096-0},
        description = {km},
	abstract = {This article presents an overview of proven methods to record experiences from projects and discusses their use in project management. We distinguish between process-based and documentation-based debriefing methods. Process-based methods focus on a procedural approach to capture key learnings from a project. Documentation-based methods serve as appropriate representation formats or structures for project insights. The article bridges the current gap between theoretical insights into this topic and the managerial reality today. It discusses central project debriefing problems such as the lacking willingness to learn from mistakes or the lacking discipline in the use of project management manuals. We conclude the article with recommendations on how debriefing processes can be integrated successfully into project procedures. },
	biburl = {http://www.bibsonomy.org/bibtex/20da6a2fa86db76f9d2b964f4d1823da3/shangnan},
	keywords = {Organizational_learning knowledge_management Lessons_learned project_management Debriefing Action_learning km}
}

@book{weick1995so,
        title = {{Sensemaking in Organizations}},
        author = {K.E. Weick},
        publisher = {Sage Publications Inc},
        year = 1995,
        timestamp = {2008.02.24},
	owner = {test1},
	description = {MBA-Change},
	abstract = {Finalist for the George Terry Award sponsored by the Academy of Management
	"This lovely and important book is the clearest, most complete, and
	interesting statement of sensemaking in organizations available.
	. . . It will have an impact on both new and experienced scholars."
	--Bob Sutton, Stanford University "Weick is artful. He masterfully
	constructs the sensemaking theoretical framework so that it can be
	better understood by the general scholar and in the process provides
	the reader with the sensemaking experience." --Kathleen Sutcliffe,
	University of Minnesota The teaching of organization theory and the
	conduct of organizational research have been dominated by a focus
	on decision making and the conception of strategic rationality. The
	rational model, however, ignores the inherent complexity and ambiguity
	of real-world organizations and their environments. Karl E. Weick's
	new landmark volume, Sensemaking in Organizations, highlights how
	the "sensemaking" process--the creation of reality as an ongoing
	accomplishment that takes form when people make retrospective sense
	of the situations in which they find themselves--shapes organizational
	structure and behavior. Some of the topics Weick thoroughly covers
	are the concept, uniqueness, historical roots, varieties and occasions,
	general properties, and the future of sensemaking research and practice.
	Expertly written, Sensemaking in Organizations is the volume that
	students, scholars, and professors of organization and management
	studies must have},
	biburl = {http://www.bibsonomy.org/bibtex/2a559766a9dd2392daf9f6e457a62c1d3/shangnan},
	keywords = {organizational_learning psychology organizational_change MBA organizational_management learning change_management}
}

@article{sadlersmith1997lsf,
        title = {{‘Learning Style’: frameworks and instruments}},
        author = {E. Sadler-Smith},
        journal = {Educational Psychology},
        number = 1,
        pages = {51--63},
        publisher = {Routledge},
        volume = 17,
        year = 1997,
        timestamp = {2008.02.24},
	owner = {test1},
	description = {MBA-Change},
	biburl = {http://www.bibsonomy.org/bibtex/2234eb80f972e0c8f3c816d0a90c649f4/shangnan},
	keywords = {organizational_learning MBA experience learning change_management}
}

@article{nonaka2002dto,
        title = {{A Dynamic Theory of Organizational Knowledge Creation}},
        author = {I. Nonaka},
        journal = {The Strategic Management of Intellectual Capital and Organizational
	Knowledge},
        publisher = {Oxford University Press, USA},
        year = 2002,
        timestamp = {2008.02.24},
	owner = {test1},
	description = {MBA-Change},
	biburl = {http://www.bibsonomy.org/bibtex/240a3beef842764d614e4256579ed8d7b/shangnan},
	keywords = {organizational_learning knowledge_management MBA learning change_management km}
}

@article{vonkrogh2001mmy,
        title = {{Making the Most of Your Company's Knowledge: A Strategic Framework}},
        author = {G. von Krogh and I. Nonaka and M. Aben},
        journal = {Long Range Planning},
        number = 4,
        pages = {421--439},
        publisher = {Elsevier},
        volume = 34,
        year = 2001,
        timestamp = {2008.02.24},
	owner = {test1},
	description = {MBA-Change},
	biburl = {http://www.bibsonomy.org/bibtex/25facc3f3e3f685a46f5912b0c0a2ecfb/shangnan},
	keywords = {organizational_learning knowledge_management MBA learning change_management km}
}

@article{krantz1993mcs,
        title = {{The Managerial Couple: Superior-Subordinate Relationships as a Unit
	of Analysis}},
        author = {J. Krantz},
        journal = {The Psychodynamics of Organizations},
        publisher = {Temple University Press},
        year = 1993,
        description = {MBA-Change},
	biburl = {http://www.bibsonomy.org/bibtex/240ceb102b9b6d0538e714fc164ad7c20/shangnan},
	keywords = {organizational_learning MBA change_management management}
}

@book{kolb1984ele,
        title = {{Experiential learning: experience as the source of learning and
	development}},
        author = {D.A. Kolb},
        publisher = {Prentice-Hall Englewood Cliffs, New Jersey},
        year = 1984,
        timestamp = {2008.02.24},
	owner = {test1},
	description = {MBA-Change},
	biburl = {http://www.bibsonomy.org/bibtex/27da092806d421f6370426e8bd13d2b72/shangnan},
	keywords = {organizational_learning MBA experience learning change_management}
}

@article{kolb2005lsa,
        title = {{Learning Styles and Learning Spaces: Enhancing Experiential Learning
	in Higher Education}},
        author = {A.Y. KOLB and D.A. KOLB},
        journal = {The Academy of Management Learning and Education},
        number = 2,
        pages = {193--212},
        publisher = {Academy of Management},
        volume = 4,
        year = 2005,
        timestamp = {2008.02.24},
	owner = {test1},
	description = {MBA-Change},
	biburl = {http://www.bibsonomy.org/bibtex/24903ec955a397265465c12c85568c767/shangnan},
	keywords = {organizational_learning MBA experience learning change_management}
}

@article{kim1998lbi,
        title = {{The Link between Individual and Organizational Learning}},
        author = {D.H. Kim},
        journal = {The Strategic Management of Intellectual Capital},
        publisher = {Butterworth-Heinemann},
        year = 1998,
        timestamp = {2008.02.24},
	owner = {test1},
	description = {MBA-Change},
	biburl = {http://www.bibsonomy.org/bibtex/20614e3fe06aa2a2605ca4afa78890797/shangnan},
	keywords = {organizational_learning MBA learning change_management}
}

@article{deholan2004mof,
        title = {{Managing organizational forgetting}},
        author = {P.M. de Holan and N. Phillips and T.B. Lawrence},
        journal = {MIT Sloan Management Review},
        number = 2,
        pages = {45--51},
        volume = 45,
        year = 2004,
        timestamp = {2008.02.24},
	owner = {test1},
	description = {MBA-Change},
	abstract = {Companies often focus on creating organizational processes and structures
	that allow them to learn quickly. But recent research shows that
	organizations must also effectively manage how they forget. The authors
	present a new construct for companies to determine how best to remember
	the knowledge they should and forget the knowledge they shouldn¿t.
	According to them, forgetting can be categorized along two dimensions.
	The first differentiates between accidental and intentional forgetting.
	The former is most often associated with the loss of valuable knowledge,
	which thus reduces a company¿s competitiveness. Intentional forgetting,
	on the other hand, can benefit an organization by helping to rid
	it of knowledge that has been producing dysfunctional outcomes. The
	other dimension highlights the difference between knowledge that
	is entrenched versus new. The two dimensions form a matrix that categorizes
	the four types of organizational forgetting: 1. memory decay, 2.
	failure to capture, 3. unlearning and 4. avoiding bad habits. Each
	form is associated with a distinct set of processes and contexts
	that result in a specific set of challenges. As such, each of the
	four processes must be managed differently.},
	biburl = {http://www.bibsonomy.org/bibtex/2e777927714d01879ff8f50a15e352079/shangnan},
	keywords = {organizational_learning MBA learning change_management}
}

@article{greenwood1988odt,
        title = {{Organizational Design Types, Tracks and the Dynamics of Strategic
	Change}},
        author = {R. Greenwood and CR Hinings},
        journal = {Organization Studies},
        number = 3,
        pages = 293,
        publisher = {EGOS},
        volume = 9,
        year = 1988,
        timestamp = {2008.02.24},
	owner = {test1},
	description = {MBA-Change},
	abstract = {Royston Greenwood 
	
	Department of Organizational Analysis, Faculty of Business, University
	of Alberta, Edmonton, Canada 
	
	
	C.R. Hinings 
	
	
	Department of Organizational Analysis, Faculty of Business, University
	of Alberta, Edmonton, Canada 
	
	
	Change and stability in organizations is to be understood through
	the twin concepts of design archetypes and tracks. Organizations
	operate with structural designs which are given meaning and coherence
	by underlying interpretive schemes. Particular interpre tive schemes
	coupled with associated structural arrangements constitute a design
	archetype. The temporal relationship between an organization and
	one or more archetypes defines an organization's track. Prototypical
	tracks include inertia, aborted excursions, re-orientations and unresolved
	excursions. The particular track followed by an organization will
	be a function of the degree of alignment or compatibility between
	structures and contingency constraints, the pattern of commitment
	to prevailing and alternative interpretive schemes and the incidence
	of interest dissatisfaction of powerful groups},
	biburl = {http://www.bibsonomy.org/bibtex/2612750246ab864f04e536a890bf26610/shangnan},
	keywords = {social_construction archetype sociology organizational_learning MBA change_management}
}

@article{gabriel2002ela,
        title = {{Emotion, learning and organizing}},
        author = {Y. Gabriel and D.S. Griffiths},
        journal = {The Learning Organization},
        number = 5,
        pages = {214--221},
        publisher = {MCB UP Ltd},
        volume = 9,
        year = 2002,
        description = {MBA-Change},
	biburl = {http://www.bibsonomy.org/bibtex/204c0948046399fa7a4a3143db7de627c/shangnan},
	keywords = {organizational_learning emotions MBA change_management}
}