One of the recognized limitations of the behavioral tradition in the study of organizational learning consists of the lack of appreciation of the deliberative process through which individuals and groups figure out what works and what doesn’t in the execution of a certain organizational task (Cangelosi and Dill 1965, p 196; Levinthal and March 1988, p. 208; Narduzzo et al. 2000). Important collective learning happens when individuals express their opinions and beliefs, engage in constructive confrontations and challenge each other’s viewpoints (Argyris and Schon 1978, Duncan and Weiss 1979). (Zollo and Winter, 2002: 341)
We therefore direct attention to a second mechanism of development of collective competence, the process through which implicit knowledge is articulated through collective discussions, debriefing sessions, and performance evaluation processes.
(Zollo and Winter, 2002: 341)
Zollo, M and Winter, S. 2002. Deliberate learning and the Evolution of Dynamic Capabilities. Organization Science, Vol. 13, (3), pp.339-351.
This also looks cool!
Boreham, N. 2004. A Theory of Collective Competence: Challenging the Neo-Liberal Individualisation of Performance at Work British Journal of Educational Studies, Vol. 52, (1), pp. 5-17.
See also single point of failure
marchudson.net 