SOURCES AND DYNAMICS OF GROUP-LEVEL LEARNING DISTORTIONS

Abstract

This study contributes to the literature on learning across organizational levels by modeling the role of social connectivity in shaping the micro-practices of new group members. Our core argument is that, because social context prompts, shapes, or terminates habitual routines, and systematically alters the cost-benefit consequences of breaking them, how newcomers perceive their roles and the emotional norms of the group influences the quality of their contributions to collective learning. The proposed theoretical framework begins to explain when and why micro-practices can inhibit or distort group learning. We suggest that tightening perceptions of role boundaries and amplifying perceived emotional dissonance selectively constrains collective learning by determining how organizational routines are practiced by individual members.

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