Anything Lost Inside the Black-Box? A Study of Learning by Teaching in Post-Merger Integration

Organizational learning;Learning by teaching;Management;Business and Economics;Business Administration

Ryoo, SaraWilliams, Christopher Don ;

University of Michigan

关键词: Organizational learning;    Learning by teaching;    Management;    Business and Economics;    Business Administration;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/145844/sararyoo_1.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

This dissertation studies a unique learning by teaching opportunity in post-merger integration where the acquirer firm needs to train its existing and new employees during the integration process followed by an acquisition of a new affiliate. I first develop a conceptual framework of learning by teaching by proposing three envisioned mechanisms that relate to a distinct set of characteristics of knowledge (Chapter 2). While the learning by teaching mechanism has been relatively neglected in organizational studies, I address a research context where teaching or, in other words, training is heavily associated with integration activities, particularly in the banking industry where acquisitions is a common strategy of firm expansion. I explore how superior performance of the acquiring bank holding company facilitates a top-down management style when integrating the newly acquired bank unit and how under such conditions the acquiring bank holding company can benefit from learning by teaching (Chapter 4). I then extend my study to the process level of managerial improvement in loan risk management that results from a post-merger teaching opportunity. In particular, I adopt a delayed recognition model that analyzes how a teaching opportunity during integration leads to the improvement in timeliness and accuracy of bank managers’ capability in forecasting loan default (Chapter 5). The quantitative analyses and theoretical arguments are triangulated with qualitative research that includes interviews with managers and top executives from both the acquiring and acquired banks. Taken together, this dissertation contributes to the organizational learning and evolutionary literature by shedding light on a core theoretical construct that extends avenues for future research and provides pragmatic implications to firm managers of the learning benefits that stem from coordination and training during firm integration and from the ex-ante efforts made internally in preparation for the dynamic change.