We decode organizational decision making heuristics in order to explain strategic learning processes. Therefore our aim is to develop means to overcome learning diseases in order to achieve organizational fitness.
The strategic mission of the Institute of Human Resource and Change Management – iHRCM – is to explore strategic learning in organizations. Firms must constantly rise to the challenge of learning strategically, if they are to gain and sustain competitive advantage. Organizations must create learning contexts, learn from others, and they must know when to prevent learning where exact replication is necessary. Human Resource Management systems and Change Management set the course for learning, in accordance with strategic aims.
In our research we investigate the learning behavior of firms. That means, we seek to connect, within the context of strategic alignment, different learning perspectives at the organizational, group, and individual level. We wish to contribute thus to improving the understanding of learning in organizations. The behavioral theory of the firm and the premises of the resource-based view serve as our theoretical foundation. We focus on the narrowly defined field of strategic learning, where we are members of international research networks. We strive to publish our research in top-tier journals and present at leading international conferences. We primarily apply case study research by using qualitative empirical methods to facilitate theory building and to be associated with management practice. Our close involvement in the international research community and case study based research serve as a bridge to applied research and consulting activities.
In our teaching we provide for general managers, consultants, trainers, coaches, members of HR departments, and researchers the fuel of knowledge in the fields of Human Resource and Change Management which will allow them to converse with the best of their graduate colleagues. Therefore, we anchor our teaching in theoretical foundations and current streams of research. Experience-based teaching enables learning from practice, while at the same time integrating theoretical reflections. We welcome students – our colleagues, for at least a few terms – who like to work hard, to take their own initiative; students who are also independent, critical, and skeptical with regard to management “fashions”. We take pride in turning out graduates who will continue throughout their career to participate in the ongoing discourse in our field.