The unlearning dimension of organizational learning in construction projects

It has been suggested that contracting organizations in construction projects do not seem to adapt resiliently under changing market conditions. Interestingly, recent organizational management literature reveals the essential role of practicing unlearning for generating more resilient performance improvement actions. This paper reports on a study that aims to test empirically the contingent effect of unlearning on the relationship between organizational learning (OL) and organizational success. A conceptual model which depicts the hypothesized relationship among OL, unlearning and organizational success is presented. Data were obtained from a questionnaire survey. To test the conceptual model, Pearson Correlation Analysis and Multiple Moderated Regression Analysis were employed. The study hypothesized that interaction between the practice of OL and unlearning have a moderating effect on organizational success. The hypothesis was only partially supported by the results of the MMR analysis. Only the practice of double-loop learning was found to be symbiotic with the practice of unlearning for achieving organizational success. The effect was found to be more significant when organizational success was evaluated in terms of meeting the client's expectations on project cost.

Research highlightsHighlights
► Effect of unlearning on the relationship between organizational learning and success is examined.
► Practicing double-loop learning is found symbiotic with practicing unlearning to achieve success.
► Seeking ways to enhance the unlearning capability of the contracting organizations is recommended.