Innovation in the knowing organization: a case study of an e‐commerce initiative
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper explores the dynamics of information‐ and knowledge‐based activities in one of the world’s leading foreign exchange banks and its development of an innovative online trading system. These activities are analyzed using the framework of “the knowing organization,” which postulates that learning and innovation in organizations result from managing holistically the activities of sensemaking, knowledge creation, and decision‐making (Choo, 1998, 2002). In sensemaking, project members at the bank were driven by their shared beliefs about the competition, customers and technology to enact the challenge of building an online dealing system. Knowledge creation focused on filling perceived gaps, and involved both expanding non‐traditional capabilities within the group and acquiring expertise from outside the group. Decision making at the enterprise level to approve the project was formal and procedural, while decision making at the operational level was open and entrepreneurial. As predicted by the model, the interactions between these activities were vital. The outcome of sensemaking provided the context for knowledge creation and decision making, while the results of knowledge creation provided expanded resources for decision making. The three sets of activities were integrated through strong leadership, group norms of trust and openness, and a set of shared vision and values.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.006 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it