Organizational Forgetting: The concept and its implications on organizational learning revisited

Abstract or Introduction

Learning and forgetting – what at the first glance seems contradictory, turns out to interrelate. The authorship argues that forgetting constitutes the prerequisite for learning as it releases capacities to be able to deal with new stimuli. Out of this, a positive impact of forgetting on learning is apparent. But is this really the only effect? It is time to scrutinize forgetting and its implications more carefully.

In the intricate relationship between learning and forgetting, there is a surprising synergy at play. Forgetting, often seen as the antagonist of learning, actually serves as a catalyst for it. It is a process that liberates cognitive capacities, making room for the absorption of new knowledge.

This dynamic relationship is highlighted by Blaschke and Schoeneborn (2006), who argue that a higher organizational forgetting rate results in increased knowledge levels. To illustrate this, consider a bakery that has been forming pretzels using the same method for years. When the bakery owner introduces a more efficient technique, it's essential to eliminate the old knowledge. The deeply ingrained routine becomes a barrier to learning the new method. Only by allowing the old knowledge to fade into the background can the staff adapt to the better approach. Failure to forget hinders the organization's progress.