Organizational learning with forgetting: Reconsidering the exploration–exploitation tradeoff
在组织学习模型中引入遗忘因素，发现快速学习并不总是损害长期知识，人际学习速率提高反而能增强信念多样性和环境认知广度，知识水平与多样性正相关。
Prior exploration–exploitation models of organizational learning generally neglect forgetting. This study models organizational learning with forgetting and derives some novel implications. Most noteworthy, our findings point out limits to the contention that promoting rapid learning undermines long-run knowledge. Slower learning is not always better. When agents are subject to forgetting, raising the rate of interpersonal learning often enhances the diversity of beliefs within an organization, as well as the number and range of aspects of the environment that organizational members come to know. The rate of learning that maximizes organizational knowledge or diversity varies with the rate of forgetting. Organizations need not sacrifice diversity as they gain knowledge. Analyses of our model indicate that knowledge and diversity are positively correlated across organizations. Implications of forgetting redirect theorists, empirical researchers, and managers toward alternatives to some conclusions from prior exploration–exploitation modeling studies.