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"Organizational Learning"
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Approaches for Organizational Learning: A Literature Review
Organizational learning (OL) enables organizations to transform individual knowledge into organizational knowledge. Organizations struggle to implement practical approaches due to the lack of concrete prescriptions. We performed a literature review to identify OL approaches and linked these approaches to OL theories. We synthesized 18 OL approaches across three domains: people (seven approaches), processes (nine), and technologies (two). Furthermore, we suggest two directions for future research: referring to the evaluation of our results and addressing the contingencies of OL effectiveness. Our mapping guides organizations in the design of learning processes to improve long-term performance. Although relying on a single approach is unlikely to comprehensively enable OL, our mapping facilitates the combination of several approaches aligned with organizational culture and processes.
Journal Article
Organizations and unusual routines : a systems analysis of dysfunctional feedback processes
\"Everyone working in and with organizations will, from time to time, experience frustrations and problems when trying to accomplish tasks that are a required part of their role. This is an unusual routine - a recurrent interaction pattern in which someone encounters a problem when trying to accomplish normal activities by following standard organizational procedures and then becomes enmeshed in wasteful and even harmful subroutines while trying to resolve the initial problem. They are unusual because they are not intended or beneficial, and because they are generally pervasive but individually infrequent. They are routines because they become systematic as well as embedded in ordinary functions. Using a wide range of case studies and interdisciplinary research, this book provides researchers and practitioners with a new vocabulary for identifying, understanding, and dealing with this pervasive organizational phenomenon, in order to improve worker and customer satisfaction as well as organizational performance\"-- Provided by publisher.
Book
Open innovation in SMEs: a dynamic capabilities perspective
Purpose
This study aims to examine the relationships between organizational learning capabilities, open innovation and firm performance (FP) in the context of small and medium enterprises (SMEs) in the emerging economies.
Design/methodology/approach
Data collected from 384 manufacturing SMEs operating across the seven emirates of the UAE were statistically analyzed using SmartPLS 3 to examine the hypotheses of this study.
Findings
The results show that organizational learning capabilities positively influences both inbound and outbound dimensions of open innovation (OI). Inbound open innovation (IP) practice positively impacted both market effectiveness and profitability, while outbound open innovation (OP) practice only affected profitability. Findings further confirmed the mediating role of IP practice on the relationships of organizational learning capabilities with market effectiveness and profitability. In contrast, OP practice did not mediate the relationships of organizational learning capabilities with market effectiveness and profitability.
Originality/value
To the best of the authors knowledge, this is among the first study contributing to the extant innovation literature in terms of investigations into the significant and complex interrelations of organizational learning capabilities, OI and FP in a single study, demonstrating various theoretical implications in the context of manufacturing SMEs in emerging countries. Overall, the findings of this study confirmed that the owners/managers of the UAE’s manufacturing SMEs need to be acquainted with the need of creating a working environment fostering organizational learning processes and capabilities to enhance IP and OP activities, thereby improving their market effectiveness and profitability.
Journal Article
The role of AMO HR practices and knowledge sharing in developing a learning organizational culture: evidence from the United Kingdom
Purpose
This study aims to explore how the three types of human resource (HR) practices, encapsulated in the ability, motivation and opportunity (AMO) model, foster a learning organizational culture (LOC). In doing so, the authors evaluate the centrality of knowledge sharing (KS) in mediating this relationship.
Design/methodology/approach
A quantitative survey is undertaken to collect data from managers working in organizations operating in the UK. The authors use several statistical techniques to assess the psychometric properties of the measures and test the hypotheses using multiple regression executed with Preacher and Hayes’ Process macro.
Findings
The findings show that the AMO HR practices significantly facilitate the development of a LOC in the workplace, and KS among organizational members amplifies the effects of these HR practices in the process.
Originality/value
A LOC functions as an important source of organizational performance and effectiveness. It enhances the absorptive capacity of the organization to capture, share and transfer knowledge to optimize work. Hence, developing a culture that nurtures organizational learning could be a priority for managing HR. This study, therefore, extends the understanding of the role of AMO HR practices in fostering a learning culture – thus, providing managers with the essential knowledge to improve performance. The study also enriches the literature on HR practices, KS and LOC by integrating these three variables into a unifying framework.
Journal Article
The learning advantage : six practices of learning-directed leadership
\"Highlighting the best in management learning theory and practices, the authors provide a comprehensive approach to leadership from a learning perspective. This exciting new book, from award-winning authorities on learning, describes how leaders gain the advantage when they cultivate learning in themselves and others\"-- Provided by publisher.
Book
Organizational learning capability, innovation and organizational performance
PurposeThe purpose of this paper is to introduce a comprehensive, delineated and integrated conceptual model which includes organizational learning capability, innovation and organizational performance (OP). Then, an empirical investigation is undertaken to test the relationships among the proposed study model variables.Design/methodology/approachIn total, 274 questionnaires were completed and returned. Statistical techniques employed included confirmatory factor analysis to examine the validity of the measurement model, and structural equation modeling to test the hypotheses.FindingsThe findings of this study suggest that OLC influences innovation and innovation affects OP. Finally, the results show that OLC affects OP indirectly through innovation (mediator).Research limitations/implicationsFuture research should pay more attention to the influence of different mixture (variables) of influences on innovation and also examine other consequences of introducing innovation in organizations. In addition, more empirical papers supporting (or rejecting) the results in different contexts would be welcomed, especially longitudinal studies.Practical implicationsThe results of this study help managers to ascertain the managerial practices that can be employed as well as determine the level of effort and resources necessary to enhance OLC. Additionally, managers should shed additional light on the innovation’s positive implications for OP.Originality/valueThis study focuses on the conceptualization of OLC and effects of these capabilities on innovation. It conceptualizes innovation as a multidimensional construct and tests its relationship with OP. Finally, the relationship between learning capability and OP, although implied, needs to be addressed empirically in the research literature, an objective that this study tries to achieve.
Journal Article
Employee turnover intentions and job performance from a planned change: the effects of an organizational learning culture and job satisfaction
PurposeIn the face of a changing and turbulent environment, an organizational learning culture (OLC) is crucial for the long-term operation of an organization. A learning culture provides the capacity to effectively integrate employees, and it also provides structure so that an organization can move forward via continuous learning and change. Few empirical results are available from Chinese companies enduring an organizational change. To bridge this research gap, this study investigated the relationships among an OLC, job satisfaction, turnover intentions and job performance during organizational change.Design/methodology/approachA quantitative approach with structural equation modeling (SEM) and bootstrapping estimation was used to test hypotheses developed from a sample of 434 employees in a restructured telecommunications company in Taiwan.FindingsEmployees who experienced a higher learning culture had lower levels of turnover intentions and exhibited better job performance. Job satisfaction had a negative impact on employee turnover intentions but a positive impact on job performance. Moreover, job satisfaction fully mediated the relationships between an OLC and employee turnover intentions and job performance. When encountering organizational planned changes, a vibrant learning culture gave employees a higher level of satisfaction in their jobs and workplace. Although unexpected challenges often appeared during the organizational changes, employees with a higher level of job satisfaction tended to fulfill their own job duties and showed fewer turnover intentions.Originality/valueIn investigating issues related to organizational change, this study provides managerial insights and addresses strategies for facilitating the adoption of an OLC into the design and implementation of a better workplace environment.
Journal Article