Abstract
This study aims to verify the interrelations between process and institutionalization of organizational learning (OL) and interorganizational learning (IL) with organizational performance. We have proposed and tested a theoretical model applied to 181 companies from 14 cooperation networks of the southern region of Brazil, through a survey and using the Structural Equation Modeling. We have identified that OL process influences OL institutionalization, that in turn influences IL process, IL institutionalization and company performance. IL process influences IL institutionalization and relationship-based corporate performance, as well as company performance impact on relationship-based corporate performance. We have rejected the hypotheses regarding the relations between OL process with IL process, IL process and institutionalization with company performance and IL institutionalization with relationship-based corporate performance. The results have reinforced that although OL and IL are conceptually different, they are complementary.
Highlights
Every activity in an individual’s life may be considered as a learning opportunity which may happen both in casual social situations and formal experiences (Antonello & Godoy, 2010)
This study aims to verify the interrelations between process and institutionalization of organizational learning (OL) and interorganizational learning (IL) with organizational performance
Given the fact that OL and IL do not occur in an isolated manner and the importance of analysing learning as a multilevel phenomenon, which contributes to the development of organizations, this study aims to verify interrelations between the process and institutionalization of OL and IL and their impact on organizations’ performance
Summary
Every activity in an individual’s life may be considered as a learning opportunity which may happen both in casual social situations and formal experiences (Antonello & Godoy, 2010). Learning is a cognitive and individual phenomenon but it is social and collective (Nicolini et al, 2003). In this regard, one must consider that Organizational Learning (OL) relies on individual levels and their interactions: group, intergroup, organizational and interorganizational, which are interpersonal levels (Antonello & Godoy, 2010). One may infer that intra and interorganizational learning does not occur in an isolated manner, instead they are jointly developed through internal interactions in organizations and their multiple external contexts (Barringer & Harrison, 2000; Holmqvist, 2003; Larentis et al, 2019; Mohr & Sengupta, 2002)
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