Dynamic Organizational Learning Research Articles

The Multinational New Ventures on Corporate Performance Under the Work Environment and Innovation Behavior.

To cope with economic globalization and improve the competitiveness of transnational start-ups, the impact of the work environment and innovation behavior on corporate performance of multinational new ventures is analyzed. First, a model of the interaction among environment, innovation behavior, and enterprise performance is proposed. Then, 296 transnational start-ups in coastal areas are surveyed, and the model results are analyzed. Finally, a series of results are obtained. The results show that from the perspective of psychology, work dynamic organizational learning environment has a positive impact on enterprise performance (standardized path coefficient 0.436, p < 0.01), and resource environment has a significant positive impact on enterprise performance (standardized path coefficient 0.425, p < 0.01). Strategic environment also positively affects enterprise performance (standardized path coefficient 0.474, p < 0.01). Therefore, the working environment of multinational new ventures has a positive impact on firm performance, and the mediating function between the working environment and firm performance is firm innovation behavior. With the research to achieve enterprise innovation of multinational new ventures by improving their response to the dynamic environment, the corporate performance has been greatly promoted, and finally, the new ventures would participate in the international market competition.

Dynamic organizational learning: a narrative inquiry into the story of Huawei in China

In this paper, we apply a model derived from dynamic capability theory to analyse the evolution and development of Huawei as an emerging MNC that is also a dynamic learning organization. We show how this firm has evolved through four distinct eras, characterized in succession by imitation, improvement, integration and cross-disciplinary engagement. Each era has involved a sequence of steps, beginning with opportunities, and followed by path, position, processes and transformation. Through much of its history, Huawei drew heavily on outside expertise. By contrast, the contemporary Huawei has become self-sufficient, as progressive transformations have enabled the firm to acquire dynamic capability for developing unique client-driven solutions by combining knowledge from diverse internal expert communities.

MODELO DE CAPACIDAD DINÁMICA DE APRENDIZAJE ORGANIZACIONAL: EXPERIENCIA DE LA BIOTECNOLÓGIA EN CUBA

International practice and experience are the basis of knowledge as a strategic resource and organizational learning outcome, which links the Dynamic Organizational Learning Ability to the acquirement of positive performance results and a source of competitive advantage. In this sense, the high-tech industry of biotechnology in Cuba represents a unique case in relation to a scientific problem, since you need to explain, on a scientific basis, how the development of the Dynamic Organizational Learning Ability contributes to the success of leading companies in the sector, and also enables other of their kind to enter the industry. Applying a case study methodology to the Center of Molecular Immunology as a pilot case and panel of experts, this study obtains a conceptual model that underlies and explains the success of leading high-tech Cuban biotechnology companies based on the development of the Dynamic Organizational Learning Ability and its three key dimensions: technical elements of organizational management, organizational behavior and external stakeholders.

Developing complex-project capability through dynamic organizational learning

Purpose– The purpose of this paper is to extend the learning boundaries of traditional project capability, which follows the linear planning paradigm, in order to include non-linear complex projects thatcannot be completely specified and planned in advance, and so require continuous learning over their life cycles.Design/methodology/approach– Based on an earlier empirical investigation, where complex-project capability (CPC) is developed through dynamic organizational learning based on non-linear problem solving, the paper examines some of the conceptual and practical implications of this process insight. The focus here is on incomplete pre-given knowledge and emergent knowledge creation during CPC development.Findings– Using the three interrelated dimensions of project type, knowledge creation method, and organizational learning approach, the paper reinterprets Karl Popper’s linear problem solving model for learning in traditional projects by introducing the concept of knowledge entropy (disorder) for learning in non-linear complex projects. The latter follows a path from “order todisorderto order” rather than from “order to order” under traditional assumptions.Research limitations/implications– By identifying a common learning process at individual, group, and organizational levels, developing CPC can be viewed as a “learning organization”. This multi-level approach facilitates research into distributed organizing for emergent knowledge creation during CPC development.Practical implications– In contrast to traditional planned projects with up-front prior knowledge, complex projects are characterized byincompleteknowledge. The challenge of dealing with knowledge uncertainty in complex projects through continuous learning has practical implications for project learning, planning, knowledge management, and leadership.Originality/value– The concept of knowledge entropy (disorder) extends the learning boundaries of traditional projects, where little learning is anticipated, by including complex projects with knowledge uncertainty requiring continuous learning.

ORGANIZATIONAL RENEWAL CAPABILITY AND FIRM SUSTAINABILITY

ABSTRACT Currently business is globalized highly competitive, and turbulence. A moreover, business operations are under a dynamic environment. Therefore, organizational renewal capability is an important issue for businesses to continue in competitiveness and sustainability under the above conditions. Organizational renewal capability has been viewed as one key component that influences firm sustainability. Drawing on the dynamic capability and contingency theory that explain the relationships of the model, the purpose of this paper is to present the relationships among five dimensions of organizational renewal capability (dynamic organizational learning, continuous organizational development orientation, proactive knowledge improvement awareness, flexible business practice concentration, and aggressive idea generation commitment), organizational value creation, organizational innovation effectiveness, organizational excellence efficiency, organizational competitiveness, firm sustainability; and the moderating effect of competitive intensity. Moreover, the interesting discussions are theoretical and managerial contributions, and the conclusion is a suggestion for future research. Keywords Organizational Renewal Capability, Dynamic Organizational Learning, Continuous Organizational Development Orientation, Proactive Knowledge Improvement Awareness, Flexible Business Practice Concentration, Aggressive Idea Generation Commitment, Organizational Value Creation, Organizational Innovation Effectiveness, Organizational Excellence Efficiency, Organizational Competitiveness, Firm Sustainability, Competitive Intensity

Dynamic organizational learning: a conceptual framework

PurposeOrganizational learning (OL) has been considered to be an effective developmental initiative in organizations that have a mission to develop, to sustain and to advance. There is a wide range of beliefs of thinking about what organizational learning is, how it occurs, and how it is applied and how it influences organizational development. Different perspectives are used to study OL by researchers from different disciplines. There is no clear and widely accepted depiction of the linkage between OL and its enabling factors. Such a comprehensive concept covering many aspects, such as organization science, organizational knowledge and learning, is difficult to achieve. The purpose of this paper is to determine the applicability of a conceptual model to describe OL as a continuous process.Design/methodology/approachThis paper proposes a conceptual approach describing OL as a continuous process. Selected literature on various OL theories is reviewed.FindingsThe model not only describes OL as a continuous goal‐driven process, but also allows the understanding of the relationships with various influencing factors and facilitating the effectiveness of an OL framework.Originality/valueThe authors introduce a variant of a classic approach to analyze the OL process by describing OL as a continuous process. A model for successful OL by placing emphasis on the facilitative learning framework (FIF) is proposed.

BP case study: KM team structuration and sense-making (Part I)

Recently, an increasing amount of research and literature has focused on knowledge management, organizational learning and virtual teams. Building on Parsons 1950s and 1960s work around general Theory of Actions, this paper uses Schwandt’s (1994; 1995; 1999) dynamic organizational learning model that considers both cognition and action, as a framework, to explore the factors that a virtual project team (the British Petroleum Knowledge Management Team) used to contribute to a multi-national’s learning, along two-dimensions: structural and sense-making dimensions.Despite a growing body of literature in both organizational learning and groupware research, there are few studies on the relationship between the two areas. Exceptions are the empirical study of a groupware implementation by Riggs, Bellinger and Krieger (1996) and Neilson’s (1997) case study exploring the influence of a collaborative technology – this three year case study on BP’s virtual team provides new, qualitative insights into previously unexplored areas of research in the knowledge management discipline.