Model Of Organizational Learning Research Articles

Can big data analytics capability promote firm innovation? A moderated mediation model of organizational learning and market orientation

PurposeThe empirical results of the pivotal relationship between big data analytics capability (BDAC) and firm innovation remain inconclusive, necessitating a comprehensive understanding of the mediator and moderator through which firms can realize the potential innovation benefits of BDAC. Invoking the indirect perspective of dynamic capability theory, we constructed a moderated mediation model in which organizational learning mediates the impact of BDAC on firm innovation; the mediation effect of organizational learning is contingent upon market orientation.Design/methodology/approachOur hypotheses were tested using hierarchical regression and bootstrapping methods with a sample of 227 large- and medium-sized manufacturing firms in China.FindingsThe results reveal that both exploratory and exploitative learning fully mediate the link between BDAC and firm innovation. The mediation effect of exploitative learning is positively contingent upon market orientation; however, market orientation does not positively moderate the mediation effect of exploratory learning.Originality/valueOur moderated mediation model is one of the first to provide a fine-grained understanding of the process through which BDAC is transformed into firm innovation as well as the conditions under which this mediating mechanism may work effectively, thereby further elucidating the theoretical black box regarding the BDAC-firm innovation link and resolving existing debates in the literature regarding why BDAC does not always yield positive outcomes.

Organisational learning through a charitable trust-initiated project focusing on end-of-life care

PurposeWe identify lessons from a project sponsored by a large charitable trust, which sought to build capability for end-of-life (EOL) care in Hong Kong through interdisciplinary and multi-agency collaboration.Design/methodology/approachAn in-depth case study drawing on 21 in-depth interviews with diverse stakeholders was conducted. Lyman et al.’s (2018) model of organisational learning (OL) in healthcare settings was applied to analyse the relative emphasis on particular contextual factors and mechanisms, and to identify outcomes perceived to have been achieved.FindingsInfrastructure such as materials for assessment and education received the most emphasis among the contextual factors and deliberate learning such as training sessions received the greatest attention among the mechanisms. While perceptions indicated that desired outcomes were being achieved in terms of social impact, there were relatively few mentions of “soft” factors such as enhanced motivation, leadership or OL skills among staff.Originality/valueThis study extends the literature on how to create valuable social impact through OL. While prior studies have examined social impact in terms of solutions for social and environmental problems, ours is one of the few that examines how improvements are made to organisations’ capability to deliver such impacts in the context of healthcare.

Relationship among group learning, individuals’ and groups’ internalization of evidence-based practice, and nurses’ sustainment of the practice: a cross-sectional study

PurposeThis study, by applying the feedback process of the organizational learning model, examined the relationships among group learning, individuals’ and groups’ internalization of institutionalized evidence-based practice (I-EBP), and nurses’ sustainment of I-EBP.Design/methodology/approachTwelve hospitals were included in this cross-sectional study, with 1,741 nurses from 59 wards. Anonymous questionnaires were administered from October to December 2021. Participants self-reported their wards’ group learning, internalization of I-EBP, sustainment of I-EBP, EBP beliefs, intra-hospital transfers, and nursing research experiences. The number of nurses and I-EBP introduction length and type of I-EBP were assessed. Internalization of I-EBP of nurses and groups was considered the mediating variable, while group learning and nurses’ sustainment of I-EBP were the independent and dependent variables, respectively. Significant variables in bivariate analyses were used as control variables. Multi-level Mediation Analysis and a significance test of indirect effect using the bootstrap method were conducted.FindingsResponses from 360 nurses in 48 wards from 12 hospitals were analyzed. Groups’ internalization of I-EBP significantly mediated the relationship between group learning and nurses’ sustainment of I-EBP. In contrast, no significant mediating effect of nurses’ internalization of I-EBP was observed.Originality/valueIn the feedback process of organizational learning, group learning and its subsequent effects on individuals and groups have not been previously examined. Regardless of the nurses’ degree of internalization of I-EBP, those who belong to the ward with a high degree of internalization of I-EBP are more likely to sustain it. Conducting group learning may prevent superficial practice, resulting in its sustainability.

A model for enhancing digital transformation through technology-related continuing professional development activities in academic libraries in context

This paper is based on the findings of a doctoral study that aimed to examine the role of continuing professional development (CPD) in enhancing digital transformation in selected university libraries in Uganda. One of the ways of effecting digital transformation is to continuously build the technological competencies of the librarians working in academic institutions through attending technology-related CPD. The study adopted a mixed methods approach with a convergent parallel design for collecting qualitative and quantitative data from six universities in Uganda. Quantitative data were collected from 76 librarians with a minimum degree-level qualification from the six selected universities. Qualitative data were obtained from six University Librarians working in these universities. The study findings indicated several challenges hindering librarians from participating in technology-related CPDs such as lack of management support, lack of personal interest, limited funding, and lack of opportunities, among others. The implementation of digital transformation within university libraries in Uganda was also reported to be beset by a lack of competent staff, limited management support, lack of funds, and technological gaps. Therefore, this paper presents a proposed model to address challenges hindering the digital transformation and the participation in technology-related continuing professional development activities within academic libraries. The proposed model is based on the study findings, and it draws from Watkin and Marsick’s learning organisation model, andragogy theory, the technology-organisation-environment framework, and extant literature. The model will guide academic libraries in the implementation of a conducive environment to necessitate staff development and implementation of digital transformation.

Exact solutions of the simplified March model for organizational learning.

March's celebrated agent-based simulation model for organizational learning [J.G. March, Org. Sci. 2, 71 (1991)] has been extensively studied in recent decades. Yet the model has not been fully understood due to the lack of analytical solutions of the model. We simplify the March model to take an analytical approach using master equations. We then derive exact solutions for some of the simplest yet nontrivial cases, and perform numerical estimation of master equationsfor more complicated cases. Both analytical and numerical results are in good agreement with agent-based simulations. These results are also compared to those of the original March model. Our approach enables us to rigorously understand the results of the simplified model as well as the original model, to a large extent.

Multi-agent modelling and analysis of the knowledge learning of a human-machine hybrid intelligent organization with human-machine trust

Machine learning (ML) technologies have changed the paradigm of knowledge discovery in organizations and transformed traditional organizational learning to human-machine hybrid intelligent organizational learning. However, the general distrust among humans towards knowledge derived from machine learning has hindered effective knowledge exchange between humans and machines, thereby compromising the efficiency of human-machine hybrid intelligent organizational learning. To explore this issue, we used multi-agent simulation to construct a knowledge learning model of a human-machine hybrid intelligent organization with human-machine trust. The simulation showed that whether human-machine trust has a positive effect on knowledge level depends on the initial input and the magnitude of the effect depends on the human learning propensity (exploration and exploitation). When humans reconfigure machine learning excessively, whether human-machine trust has a positive effect on the knowledge level depends on human learning propensity (exploration and exploitation). Maintaining appropriate human-machine trust in turbulent environments assists humans in integrating diverse knowledge to meet changing knowledge needs. Our study extends the human-machine hybrid intelligence organizational learning model by modeling human-machine trust. It will assist managers in effectively designing the most economical level of human-machine trust, thereby enhancing the efficiency of human-machine collaboration in human-machine hybrid intelligent organization.

Development of Manufacturing Enterprises in the Age of Digital Intelligence Problems Faced by Manufacturing Enterprises and Exploration of New Models of Organizational Learning

Development of Manufacturing Enterprises in the Age of Digital Intelligence Problems Faced by Manufacturing Enterprises and Exploration of New Models of Organizational Learning

Enhancing Educational Ecosystems: Implementing Peter Senge's Learning Organization Model in Islamic Boarding Schools

The inability of pesantren in the 21st-century era of knowledge and technology to maintain its classical madrasah system raises significant questions. Therefore, understanding how Madrasah Hidayatul Mubtadiin (MHM) in Lirboyo, Kediri City, as one of the Salafiyah Islamic Boarding Schools, adapts to its environment through the implementation of Peter Senge's five learning organization (LO) disciplines is crucial. This research adopts a qualitative approach, employing a case study methodology. Data were gathered through observations, interviews, and documentation. The findings indicate that the implementation of LO at MHM Lirboyo Madrasah aligns well with the five disciplines of a learning organization. These include: 1) Personal mastery among teachers is demonstrated through self-reflection, exemplary behavior, diligence, and consistency in adhering to institutional rules. 2) Mental models cultivated through tolerant behavior, respect, awareness of the importance of learning, high motivation for learning, and practicing akhlakul karimah (noble character). 3) Shared vision fostered through a commitment to obeying the Kiai (religious leaders), openness, sharing of vision, and socialization of programs. 4) Team learning is facilitated through open discussions and group dialogue. 5) System thinking is promoted through the involvement of administrators, coordinated work efforts, and mutual support. This research contrasts negative assessments of pesantren, which often characterize them as rural Islamic social structures entrenched in a conservative culture, as articulated by Clifford Geertz, Ahmad Syafi'i Ma'arif, and Fuad Amsyari.

Presentation of a Learning Organization Model in Red Crescent Society of Tehran Province

Presentation of a Learning Organization Model in Red Crescent Society of Tehran Province

IT–business alignment and business model design: a moderated mediation model of organizational learning and data-driven culture

PurposeDrawing on the knowledge-based view, this study investigates how IT–business alignment influences business model design via organizational learning and examines the moderating role of data-driven culture in the relationship between IT–business alignment and business model design via organizational learning.Design/methodology/approachUsing multi-respondent survey data collected from 597 Chinese firms, mediation and moderated mediation analyses were used to examine this study's hypotheses.FindingsThe mediation test results revealed organizational learning served as a mediator between IT–business alignment and two types of business model design (i.e. novelty- and efficiency-centered). In addition, data-driven culture strengthened the indirect effects of IT–business alignment on these two types of business model design via organizational learning.Originality/valueThis study extends current understandings of the relationship between IT–business alignment and business model design by revealing the mediating role of organizational learning and investigating its indirect effects under various degrees of data-driven culture. As such, it contributes to the literature on the business model and IT–business alignment and provides insights for managers seeking to achieve the expected business model design.

Does learning organization create workplace happiness of educators? A post-pandemic perspective

BACKGROUND: Higher education industry has seen a dramatic shift in the new normal. Given that, the present study proposes learning organization as a predictor of happiness of teachers and the academic administrators because happiness is vital to enhancing performance during unprecedented times. OBJECTIVE: Drawing on the resource based view (RBV) and ability, motivation and opportunity (AMO) framework, this research aims to investigate workplace happiness of university-level educators in the post-pandemic era. It proposes learning organization as a determinant of happiness at work through indirect path of perceived organizational support. Furthermore, it also proposes moderation of achievement motivation between learning organization and workplace happiness. METHODS: Using simple random sampling, data were collected through survey questionnaire from 172 staff and faculty members of universities/HEIs in Sindh, Pakistan. The study employed structural equation modeling through SmartPLS for data analysis. RESULTS: The study findings suggest that learning organization indirectly predicts happiness at work through perceived organizational support. However, moderation of employee achievement motivation could not be supported. CONCLUSION: Applying learning organization model and utilizing AMO and RBV theories, the study offers implications from theoretical and managerial perspectives. It proposes a holistic framework for achieving workplace happiness amidst post-COVID era. The study recommends that during times of uncertainty, the universities/HEIs may implement the model of learning organization as a strategic tool to foster happiness at work. It could result in a satisfied, committed and engaged workforce. Limitations and future research areas are discussed.

Exploration or exploitation orientation, subgroup structure and organizational knowledge creation

ABSTRACT Significant performance differences in the process of knowledge creation may exist between organisations with exploratory and exploitative tendencies due to differences in their inner network structures. This study focuses on the subgroups widespread in intra-organisational networks and their structural characteristics. We construct an agent-based model that describes the two different organisational learning models that exist in organisations – exploration-oriented and exploitation-oriented. We find that higher network density in each subgroup helps increase the speed of knowledge creation but depletes the idiosyncratic sets of beliefs and leads to premature convergence. Only when the network scale is large enough or the organisation tends to focus more on exploration can a sparse network play a positive role in knowledge creation. Moderate levels of cross-group links prevent exploitation-oriented organisations from entering the stagnation stage of knowledge growth and increase the knowledge creation performance of exploration-oriented organisations. Knowledge creation performance in exploitation-oriented organisations depends more on boundary hubs than on internal hubs. The presence of twofold hubs can improve knowledge creation performance without significantly reducing the dissimilarity of collective beliefs.

Model of collaborative organizational learning using soft systems and storytelling

Collaborative learning in the organization promotes interaction among participants to achieve common learning objectives and shared goals, based on peer interdependence, personal and group responsibility, skills and teamwork, through direct communication and purposeful reflection of members. In this context, this paper proposes a model of collaborative learning using the narrative provided by the storytelling as a mechanism for externalizing tacit knowledge in complex organizations. Storytelling is considered as an important tool, since stories have the virtue of connecting participants emotionally, providing them with a shared meaning in the concepts to be analysed, and stimulating reflection, creativity, memorization and retention of data in the resolution of complex problems. Relevant factors of collaborative learning and storytelling were developed and also the role of the actors and readers participating in the story and the context. A methodology of soft systems was implemented, as a problem-solving approach that aims to understand and address the complexity of human systems, in this case collaborative learning groups in the organization. Factors influencing the learning process were identified. The soft systems approach helps participants understand the multifaceted nature of educational challenges and consider a variety of perspectives and factors that influence the learning process. A collaborative learning method using storytelling and soft system methodology was used that brings the organizational professional closer to the reality of strategic business management, sectioning three case studies: a company from the productive sector, another from the services sector and a start-up company.

Guidelines to enhance the apexbrasil export qualification program for service and digital businesses

The Brazilian Trade and Investment Promotion Agency (ApexBrasil) is crucial in promoting Brazilian products globally and attracting foreign investments. ApexBrasil's Export Qualification Program (PEIEX) guides SMEs in internationalization, offering specialized training and export plan assistance. PEIEX promotes an export-oriented culture and enhances global market capabilities. The article analyses the implementation of the PEIEX program for service and digital business companies in Rio Grande do Norte. The study concentrates on three key components: The Work Plan, Support Material, and Export Plan Template. Its objective is to propose strategies for improving the program's structure and practical application. The study uses an exploratory, qualitative design with document analysis and a panel of specialists. Following the organizational learning model, it progresses through four stages: identifying service company issues, comparing export plans, exploring themes, and critically evaluating perceived strengths, gaps and recommendations to optimize PEIEX for service and digital businesses. The findings revealed that the Work Plan, Support Material, and Export Plan Model exhibited certain gaps concerning relevant technologies and processes associated with the digital transition and internationalization. However, these structures could be expanded and adapted to address these gaps. The recommendations include deploying specialized extensionist technicians in digital business and services, forming strategic collaborations with digital organizations, integrating new skills into the work plan for enhanced digital success, and refining targets to focus assistance on specific companies. These measures aim to notably amplify the program's impact, contributing to a more tailored support system for businesses in these sectors.

Academic Libraries as Learning Organizations: Enhancing CPD Activities within Selected University Libraries in Uganda

This study adopted Watkins and Marsick learning organization model to determine the learning organization’s attributes that selected university libraries in Uganda had implemented to promote CPD activities and dissemination of the acquired knowledge. The study adopted a convergent parallel mixed methods design. Six library directors and 76 librarians from six university libraries in Uganda participated in the study. 51–67% of participants indicated that their libraries encouraged teams, provided ICTs, supported their learning requests, encouraged external collaboration, allowed staff time off for training, provided mentoring and coaching, encouraged discussions among staff, recognized and appreciated teams, had procedures for sharing CPD knowledge and skills, acknowledged and appreciated CPD participation.

Education Policy Institutions’ Comprehension of the School as a Learning Organisation Approach: A Case Study of Latvia

The economic crises of recent years, the COVID-19 pandemic and growing dissatisfaction with the quality of education have proved that national education systems throughout the world require large-scale transformations. Effective implementation of these large-scale reforms also requires highly qualified professionals. Latvia has introduced reforms targeting issues in educational philosophy, teaching content, pedagogical approach and school management. The School as a Learning Organisation (SLO) model, which envisages continuous individual and collective learning of all stakeholders involved in the education process, has currently come into the spotlight of policy makers. The SLO consists of seven dimensions: (1) developing and sharing a vision centred on the learning of all students; (2) creating and supporting continuous learning opportunities for all staff; (3) promoting team learning and collaboration among all staff; (4) establishing a culture of inquiry, innovation and exploration; (5) embedding systems for collecting and exchanging knowledge and learning; (6) learning with and from the external environment and larger learning system; and (7) modelling and growing learning leadership. It is characterised by a broad set of performance indicators, the deeper understanding of which requires academic and practical knowledge. The purpose of the current study is to examine the perceptions of representatives of education policy institutions to predict the efficacy of the SLO implementation in Latvia. Three semi-structured focus group discussions were conducted with the participants and deductive and inductive content analyses were carried out. The findings showed that policy makers highlighted “promoting team learning and collaboration among all staff” and “modelling and growing learning leadership” dimensions as the most important and best understood dimensions of the SLO. On the contrary, “embedding systems for collecting and exchanging knowledge and learning” was the least understood dimension by education policy makers. The results of the study indicate that a comprehensive understanding of the SLO model is necessary in order to implement it effectively and for its implementation to promote the transformation of education in Latvia.

The mediation model of learning organization, technology acceptance and service innovation: Part I

PurposeThis paper aims to create a conceptual model that connects learning organizations, service innovation and technology acceptance.Design/methodology/approachThe importance of the interaction of variables benefiting both individuals and organizations has been comprehensively explained by combining two well-known theories – learning organizational theory and service innovation theory – with the technology acceptance model. In the first part of the study, conceptual model has been constructed and then applied to the hospitality industry of which results have been presented in the second part of this paper.FindingsIt is hypothesized that learning organization, service innovation and technology acceptance have significant relationships. It is also suggested that the learning organization plays an intermediary role in the relationship between technology acceptance and service innovation. Empirical results in this regard have been presented in the second part of the paper.Research limitations/implicationsThe relations have been established and tested in the hospitality industry in Antalya. However, the model can be applied and established relations tested in other industries.Originality/valueThis research contributes to our knowledge of the intricate linkages that exist between learning organizations, technology acceptance and service innovation. Originality of the paper is related to the novel multilayered model illustrating three-way interactions between the three dimensions of learning organization, technology acceptance and service innovation.

Can agent-based modelling support organizational design in a complex environment? The proposal of a computational laboratory

ABSTRACT Organisations are increasingly considered Complex Adaptive Systems, made by multiple parts interacting with each other and the external environment. Such interactions typically produce complex and nonlinear emergent properties that are difficult to understand, predict, and manage. This perspective has outlined the need to adopt different theoretical and methodological approaches in organisational design, able to consider the presence of interdependencies among the diverse organisational aspects and the co-evolution processes between the organisation and the external environment. Therefore, this paper aims to present an agent-based computational laboratory named CLOD (Computational Laboratory of Organizational Design) to explore the advantages that agent-based approaches could offer scholars and practitioners in organisation research, particularly in organisational design. The laboratory’s conceptual architecture is based on March’s organisational learning model, appropriately reframed in the light of Complex Adaptive Systems. At this research stage, the CLOD lab is mainly theory-oriented and offers the possibility to better understand and interpret organisations’ collective behaviours and learning processes in complex environments.

Sensing, seizing, and reconfiguring dynamic capabilities in innovative firms: Why does strategic leadership make a difference?

Despite existing evidence indicating that organizational learning positively influences dynamic capabilities, the complex and dynamic interplay of leadership in this process still remains incomplete. Organizational learning models note that leadership is embedded in the development of dynamic capabilities, and this research empirically investigates the interplay of organizational learning (exploitative and exploratory learning) and strategic leadership (transformational and transactional leadership) in developing dynamic capabilities (sensing, seizing, and reconfiguring). A survey questionnaire on a sample of 106 firms is carried out, and results of hierarchical linear regressions indeed reveal that organizational learning shows a direct or indirect influence on dynamic capabilities through transactional or transformational leadership, depending on the type of department. This study is an innovative attempt to distinguish different antecedents for each type of dynamic capability on the basis of the type of learning and strategic leadership involved.JEL classification: M12

Women Micro-Enterprises Performance, Role of Social Capital, Locus of Control and Institutional Support on Entrepreneurial Orientation Nexus. A Conceptual Perspective

This research proposed a framework on the interactive effect of Social Capital, Locus of Control and Institutional Support on the nexus of entrepreneurial orientation (EO) and micro-enterprises performance. As the level of empirical research is lacking on the elements identified in a single study. This study used the uni-dimension of EO encompassing the proactiveness, innovativeness, and the risk-taking proclivity of women micro-enterprises in developing novel jobs towards narrowing the economic disparities of people. The incorporated variables like Social Capital, entrepreneur’s internal locus of control and Institutional Support relate to entrepreneurship as per extant literature. A quantitative research method will be utilised and with the help of the G-Power to establish the acceptable minimum sample size suitable for the study. Data will be obtained via purposive sampling technique and analysis done with the use of the Smart PLS-SEM software. The findings would provide vital value on the significance of the antecedent variables on the perceived financial and non-financial performance indicators of women micro-entrepreneurs. The study will be anchored on the model of strategic entrepreneurship, organisational learning and learning organisation theories stressing how their adoption by women micro-entrepreneurs could enhance optimal sustainable performance. The implications of this findings would be of great significance on women micro-entrepreneurs’ performance, enabling them to compete well in this competitive business environment, evolve to SMEs and large business that will find their presence in the international market. Further, findings would provide direction for educators, policymakers and future research to enhance the optimal sustainable performance of women micro-entrepreneurs and in Malaysia.