On Organizational Learning Research Articles

The effects of organizational learning on innovation and performance of venture capital-backed firms: the moderating effect of syndication

PurposeDespite the innovation and performance of venture capital (VC)-backed firms receiving extensive attention, how and under what conditions VC influences innovation and performance remains unclear. The present paper draws on organizational learning (OL) theory to examine the moderating effect of syndication on backed firms.Design/methodology/approachDrawing on a literature review that connects OL and innovation to the performance of VC-backed firms, this study examines the effects of OL on innovation and firm performance among these firms by questioning the moderating effect of VC syndication. A sample of 78 VC-backed firms was used to test the robustness of the proposed model and causal relationships through the use of partial least squares structural equation modeling (PLS-SEM).FindingsThe empirical evidence demonstrates that the intervention of venture capitalists can not only stimulate innovation, but also have a significantly positive effect on firm performance. Furthermore, the evidence reveals that syndication of VC investment supports backed firms in improving the firms' performance and generating innovation from acquired knowledge.Originality/valueTo the best of the authors' knowledge, this study is the first in North Africa that focuses on the moderating effects of venture capital syndication on the relationships between OL, innovation and firm performance.

Assessing the impact of competencies management on organizational learning: a case of the University of Djelfa, Algeria

Purpose. This study investigated the effect of competency management (CM) on organizational learning (OL) for faculty members in two colleges in University of Djelfa-Algeria during the period 2021–2022. In particular, the effect of recruitment of competencies on the organizational learning, development of competencies, compensation of competencies, assessing of competencies was studied.
 Results. The findings of this study provide interesting data about the universities, we found a positive relationship between competencies management and organizational learning, and the study showed that all of the practices of competencies management (recruitment of competencies, development of competencies, compensation of competencies, assessing of competencies) had a direct positive effect on organizational learning for faculty members in two colleges in University of Djelfa-Algeria.
 Scientific novelty. Scientific novelty of the study lies in the clarification of promising directions for the development of the practices of competencies management (recruitment of competencies, development of competencies, compensation of competencies, assessing of competencies) and their effect on organizational learning of faculty members.
 Practical value. This study will be of great importance to the faculty members of the two colleges in University of Djelfa-Algeria in terms of providing valuable information on the issues and possible factors that can influence organizational learning. This study suggests that in the context of development programs of raising the qualifications of teachers, there is a need for more support for professors (for example, salaries, grants), better working conditions in line with global standards in universities, and the competency assessment must be thorough as part of competency management processes.

Organizational structure and organizational learning: The moderating role of organizational defensive routines

Literature on organizational learning (OL) shows that even firms who self-perceive themselves to have appropriate organizational structures still fail to generate appropriate learning outcomes. In this article, we claim that one of the neglected key factors explaining learning failures are organizational defensive routines (ODRs). Drawing on the literature, our theoretical inference is that high levels of ODRs can negatively moderate the relationship between organizational structures and OL. To test this moderation hypothesis, the study employs hierarchical regression analysis on a sample of 358 respondents from various industries in the United Kingdom. The result confirms that formalization negatively affects OL, and the effect of formalization on OL is negatively moderated by ODRs regardless of organizational age, size, and sector.

The interplay among management support and factors influencing organizational learning: an applied study

PurposeThis study aims at investigating the impact of some selected organizational and cultural factors on organizational learning (OL). It also attempts to study the moderating role of management support on the influential relationship between these organizational and cultural factors and OL within the context of Jordanian mining sector (JMS).Design/methodology/approachA descriptive-analytical approach is applied to collect and analyze the data. A survey questionnaire is used as a primary data collection instrument. The study sample includes 400 participants from the seven selected manufacturing companies within the context of JMS. Smart PLS 3 and IBM SPSS version 25 were applied to answer the study questions and to test the hypotheses.FindingsOrganization strategy has a statistical significant impact on OL. Moreover, cultural factors (innovation; teamwork; knowledge sharing) have a significant impact on OL. The results of the moderating variable revealed that the level of management support is not moderating the relationship between organizational factors and OL. Nonetheless, it is revealed that management support is moderating the relationship between organizational culture and OL.Practical implicationsIt seems that a continuous management support is an important facilitating feature to motivate a learning culture. Cultural attributes, including innovation, teamwork and knowledge sharing must be taken into consideration as facilitating factors to encourage OL. Gradual changes must be introduced to create innovative, teamwork and knowledge-sharing culture. Additionally, a specific strategic goal should be part of the organizational corporate strategy and action plans must be developed to achieve this goal in a systematic manner.Originality/valueThe inclusion of management support as a moderating factor could add an original contribution to the current body of knowledge concerning OL. Moreover, this study argues that the core concept of learning might be there but a systematic process of learning and the contextual factors influencing this concept still need more concern.

Managing Organizational performance of pharmaceutical SMEs in Indonesia: Examining the Role of Entrepreneurial Orientation and Organizational Learning in a Mediated Model

The theme of the current research is to assess the link between entrepreneurial orientation, organizational learning with organizational performance using structural equation modeling. The current work was based on a quantitative approach using cross-sectional survey methodology. The study examined the effect of entrepreneurial orientation (EO) on organizational learning (OL), organizational performance (OP), and of organizational learning (OL) on organizational performance (OP). Moreover, the study also examined the mediating effect of organizational learning (OL) in the relationship between entrepreneurial orientation (EO), and organizational performance (OP). Data were collected from managers and owners of manufacturing pharmaceutical SMEs in Indonesia. A sample of 340 was selected by using the purposive sampling technique. The results support in current empirical model confirming all the direct hypothesized relationships. The study results also revealed mediation of organizational learning in the entrepreneurial orientation and organizational performance relationship. Considering the association of the factors studied in the current research, the authors imply managers, owners to develop a learning-oriented environment. The implication sections provide further details based on the results.

Organizational culture and organizational learning: does high performance work systems mediate?

PurposeThe primary purpose of this study is to examine the effect of organizational culture (OC), that is, group, developmental, hierarchical and rational culture on organizational learning (OL) of employees in electricity distribution companies of Isfahan province. Further, the role of the high-performance work system (HPWS) as a mediator between OC and OL has also been explored.Design/methodology/approachQuestionnaire survey method has been used for data collection, and data analysis was completed through a two-stage partial least squares structural equation modeling technique. At the first stage, the measurement model was examined for construct validity and reliability, whereas at the second stage, the structural model and by implication the research hypotheses were tested.FindingsResults indicate that OC positively affects OL. Further, HPWS act as a mediating variable between OC and OL.Originality/valueThe findings contribute to the existing literature by demonstrating the mediating role of HPWS in the relationship between OC and learning.

역 지식 이전: 그린필드와 브라운필드 투자 비교

This study attempts to identify the key components affecting Reverse Knowledge Transfer (RKT) in terms of the comparison of the main factors between greenfield and brownfield subsidiaries based on organizational learning (OL) theory. Data were collected through a questionnaire survey and ordinary least squares (OLS) regression analysis was used as a statistical technique. The analysis results indicated that intent to learn and a similar organizational culture are critical elements for a successful RKT. Although trust is also a key factor affecting RKT from brownfield subsidiaries, a negative relationship exists between trust and RKT from greenfield subsidiaries. The results provide useful implications for multinational company (MNC) managers in considering the different elements necessary to enhance RKT from greenfield subsidiaries.

State of the organizational learning field in Latin America and the Caribbean

PurposeThe purpose of this paper is to summarize the main methods and themes used on organizational learning (OL) and learning organization (LO) research in Latin American and the Caribbean.Design/methodology/approachA literature review was conducted by means of a broad and systematic strategy to locating, selecting and analyzing papers on OL/LO, written in different languages (English, Portuguese and Spanish). Systematic searches were carried out at the two databases (Web of Science’s Social Sciences Citation Index and Scopus), and 15 specific Latin American and Caribbean journals were identified as data sources for the review. A thematic analysis was carried out using NVivo and cluster analysis.FindingsIn all 79 papers published between 2000 and 2017 were included in the synthesis and results: 18 are theoretical papers and literature reviews and 61 are empirical papers (30 qualitative, 24 quantitative and 7 multiple methods). These empirical papers revealed the study of the OL/LO concepts in organizations located mainly in Brazil, Venezuela, Chile, Colombia, El Salvador, Mexico and Costa Rica. Five topics represent the main themes addressed on OL/LO studies in Latin America and the Caribbean and are avenues for future research in the field: (i) knowledge and KM (i.e. knowledge management), (ii) culture and leadership, (iii) innovation and improvement, (iv) learning (for example, learning process, learning styles), and (v) entrepreneurship and sustainability.Originality/valueThis paper provides a summary of the research methods and themes used in the OL/LO field in Latin America and the Caribbean, suggesting insights for future research.

A network perspective on organizational learning research in tourism and hospitality

PurposeThe purpose of this paper is to review existing literature on organizational learning (OL) through networking activities in tourism and hospitality (T&H) research. Referring to theories and concepts from the mainstream literature in OL and inter-organizational network research, the study provides an overview of the existing level of knowledge in T&H research, elaborates theoretical and practical implications and suggests future research directions.Design/methodology/approachA systematic literature review approach was used to identify and analyze relevant literature. The literature search involved six scientific online databases, namely, EBSCOhost, Emerald, ProQuest, Sage, ScienceDirect and Web of Knowledge, which were systematically scanned with defined keywords. Relevant articles were evaluated, selected, analyzed and synthesized to find out what is already known and what is yet to be known.FindingsA total of 69 articles were identified that present insights into OL through networking activities in T&H research. The review reveals that the resource, and especially the knowledge-based view of the firm, social capital theory, the relational view and trust and agglomeration theory represent insightful theoretical approaches to study OL phenomena and OL outcomes such as innovation, value creation and competitive advantage.Originality/valueAccording to the author’s information, this paper represents the first attempt to provide a comprehensive review of T&H-specific OL literature from a network perspective. The findings call for increased attention to this research field, especially regarding the adaptation of OL concepts to a T&H-specific context as a networked industry.

Exploring Key Elements Required for Organizational Trust and the Consequential Impact on Knowledge Sharing within Organizations

This paper focuses on the status of organizational trust in Muscat and its impact on organizational learning (OL) which is based on the willingness of employees sharing knowledge gathered through experience to improve organizational performance and sustainable competitiveness. Online structured questionnaire and Microsoft Excel used to collect and analyze the data showed significant organizational trust exist within organizations including organizational transparency, management style, employees’ welfare and support, and job security. But still, minimal OL and sharing was happening contradicting theories that suggest organizational trust leads to important group collaboration, willingness of employees to share knowledge gathered through their experience and its close link to OL. Lack of compassion and being too controlling at times were also raised as concerns and existing knowledge sharing technological support were also not having much impact. Bringing people together for more effective communications among teams and promoting knowledge sharing culture can lead the way.

Organizational learning, knowledge management capability and supply chain management practices in the Saudi food industry

PurposeThe purpose of this paper is to examine the effect of knowledge management capabilities (KMCs) on organizational learning (OL) and supply chain management practices (SCMPs). In addition, to study the effect of OL, KMC and supply chain management on organizational performance (OP).Design/methodology/approachTo study the relationships between KMC, OL, SCMP and OP, different techniques such as factor analysis, correlation analysis and structural equation modeling were used to verify the validity of the proposed conceptual model, and to test the suggested hypotheses, data collected from 165 companies in the Saudi food industry (representing a response rate of 64.9 per cent) were used.FindingsAccording to the study’s findings, SCMP and OL are positively affected by KMC. Moreover, OP is directly affected by KMC, OL and SCMP.Research limitations/implicationsOwing to the specific nature of the sample, the findings of the current research are applicable only to the food industry.Originality/valueThe current research introduced a conceptual model, which has been tested and verified in the Saudi food industry. The findings recommend that both KMC and OL as well as SCMP will contribute to improving the OP. In addition, KMC will improve the SCMP and OL.

Exploring Key Elements Required for Organizational Trust and the Consequential Impact on Knowledge Sharing Within Organizations

This paper focuses on the status of organizational trust in Muscat and its impact on organizational learning (OL) which is based on the willingness of employees sharing knowledge gathered through experience to improve organizational performance and sustainable competitiveness. Online structured questionnaire and Microsoft Excel used to collect and analyze the data showed significant organizational trust exist within organizations including organizational transparency, management style, employees’ welfare and support, and job security. But still, minimal OL and sharing was happening contradicting theories that suggest organizational trust leads to important group collaboration, willingness of employees to share knowledge gathered through their experience and its close link to OL. Lack of compassion and being too controlling at times were also raised as concerns and existing knowledge sharing technological support were also not having much impact. Bringing people together for more effective communications among teams and promoting knowledge sharing culture can lead the way.

Learning, innovation and high performance in knowledge-based firms

Although employee management research has established significant relations between high performance work systems (HPWSs) and financial and market performance, few studies have considered the important role of HPWS in other organizational functions such as learning and innovation. Whereas, accordin g to literature, both innovation and learning which are of the most important factors for firm’s survival, generally result from employees’ behavior. Therefore, the purpose of this study is to explore potential impacts of HPWSs on organizational learning (OL) and innovation. A set of research hypotheses are tested using sample data collected from 112 employees of electricity distribution companies of Isfahan province. The proposed HPWS consists training and development, pay for performance, career development, participation in decision making, and job security, while innovation includes product, process and administrative innovation and OL is a four dimensional construct of knowledge acquisition, knowledge distribution, knowledge interpretation, and organizational memory. Partial least squares structural equation modeling (PLS-SEM) reveals that HPWS positively affects OL and innovation. Moreover, the research results show that there is an indirect effect of HPWS on innovation through OL.

How employees perceive organizational learning: construct validation of the 25-item short form of the strategic learning assessment map (SF-SLAM)

PurposeThis study aims at the employees’ view on organizational learning (OL). OL is originally assessed in the Strategic Learning Assessment Map (SLAM) at the level of the firm by addressing managers, who rated OL in the SLAM on five dimensions of individual, group, organizational, feed-forward and feedback learning. However, as employees are getting their jobs done discretely and are increasingly making their own decisions, their perspective on OL genuinely matters. Hence, the authors assessed OL at the level of the individual by addressing employees on all levels, who rated OL in a short form of the SLAM (SF-SLAM).Design/methodology/approachIn this paper, the authors focused on the construct validity of this SF-SLAM by investigating its reliability, factorial validity and nomological network. First, they asked whether the SF-SLAM reliably measures OL on five dimensions of individual, group, organizational, feed-forward and feedback learning. Next, they asked whether the SF-SLAM was associated with its nomological network of engaging in innovation-related learning activities, behaving innovatively on the job and showing higher educational levels, intelligence and individual job performances. They used a diverse German employee sample of skilled and unskilled workers and managers (N = 434) and analyzed the data with structural equation modeling.FindingsThe SF-SLAM was reliable, but revealed both constrained factorial validity and validity on the basis of its nomological network. First, five dimensions found support in the employee sample, but their correlations were high or very high, except for individual learning. Second, the SF-SLAM showed only few differential relations with variables from its nomological network.Originality/valueTaken together, the SF-SLAM is short, reliable and only valid for examining individual learning.

Transformational Leadership Style and Organizational Learning: The Mediate Effect of Organizational Culture

Purpose: The present study aims to investigate the influence of transformational leadership style (TFL) on organizational learning (OL). More specifically, it aims to examine the mediating effect of organizational culture (OC) on this relationship, in the context of ministries operating in Palestine. Design/methodology/approach: The present study utilized the hypothesis–deductive testing approach. Two hypotheses were proposed for testing. The data were collected from 475 managers at 23 ministries in Gaza by using self adminstarted questionniers and the data aggregated by individual level. Findings: The results demonstrated that organizational culture was a significant predictor of organizational learning and functioned as a fully mediator between the transformational leadership style and organizational learning. Research limitations/implications: A key limitation of this study is its cross-sectional nature. It is possible that at least certain aspects of transformational leadership and its impact on organizational culture and organizational learning emerge with some kind of time lag. This study also used the perceptions of leader-self report as its data source, which may cause potential common source bias. Practical implications: The findings of this research will assist policy makers of Palestinian ministries to optimize the allocations of resources in its hiring, rewarded, training and other functions of human resource management to have the right leaders for building a learning organization. Originality/value: The results of this study provide evidence in support the mediating effect of organizational culture on the relationship between transformational leadership style and organizational learning, which represents a response to many calls to conduct further research in this area, and will be of interest to those in the field.

Trust, caring and organizational learning: the leader’s role

PurposeThe purpose of this paper is to investigate whether principals can have an impact on organizational learning (OL). The authors use a cultural perspective, based both in the emerging literature from positive psychology and the relatively well-developed research tradition in studying the nature and impacts of OL to address four questions: first, is principal’s cognitive trust in teachers’ professional capacities related to knowledge sharing/OL among teachers?; second, is principal’s trust in teachers’ professional capacities related to teachers’ reports of being in a caring school setting (relational trust)?; third, is principal caring related to knowledge sharing/OL among teachers?; and fourth, is principal trust particularly important in school contexts with low income students?Design/methodology/approachAn existing database that includes principal and teacher surveys in 116 schools in the USA provides the basis for examining the four questions. Optimized scaling techniques were used to develop measures of principal trust in teachers professional capacities, teachers’ perception of principal caring, an indicator of academic support for students that includes a social justice of equity emphasis, and capacity for OL. The demographic characteristics of the student body and school size were used as possible moderating variables. The data were subject to both regression and path analysis.FindingsPrincipal trust was directly related to teachers’ perceptions of principal caring, and indirectly related to OL. The measure of academic support for students had the strongest direct effect on OL. While the percentage of non-white students and school size had some relationship to OL, they do not change the overall results. The model, which supports the role that principals play in fostering both equity and OL is sustained when the authors examine student achievement.Research limitations/implicationsThe limitations of the study stem largely from the nature of the sample and measures, which are confined to 116 schools in the USA, and a secondary analysis of a cross-sectional survey database. Because understanding the dynamics of a relationship-based/positive leadership perspective require detailed qualitative studies and longitudinal data, the results are presented as suggestive of issues that should be studied further.Originality/valueBoth trust and OL have been extensively studied both in education and other settings. However, few studies have simultaneously examined leadership, different types of trust and OL and none have done so in the context of positive psychology. The contribution of this analysis is thus empirical (extending the boundaries of what is known using concepts that are familiar) and theoretical (beginning the development of a theory of positive leadership that incorporates multiple factors associated with healthy and productive school environments).

Transformational Leadership Style and Organizational Learning: The Mediate Effect of Organizational Culture

Purpose: The present study aims to investigate the influence of transformational leadership style (TFL) on organizational learning (OL). More specifically, it aims to examine the mediating effect of organizational culture (OC) on this relationship, in the context of ministries operating in Palestine. Design/methodology/approach: The present study utilized the hypothesis–deductive testing approach. Two hypotheses were proposed for testing. The data were collected from 475 managers at 23 ministries in Gaza by using self adminstarted questionniers and the data aggregated by individual level. Findings: The results demonstrated that organizational culture was a significant predictor of organizational learning and functioned as a fully mediator between the transformational leadership style and organizational learning. Research limitations/implications: A key limitation of this study is its cross-sectional nature. It is possible that at least certain aspects of transformational leadership and its impact on organizational culture and organizational learning emerge with some kind of time lag. This study also used the perceptions of leader-self report as its data source, which may cause potential common source bias. Practical implications: The findings of this research will assist policy makers of the Palestinian ministries to optimize the allocations of resources in its hiring, rewarded, training and other functions of human resource management to have the right leaders for building a learning organization. Originality/value: The results of this study provide evidence in support the mediating effect of organizational culture on the relationship between transformational leadership style and organizational learning, which represents a response to many calls to conduct further research in this area, and will be of interest to those in the field.

The Meaning of Organizational Learning

This conceptual article focuses on organizational learning (OL), which is broadly defined as a learning process within organizations that involves the interaction of individual and collective (group, organizational, and inter-organizational) levels of analysis and leads to achieving organizations’ goals. This article explores a largely uncharted route of looking at OL through the lenses of several research paradigms and developing a meta-paradigm framework of this construct. The meta-paradigm framework accounts for the complexity of OL, as well as connections between its levels of analysis that have not been explained in the literature. The meta-paradigm framework of OL includes the definition of organization, the definition of OL, its ontology and epistemology, as well as its implications for human resource development (HRD) research and practice.

Organizational learning, entrepreneurial orientation, and the role of university engagement in SMEs

This article analyses the effect of entrepreneurial orientation (EO) on organizational learning (OL) in small and medium-sized enterprises (SMEs) and the role of business/university engagement on the relationship between these two constructs. A cross-sectional research design, drawing upon a postal questionnaire survey, was employed to collect data from a sample of 206 UK SMEs. The results obtained from both the regression and moderated regression analyses revealed that EO positively impacts the level of OL in SMEs. In addition, business/university engagement was found to be a significant moderator in this relationship. These findings provide important academic, practitioner, and policy implications.

More Than a Cognitive Experience

Literature on organizational learning (OL) lacks an integrative framework that captures the emotions involved as OL proceeds. Drawing on personal construct theory, we suggest that organizations learn where their members reconstrue meaning around questions of strategic significance for the organization. In this 5-year study of an electronics company, we explore the way in which emotions change as members perceive progress or a lack of progress around strategic themes. Our framework also takes into account whether OL involves experiences that are familiar or unfamiliar and the implications for emotions. We detected similar patterns of emotion arising over time for three different themes in our data, thereby adding to OL perspectives that are predominantly cognitive in orientation.