Role Of Organizational Learning Research Articles

The Role of Organizational Learning in Conflict Management

Conflict is a state of disagreement experienced between two individuals or parties, which can result from many factors. When conflict occurs at organizations, it may lead to many problems such as unaccomplished goals, decreased effectiveness, and low levels of individual and overall performance. However, organizational conflict may positively influence organizations under certain circumstances. The recent literature especially places emphasis on conflict management rather than conflict resolution, as conflicts are likely to enable organizations to enhance their performance and productivity when they are managed in an appropriate way. In this sense, organizations have to develop strategies that are aimed at improving the constructive aspect of conflicts instead of trying to reduce and remove them. As the first step toward this goal, organizations have to provide a learning environment so that they can benefit from conflicts. Since it is considered a key concept for the survival and adaptability of an organization, organizational learning stands out as an effective means of fostering such favorable effects. For this purpose, this article discusses the role of organizational learning in conflict management by examining the factors that facilitate and result from it.

Leadership assumptions on implementation of patient involvement methods

BackgroundFrom 2014 to 17, a large-scale project, ‘The User-involving Hospital’, was implemented at a Danish university hospital. Research highlights leadership as crucial for the outcome of change processes in general and for implementation processes in particular. According to the theory on organizational learning by Agyris and Schön, successful change requires organizational learning. Argyris and Schön consider that the assumptions of involved participants play an important role in organizational learning and processes. The purpose was to explore leaders’ assumptions concerning implementation of patient involvement methods in a hospital setting.MethodsQualitative explorative interview study with the six top leaders in the implementation project. The semi-structured interviews were conducted and analyzed in accordance with Kvale and Brinkmanns’ seven stages of interview research.ResultThe main leadership assumptions on what is needed in the implementation process are in line with the perceived elements in organizational learning according to the theory of Argyris and Schön. Hence, they argued that implementation of patient involvement requires a culture change among health care professionals. Two aspects on how to obtain success in the implementation process were identified based on leadership assumptions: “The health care professionals’ roles in the implementation process” and “The leaders’ own roles in the implementation process”.ConclusionThe top leaders considered implementation of patient involvement a change process that necessitates a change in culture with health care professionals as crucial actors. Furthermore, the top leaders considered themselves important facilitators of this implementation process.

From Barriers to Enablers: The Role of Organizational Learning in Transitioning SMEs into the Circular Economy

To contribute to small and medium enterprises’ (SMEs) sustainable transition into the circular economy, the study proposes the activation of organizational learning (OL) processes—denoted here as multi-level knowledge creation, transfer, and retention processes—as a key phase in introducing circular business models (CBMs) at SME and supply chain (SC) level. The research employs a mixed-method approach, using the focus group methodology to identify contextual elements impacting on CBM-related OL processes, and a survey-based evaluation to single out the most frequently used OL processes inside Italian construction SMEs. As a main result, a CBM-oriented OL multi-level model offers a fine-grained understanding of contextual elements acting mutually as barriers and drivers for OL processes, as possible OL dynamics among them. The multi-level culture construct—composed of external stakeholders’, SC stakeholders’, and organizational culture—identify the key element to activate CBM-oriented OL processes. Main implications are related to the identification of cultural, structural, regulatory, and process contextual elements across the external, SC, and organizational levels, and their interrelation with applicable intraorganizational and interorganizational learning processes. The proposed model would contribute to an improved implementation of transitioning into the circular economy utilizing sustainable business models in the construction SMEs.

The role of organizational learning in achieving strategic success: An analytical study of the opinions of a sample of college boards of a number of private universities in the city of Erbil

AI Publications is an open access peer review international journal to publish the article in the field of Agriculture, Horticulture, Food science, Rural Development, Environment and Health Research, Chemistry, Mathematics,Physics.

The Role of Organizational Learning, Entrepreneurship and Innovation towards Firm Performance

The Role of Organizational Learning, Entrepreneurship and Innovation towards Firm Performance

Integration of Knowledge Management with Adaptive Performance: An Exploration Role of Organizational Learning in Hindustan Aeronautics Ltd (HAL)

The Business scenario today is changing rapidly the business is totally depending upon the customer needs. The days are gone where the customers used to buy the products which are manufactured as per the manufacturer choice. Now the market is totally depending upon the customer needs and with the rapid emerging of technology the business scenario is changing at the speed of a blink. Increasingly firms find themselves, either by design or circumstances, operating in business environment, fraught with unprecedented, unparalleled, unrelenting and largely unpredictable changes. As a result, knowledge management is rapidly being seen as a critical source of sustainable competitive advantage. Maintaining a competitive edge is a constant struggle for both businesses. In the changing environment to retain the competitive advantage, adaptive performance is the means to meet unexpected or changing demands of business scenario. The present study focuses on whether Knowledge Management promotes the adaptive performance and explores the mediating role of Organizational Learning.

Organizational Performance and Entrepreneurial Orientation: The Intervening Role of Organizational Learning

Many past studies have examined the association between entrepreneurial orientation (E.O.) and organizational performance (O.P.). However, these studies have not adequately addressed the mediating roles of acquisition learning (A.L.) and experiential learning (E.L.) on organizational performance. Given this gap, we have developed a new model that contains six direct relationships, three mediating relationships, and one multi-mediating relationship. The focus of the study was on Indonesian Pharmaceutical SMEs. We have collected a sample of 365 respondents non-randomly. For statistical analysis, we have used Smart PLS version 3.2. The statistical analysis includes reliability, validity, and descriptive statistics. The results confirm that acquisition learning (A.L.), experiential learning (E.L.), and entrepreneurial orientation (E.O.) promote organizational performance (O.P.). We also found that entrepreneurial orientation (E.O.) impacts acquisition learning (A.L.) and innovative performance (I.P.) but does not affect organizational performance (O.P.). However, the results suggest that acquisition learning (A.L.) and experiential learning (E.L.) are positively linked. Our results also support all the mediating relationships.

Examining the Effects of Organizational Learning on Workforce Agility through Psychological Empowerment

This era currently has become a more competitive and volatile environment. Companies must be invariably innovative, adaptive, and open to any changes. Constant learning and being psychologically enabled at work will lead the employees to be agile. The purpose of this research is to examine the relationship between organizational learning and workforce agility with the moderation of psychological empowerment. This study used a quantitative approach by distributing an online survey to the employees that work in commerce companies with N= 138 people. The research data obtained were then analyzed using descriptive statistics, confirmation factor analysis (CFA), and structural equation modeling (SEM). The results showed that organizational learning has a positive and significant relationship with psychological empowerment. Psychological empowerment has a positive and significant relationship with workforce agility, and psychological empowerment fully moderates the relationship between organizational learning and workforce agility. Based on the results of this study, psychological empowerment has an essential role in organizational learning to increase labor agility.

Impact of Organizational Culture on Employee Commitment: Mediating Role of Organizational Learning

Impact of Organizational Culture on Employee Commitment: Mediating Role of Organizational Learning

The role of organizational learning and resilience for change in building quality improvement capacity in primary care.

The extent that organizational learning and resilience for the change process, that is, adaptive reserve (AR), is a component of building practice capacity for continuous quality improvement (QI) is unknown. The aim of the study was to examine the association of AR and development of QI capacity. One hundred forty-two primary care practices were evaluated at baseline and 12 months in a randomized trial to improve care quality. Practice AR was measured by staff survey along with a validated QI capacity assessment (QICA). We assessed the association of baseline QICA with baseline AR and both baseline and change in AR with change in QICA from 0 to 12 months. Effect modification by presence of QI infrastructure in parent organizations and trial arm was examined. Mean QICA increased from 6.5 to 8.1 (p < .001), and mean AR increased from 71.8 to 73.9 points (p < .001). At baseline, there was a significant association between AR and QICA scores: The QICA averaged 0.34 points higher (95% CI [0.04, 0.64], p = .03) per 10-point difference in AR. There was a significant association between baseline AR and 12-month QICA-which averaged 0.30 points higher (95% CI [0.02, 0.57], p = .04) per 10 points in baseline AR. There was no association between changes in AR and the QICA from 0 to 12 months and no effect modification by trial arm or external QI infrastructure. Baseline AR was positively associated with both baseline and follow-up QI capacity, but there was no association between change in AR and change in the QICA, suggesting AR may be a precondition to growth in QI capacity. Findings suggest that developing AR may be a valuable step prior to undertaking QI-oriented growth, with implications for sequencing of development strategies, including added gain in QI capacity development from building AR prior to engaging in transformation efforts.

Do compassionate firms outperform? The role of organizational learning

PurposeBased on a new management paradigm rooted on care and compassion, this study explores the consequences of compassion at work on organizational learning and firm performance.Design/methodology/approachStructural equation modeling (SEM) was employed to analyze the research model by using data from two different samples.FindingsResults confirm that compassion increases firm performance through organizational learning capability; however, compassion do not enhances directly firm performance.Research limitations/implicationsThe study findings indicate that when compassion is propagated among organizational members, organizations are better able to learn so they obtain a competitive advantage that is difficult to imitate and leads to higher firm performance.Originality/valueThis study takes a step forward on literature by providing empirical evidence for a promising area of management research such is compassion in organizations.

The Role of Organizational Learning in Transforming Universities into Learning Organizations: A Comparative Study of Some Foreign Universities and the Possibility of Benefiting from them at the University of Majmaah

The Role of Organizational Learning in Transforming Universities into Learning Organizations: A Comparative Study of Some Foreign Universities and the Possibility of Benefiting from them at the University of Majmaah

Effect of internal knowledge sourcing on multinational enterprise subsidiaries' service innovation performance: the mediating role of organisational learning

Effect of internal knowledge sourcing on multinational enterprise subsidiaries' service innovation performance: the mediating role of organisational learning

How hospitals select their patient safety priorities: An exploratory study of four Veterans Health Administration hospitals.

Hospitals face ongoing pressure to reduce patient safety events. However, given resource constraints, hospitals must prioritize their safety improvements. There is limited literature on how hospitals select their safety priorities. The aim of this research was to describe and compare the approaches used by Veterans Health Administration (VA) hospitals to select their safety priorities. Semistructured telephone interviews with key informants (n = 16) were used to collect data on safety priorities in four VA hospitals from May to December 2016. We conducted a directed content analysis of the interview notes using an organizational learning perspective. We coded for descriptive data on the approaches (e.g., set of cues, circumstances, and activities) used to select safety priorities, a priori organizational learning capabilities (learning processes, learning environment, and learning-oriented leadership), and emergent domains. For cross-site comparisons, we examined the coded data for patterns. All hospitals used multiple approaches to select their safety priorities; these approaches used varied across hospitals. Although no single approach was reported as particularly influential, all hospitals used approaches that addressed system level or national requirements (i.e., externally required activities). Additional approaches used by hospitals (e.g., responding to staff concerns of patient safety issues, conducting a multidisciplinary team investigation) were less connected to externally required activities and demonstrated organizational learning capabilities in learning processes (e.g., performance monitoring), learning environment (e.g., staff's psychological safety), and learning-oriented leadership (e.g., establishing a nonpunitive culture). Leaders should examine the approaches used to select safety priorities and the role of organizational learning in these selection approaches. Exclusively relying on approaches focused on externally required activities may fail to identify safety priorities that are locally relevant but not established as significant at the system or national levels. Organizational learning may promote hospitals' use of varied approaches to guide their selection of safety priorities and thereby benefit hospital safety improvement efforts.

Heterogeneities in energy technological learning: Evidence from the U.S. electricity industry

While the role of organizational learning in improving firm performance is well documented, there are still questions on what drives technological learning. This is evident in the electricity industry where the growth of renewable energy technologies has been pervasive. Vicarious learning contributes to the adoption of emerging technologies through successful inter-firm knowledge sharing and transfer. However, there is hesitation to adoption that characterizes vicarious learning especially in the context of intra-firm learning. This paper investigates the differences in knowledge acquisition within and across electricity firms in the U.S. The learning curve model is applied to a longitudinal study of 5573 plants belonging to 1542 U.S. electricity firms between 1998 and 2010. This study finds: (i) The capacity growth of the solar photovoltaic technology is positively associated with intra-firm knowledge acquisition; (ii) The effect of financial incentives on the adoption of solar and wind technologies is higher under inter-firm learning; (iii) The higher the stringency of policy mandates, the more varied is the progress on technological change across technologies; (iv) Knowledge sharing between firms are higher for wind technology than for solar technology. These findings combine to show disparities in the learning trends of technologies across and within firms’ boundaries.

Successful entrepreneurial learning: success factors of adaptive governance of the commons

ABSTRACT Drawing on the literature, this paper examines a set of criteria for successful adaptive governance of the commons from an entrepreneurial perspective. These criteria or success factors are definition and boundaries, regulation, learning and training, decision-making processes, and participation of different agents interested in the commons. These success factors are assessed and ranked. Multiple criteria decision analysis is used to assess and rank these success factors of adaptive governance of the commons. More specifically, the analytic hierarchy process (AHP) is used to weight each criteria and sub-criteria. This study sheds light on the role of organisational learning and knowledge management in contexts where the commons are at stake. The results indicate that regulation is the most important criterion for adaptive governance of the commons. Correctly establishing decision-making processes and implementing effective learning and training are key success factors of common resource governance.

Organizational Learning Capability and Organizational Innovativeness: The Mediating effect of Transformational Leadership Style of Academic Managers

The role of organizational learning in enhancing firm’s innovativeness has become important to secure a sustainable competitive edge. This study attempts to explore this relationship by introducing a transformational leadership style as a mediator. The data were collected from 220 participants belonging to private higher education institutions in Malaysia through survey research using the structured interview schedule. The findings confirm organizational learning to be an important factor in promoting creativity in innovative organization. Transformational leadership Managers with learning ability improves their leadership skill and understanding to accumulate knowledge and experience to use it productively in challenging and competitive environment. This accumulated knowledge can further be utilized to enhance ability to anticipate the future and respond to customers’ demands through products based on their innovation capability. The implications of the results for academics and practitioners are discussed.

Exploring the role of organisational learning and leadership in developing dynamic capabilities

Exploring the role of organisational learning and leadership in developing dynamic capabilities

Habermas, interests and organizational learning: a critical perspective

Purpose This paper aims to use critical theorist Jürgen Habermas’s conceptualization of the relationship between knowledge and interests to better understand the role of common and competing interests during organizational learning. Design/methodology/approach The paper draws on critical accounts of work and learning, and on Habermas’s theoretical work on knowledge and interests, to examine the relationship between interests and organizational learning and, in particular, to consider conflict of interest’s role in organizational learning. Findings Transposed to organizational level, Habermas’s conceptualization of the relationship between knowledge and interests suggests that organizational learning can result from a technical interest, shaped by money and power, and from tensions and incompatibilities between the system’s technical interest and the lifeworld’s practical and emancipatory interests. There is ample evidence that the first combination does indeed account for a great deal of organizational learning but to date, very little scholarly attention has considered the possibility of organizational learning resulting from the second combination. Originality/value Despite interests and interest differences being visible in a number of studies of learning by individuals at work, the relationship between interests and learning at the organizational level is not well understood. This paper is a contribution to this area, using Habermas’s conceptualization of knowledge and interests to better understand the role of interests during organizational learning, raising the possibility that competing interests can result in organizational learning, and suggesting areas for further research.

Institutional Distance, Organizational Learning, and Innovation Performance: Outward Foreign Direct Investment by Chinese Multinational Enterprises

ABSTRACTInstitutional distance is the difference in institutional environments between a multinational company’s host country and its home country. This article explores the effects of formal and informal institutional distance (IID) on the innovation performance of Chinese multinationals with outward foreign direct investment (OFDI), as well as the moderating role of organizational learning in the relationship. The results suggested that a formal institutional distance (FID) paradox existed between the FID and OFDI firms’ innovation performance; the informal institutional distance inhibited the technology transfer from foreign subsidiaries to their parent companies and the growth of the parent companies’ innovation performance; exploratory learning can effectively attenuate the negative influence of IID on OFDI firms’ innovation performance.