Journal articles: 'Organisational learning strategy'

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Clifton, Louise, and Paul Gentle. "The genie in the learning organisation? The experience of using multi-level action learning at the Leadership Foundation." International Journal of Public Leadership 11, no. 2 (May 11, 2015): 66–76. http://dx.doi.org/10.1108/ijpl-01-2015-0004.

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Purpose – The purpose of this paper is to examine the working practices and outcomes of an action research project in a specialist organisation engaged in the field of leadership development. The intention of the project was to enable the company involved to become a stronger learning organisation at a time when it was developing a future strategy. Design/methodology/approach – The paper uses a case study approach to describe and analyse a three-stage process involving the use of a focus group, organisational climate survey and voluntary action learning sets. Interviews with participants are analysed thematically in order to assess the impact of the action research project on the organisation’s culture. Findings – Participation by the majority of the Leadership Foundation’s staff in action learning and related opportunities for feedback within the organisation helped move its culture towards wider participation in strategy development and a whole organisation approach to working. Other organisations wishing to build collaborative working cultures can learn from the implications of the project, particularly those concerning the need to attend to the intended outcomes of action learning and the role of skilled, critical facilitators in action learning processes. Originality/value – The paper is innovative in that it explores practitioner-led action research work in a setting of leadership and organisational development. It will interest leaders and managers who seek to build learning organisations, as well as organisational developers with an interest in enhancing the impact of action learning.

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Hirt, Christian, Renate Ortlieb, Julian Winterheller, Almina Bešić, and Josef Scheff. "Developing international talents: how organisational and individual perspectives interact." European Journal of Training and Development 41, no. 7 (August 7, 2017): 610–27. http://dx.doi.org/10.1108/ejtd-12-2016-0091.

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Purpose Focusing on an international trainee- and internship programme, this paper aims to propose a new framework that links organisational strategies regarding ethnic diversity with career competencies of the programme participants. Design/methodology/approach The paper adopts a case study design. It examines the interplay of the perspectives of the organisation, which is an Austrian bank, and of the programme participants, who are university graduates from South-Eastern Europe. It draws on the typology of diversity strategies by Ortlieb and Sieben (2013) and the categorisation of individual career competencies by DeFillippi and Arthur (1994). Findings The bank benefits from the programme participants’ competencies with regard to South-Eastern Europe and increased legitimacy gained from the public. Programme participants acquire many knowing-how, knowing-why and knowing-whom competencies, especially if the bank pursues a so-called learning strategy towards ethnic diversity. On the other hand, individual knowing-how competency supports an organisation’s antidiscrimination strategy, whereas knowing-why and knowing-whom competencies benefit the organisational learning strategy. Research limitations/implications Although the paper builds on a single case study and the ability to generalise is limited, the findings imply that future human resource development concepts should jointly consider the perspectives of both organisations and individuals. Practical implications Owing to their high strategic relevance, organisations should look into the competencies of skilled migrants and evaluate the critical resources they offer. Both organisational learning and an organisation’s strategic development are key concerns. The proposed framework helps to effectively design trainee- and internship programmes and simultaneously anticipate organisational and individual consequences thereof at an early stage. Originality/value The proposed framework concerning the interplay between organisational and individual perspectives as well as the regional focus on South-Eastern Europe present novelties.

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Lancaster, Sue, and Lee Di Milia. "Organisational support for employee learning." European Journal of Training and Development 38, no. 7 (July 29, 2014): 642–57. http://dx.doi.org/10.1108/ejtd-08-2013-0084.

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Purpose – This paper aims to describe the forms of organisational support that employees perceived as helpful to support their learning. This study aims to explore how organisational support is distinct from other kinds of learning support. Design/methodology/approach – This is a qualitative exploratory study utilising a cross-sectional design. Interviews were conducted in a large multi-site Australian organisation with 24 graduates from four leadership development programmes. Findings – The results from this study extend the literature relating to work environment as an important factor in supporting employee learning. We differentiate between the types of support that employees perceived the organisation provided from other types of learning support. The results suggest that for organisations to positively impact employees’ learning, they should pay attention to three key factors: provide high-quality relevant development programmes; ensure that course content is aligned with the organisations strategy and the employees work; and ensure senior management commitment throughout all aspects of the employee development process. Originality/value – This study gives voice to employees’ perceptions of how organisations can support their learning. It also provides rich data that extends the literature through a qualitative study in a field dominated by quantitative studies.

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OWENS, JONATHAN. "AN EVALUATION OF ORGANISATIONAL GROUNDWORK AND LEARNING OBJECTIVES FOR NEW PRODUCT DEVELOPMENT." Journal of Enterprising Culture 12, no. 04 (December 2004): 303–25. http://dx.doi.org/10.1142/s0218495804000166.

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This paper discusses New Product Development (NPD) Process and the perception required for effective NPD Learning (NPDL). A model of learning for NPD organisations is presented and the necessity to assess progression towards learning objectives at the individual, job and organisation level is shown. Three aspects of organisational groundwork are identified and discussed. These include developing the NPD process, implementing the NPD strategy and allocating resources for NPD and NPDL. Ten sets of learning objectives are identified and discussed. These are organisational analysis, barrier demolition, team working, flexible problem solving, use of advanced support tools, facilitating communication, maintaining communication, decision making, assessment of the NPD process and NPDL, and NPD risk analysis. It is proposed that adopting both an organisational needs analysis and individual needs analyses can support the development of NPD organisations. These analyses will identify the groundwork that should be undertaken by the organisation and the initial learning objectives for the individuals. The progression of NPD through the NPD process can then be assessed and implemented sufficiently.

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Rudančić, Andreja, Petar Mišević, and Dušan Tomašević. "Knowledge Management as a Business Strategy of a Learning Organisation." Tehnički glasnik 15, no. 2 (June 9, 2021): 191–98. http://dx.doi.org/10.31803/tg-20210113152513.

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Today, knowledge management is used as part of a business strategy by which an organisation adapts to rapid changes in society and the business world, by which it not only becomes more competitive but also achieves goals and remains successful. Organisations have become aware of the importance of the lifelong learning concept. It should be noted that knowledge management is in close synergy with human resource management in the organisation. To achieve the scientific value of the paper, the authors have conducted empirical research by using a survey questionnaire in which the elements of a learning organisation were investigated, along with the implementation of knowledge on the selected organisational model. The synthesis of the results and conclusions of this research will be used to formulate specific critical recommendations and valuable guidelines indicating possible areas of improving the level of learning organisation and motivation to learn, which indicates potential ways and approaches to knowledge management.

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Dewah, Peterson. "ORGANISATIONAL LEARNING AS A KNOWLEDGE RETENTION STRATEGY IN SELECTED PUBLIC BROADCASTING CORPORATIONS IN THE SOUTHERN AFRICAN DEVELOPMENT COMMUNITY." Mousaion: South African Journal of Information Studies 33, no. 1 (January 25, 2016): 60–79. http://dx.doi.org/10.25159/0027-2639/840.

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This article reports on a study that assessed the organisational learning activities for the purposes of retaining critical knowledge in three Southern African Development Community (SADC) public broadcasting organisations. The article reports the partial findings of a doctoral study that focused on analysing the knowledge retention strategies in three public broadcasting corporations, namely, the South African Broadcasting Corporation (SABC), Department of Broadcasting Services (DBS) and Zimbabwe Broadcasting Corporation (ZBC), in the SADC. The aim of the study was to establish how organisational learning strategy captured and retained knowledge in these public broadcasting corporations. A structured self-administered survey questionnaire was used to purposively sample 162 professionals and managers in the three organisations. The study concluded that through organisational learning the three public broadcasting organisations captured and retained knowledge but were limited by the lack of knowledge management officials. The study recommends the establishment of knowledge officersâ€™ posts to manage the organisational knowledge and to implement sound mentorship programmes to assist learning in these organisations. While the Human Resources (HR) departments may be managing the training of individuals as a way of acquiring knowledge, the study further recommends that the management should provide HR with more funds to improve the learning culture that allows for innovation, continuous knowledge creation and transformation.

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Khan, Muhammad Omer Nadeem, Saleem ur Rahman, and Mohammad Bashir Khan. "The Synergistic Effects of Knowledge Sharing and Learning on Organisational Learning: Demonstrating Organisational Performance." Journal of Information & Knowledge Management 14, no. 03 (September 2015): 1550021. http://dx.doi.org/10.1142/s0219649215500215.

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Advancement in technologies has moved organisations from the traditional methods of strategic and tactical formulations to knowledge-based fabricated methods and strategies. Nowadays, knowledge management became an important success reason for the formulation of any strategy of every company. This knowledge dependent trend is not only dominant in developed economies and their firms, but also has attracted and motivated businesses operating in developing countries. Aiming on the degree of knowledge management influence, this study primarily tried to look at the effects of knowledge sharing (KS) on knowledge learning (KL) and organisational learning (OL), and to see the effect of OL on organisational learning culture (OLC) influencing the business performance. A research survey was conducted and obtained 214 (71%) valid responses from the sample of 500 respondents of the sales departments of six telecommunication companies. The Model fit Structural Equation Modelling (SEM) results show a positive effect of KS on KL and OL; however, KL effect on OL is insignificant. Consequently, the data did not support the effect of OL on OLC. However, OLC positively influenced organisational performance (OP). The results may guide the telecommunication companies to improve their knowledge management activities for better performance. The discussion and conclusions, managerial implications, and future research recommendations are presented at the end.

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Syed Khuzzan, Sharifah Mazlina, Jack Steven Goulding, and Farzad Pour Rahimian. "Purposive Teaching Styles for Transdisciplinary AEC Education: A Diagnostic Learning Styles Questionnaire." International Journal of Architectural Research: ArchNet-IJAR 9, no. 2 (July 13, 2015): 98. http://dx.doi.org/10.26687/archnet-ijar.v9i2.669.

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With the progressive globalisation trend within the Architecture, Engineering, and Construction (AEC) industry, transdisciplinary education and training is widely acknowledged as being one of the key factors for leveraging AEC organisational success. Conventional education and training delivery approaches within AEC therefore need a paradigm shift in order to be able to address the emerging challenges of global practices. This study focuses on the use of Personalised Learning Environments (PLEs) to specifically address learners’ needs and preferences (learning styles) within managed Virtual Learning Environments (VLEs). This research posits that learners can learn better (and be more readily engaged in managed learning environments) with a bespoke PLE, in which the deployment of teaching and learning material is augmented towards their individual needs. In this respect, there is an exigent need for the Higher Educational Institutions (HEIs) to envelop these new approaches into their organisational learning strategy. However, part of this process requires decision-makers to fully understand the core nuances and interdependencies of functions and processes within the organisation, along with Critical Success Factors (CSFs) and barriers. This paper presents findings from the development of a holistic conceptual Diagnostic Learning Styles Questionnaire (DLSQ) Framework, comprised of six interrelated dependencies (i.e. Business Strategy, Pedagogy, Process, Resources, Systems Development, and Evaluation). These dependencies influence pedagogical effectiveness. These finding contribute additional understanding to the intrinsic nature of pedagogy in leveraging transdisciplinary AEC training within organisations (to improve learner effectiveness). This framework can help organisations augment and align their strategic priorities to learner-specific traits.

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Sugiono, Sugiono. "STRATEGIC PLANNING: SHAPING OR EMERGING FROM ORGANISATIONS." AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM 2, no. 2 (October 30, 2018): 177–84. http://dx.doi.org/10.33650/al-tanzim.v2i2.399.

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This paper focuses on the literature exploration of perspectives of strategic planning in terms of whether it shapes or emerges from organisations. The paper argues that to make judgment on an organisational performance as a result of planned strategies or emergent ones is not easy. Essentially, strategic planning aims to direct the performance of an organisation in order to attain its desired and planned goals. However, the organisation environment often changes rapidly, and hence it cannot be predicted and controlled. Such a circumstance potentially provides a particular impact on the organisation performance. In this situation, the strategic planning is inevitably shaped by the emergent strategy, which means that the realised strategy is the logical consequence of interactions between planned strategies and emergent ones. It has been suggested that a good strategic planning is to be flexible and open to a process of strategic learning, by which creativity and personnel’s commitment could be enhanced.

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Zeimers, Géraldine, Christos Anagnostopoulos, Thierry Zintz, and Annick Willem. "Organisational learning for corporate social responsibility in sport organisations." European Sport Management Quarterly 19, no. 1 (November 21, 2018): 80–101. http://dx.doi.org/10.1080/16184742.2018.1546752.

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Ursic, Dusko, Aljosa Nikl, Matjaz Mulej, and Andrej Smogavc Cestar. "System-Organisational Aspect of a Learning Organisation in Companies." Systemic Practice and Action Research 19, no. 1 (February 2006): 81–99. http://dx.doi.org/10.1007/s11213-005-9005-1.

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Kopp, Tobias, Steffen Kinkel, Teresa Schäfer, Barbara Kieslinger, and Alan John Brown. "Measuring the impact of learning at the workplace on organisational performance." International Journal of Productivity and Performance Management 69, no. 7 (February 10, 2020): 1455–74. http://dx.doi.org/10.1108/ijppm-12-2018-0443.

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PurposeThe purpose of this article is to explore the importance of workplace learning in the context of performance measurement on an organisational level. It shows how workplace learning analytics can be grounded on professional identity transformation theory and integrated into performance measurement approaches to understand its organisation-wide impact.Design/methodology/approachIn a conceptual approach, a framework to measure the organisation-wide impact of workplace learning interventions has been developed. As a basis for the description of the framework, related research on relevant concepts in the field of performance measurement approaches, workplace learning, professional identity transformation, workplace and social learning analytics are discussed. A case study in a European Public Employment Service is presented. The framework is validated by qualitative evaluation data from three case studies. Finally, theoretical as well as practical implications are discussed.FindingsProfessional identity transformation theory provides a suitable theoretical framework to gain new insights into various dimensions of workplace learning. Workplace learning analytics can reasonably be combined with classical performance management approaches to demonstrate its organisation-wide impact. A holistic and streamlined framework is perceived as beneficial by practitioners from several European Public Employment Services.Research limitations/implicationsEmpirical data originates from three case studies in the non-profit sector only. The presented framework needs to be further evaluated in different organisations and settings.Practical implicationsThe presented framework enables non-profit organisations to integrate workplace learning analytics in their organisation-wide performance measurement, which raises awareness for the importance of social learning at the workplace.Originality/valueThe paper enriches the scarce research base about workplace learning analytics and its potential links to organisation-wide performance measurement approaches. In contrast to most previous literature, a thorough conceptualisation of workplace learning as a process of professional identity transformation is used.

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Pedler, Mike. "Biography Work for Organisational Learning: Strategy or Destiny?" Management Education and Development 23, no. 3 (October 1992): 258–70. http://dx.doi.org/10.1177/135050769202300309.

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Hassan, Zubair. "Effect of learning organisation on organisational performance mediated by innovation." International Journal of Business Excellence 1, no. 1 (2021): 1. http://dx.doi.org/10.1504/ijbex.2021.10040355.

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Roobol, Conny J. J., and Ferry Koster. "How organisations can affect employees’ intention to manage enterprise-specific knowledge through informal mentoring: a vignette study." Journal of Knowledge Management 24, no. 7 (July 9, 2020): 1605–24. http://dx.doi.org/10.1108/jkm-11-2018-0668.

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Purpose The purpose of this study is to examine the role of organisational conditions and workplace characteristics in midcareer and senior employees’ intention to volitionally provide career support to junior organisational members, their protégés. Design/methodology/approach Hypotheses are tested using multilevel linear modelling on a heterogeneous sample of Dutch employees ages 29 to 69 who participated in a vignette study in the autumn of 2017. Findings In line with the hypotheses, the findings of this study show that volitional (informal) mentoring is positively related to an organisation’s endorsement of intrinsic values (e.g. learning opportunities) and negatively to the presence of hindrance demands (e.g. time pressure). Practical implications Practitioners could facilitate co-mentor consultation, employ autonomy-supportive direct supervisors and fulfil psychological contract obligations by providing job security and learning opportunities. Organisations could also lower time pressures through job carving. Originality/value This study extends extant mentoring research by combining insights from perceived organisational support (POS) and self-determination theory (SDT) to examine the role organisational conditions and workplace characteristics play in aiding or hindering volitional mentoring. It enriches extant knowledge management studies on the link between organisational aspects and (intended) knowledge sharing behaviour by showing that similar organisational motivators predict volitional mentoring, thereby launching a call to study knowledge management through volitional mentoring using a SDT- and POS-based lens. A methodological novelty is the reliance on a vignette study.

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Iqbal, Qaisar, Shaohua Yang, Rashid Nawaz, and Yifeng Lin. "Infollution (Information Pollution) Management, Filtering Strategy, Scalable Workforce, and Organizational Learning: A Conceptual Study." Information Management and Business Review 10, no. 4 (January 14, 2019): 1–7. http://dx.doi.org/10.22610/imbr.v10i4.2641.

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Information generation is increasing rapidly on a global scale. The exponential advancement in information technology and communication has accentuated the problem of effective information management. Yet, employeesâ€™ cognitive ability to process information has not increased in parallel with information generation. With the exponential rise of information, information pollution (infollution) emerges as a problem on an exponential basis. Infollution is among the greatest challenges of the 21st century. Nevertheless, based on information processing theory and dynamic capability, researchers have conceptualised that agile organisations can cope with information pollution by promoting scalable workforce and organisational learning. By employing coping strategies, filtering has been hypothesised as moderating the association of scalable workplace and organisational learning with infollution management. This research will extend the literature in the domain of information management and agile organisations. It will be particularly useful for information processors to identify quality information for improved decision-making.

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Zulkifli, N. A., Tatiek Nurhayatie, N. A. Widodo, and Muhammad Junaidi. "Improving organisational learning, strategic quality, organisational performance: energising intellectual approach." International Journal of Learning and Intellectual Capital 17, no. 3 (2020): 297. http://dx.doi.org/10.1504/ijlic.2020.109920.

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Khaola, Peter. "Organisational citizenship behaviour within learning environments." International Journal of Management Education 7, no. 1 (October 29, 2008): 73–80. http://dx.doi.org/10.3794/ijme.71.219.

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Sasmita Nayak, Sasmita Nayak. "Impact of Learning and Development Strategy On Organisational Performance." International Journal of Business Management & Research 8, no. 1 (2018): 19–26. http://dx.doi.org/10.24247/ijbmrfeb20183.

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Johannessen, J.-A., and A. Hauan. "Information, Innovation and Organisational Learning." Creativity and Innovation Management 3, no. 2 (June 1994): 96–103. http://dx.doi.org/10.1111/j.1467-8691.1994.tb00159.x.

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Biloslavo, Roberto, and John Hicks. "Organisational learning and aspirational management in a knowledge-era organisation." International Journal of Business and Systems Research 1, no. 4 (2007): 402. http://dx.doi.org/10.1504/ijbsr.2007.016420.

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Reneé, N. A., and N. A. Malan. "Exploring the interconnectedness among strategy development, shared mental models, organisational learning and organisational change." International Journal of Learning and Change 5, no. 3/4 (2011): 227. http://dx.doi.org/10.1504/ijlc.2011.045070.

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Hernández, Juan Dario, Juan Camilo Calderón, Iván Felipe Rodríguez, and Jaime Andrés Bayona. "CIAC: adopting postconflict strategies." Emerald Emerging Markets Case Studies 9, no. 4 (December 13, 2019): 1–21. http://dx.doi.org/10.1108/eemcs-10-2019-0290.

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Learning outcomes Identify the influence of contextual variables (i.e. politics) in the strategy of a military organisation. Analyse and evaluate strategic change options of a military organisation. Decide on a strategic change from the resources and capabilities model. Case overview/synopsis Colombia Aeronautics Industry Corporation (CIAC) is a Colombian mixed economy company that commercialises, maintains and repairs civil and military aircraft and aeronautical components. The case presents the decision that the manager must make regarding a change in corporate strategy because of the entry into force of the peace agreement between the Government of Colombia and the Revolutionary Armed Forces of Colombia (FARC). This agreement assumes that the main line of business of the CIAC would be weakened (i.e. repair of military aircraft used in the internal armed conflict with FARC), because in a new peace scenario, the aircraft would not need as much maintenance as in the most critical stages of the conflict. Complexity academic level Master of Business Administration level (suggested courses: strategy, strategic management and organisational change). Undergraduate level (suggested courses: strategy and organisational change). Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 11: Strategy.

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Kunz, Jennifer. "Organisational learning: lost and found?!" International Journal of Learning and Intellectual Capital 1, no. 4 (2004): 416. http://dx.doi.org/10.1504/ijlic.2004.005992.

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Brown, Alan. "Organisational paradigms and sustainability in excellence." International Journal of Quality and Service Sciences 6, no. 2/3 (June 10, 2014): 181–90. http://dx.doi.org/10.1108/ijqss-02-2014-0020.

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Purpose – The purpose of this paper is to focus on how organisations can benefit from adopting an organic paradigm of management to maximise the benefits of quality and business excellence strategy. Mechanistic approaches do not offer long-term sustainability and do not facilitate learning and innovation. Insights from research on business excellence award-winning organisations show how they embed quality into their culture for long-term sustainability. Design/methodology/approach – This paper provides both a conceptual review of two organisational paradigms and relates this to the findings of a qualitative study of Australian Business Excellence Award winners. Interviews with company managers and case material from the organisations provided the information relating to strategies for sustaining business excellence. Findings – Organisations using a business excellence framework and those who have reached award status have adopted a range of approaches to maintain and sustain their performance. These include measures relating to leadership, processes, people, communication and strategy. Specific strategies focus on embedding, relentless driving values and engagement of people throughout. These support ongoing learning and innovation and fit the organic organisational paradigm. Research limitations/implications – Insights into how organisations sustain their use of business excellence frameworks show how business excellence principles can be embedded into organisations so that it becomes “the way we do things around here”. Originality/value – This paper offers insights into key issues faced by organisations that have already achieved high levels of performance on the business excellence frameworks and how they sustain this.

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Beneke, Justin, Simon Blampied, Nadine Dewar, and Linda Soriano. "The impact of market orientation and learning orientation on organisational performance." Journal of Research in Marketing and Entrepreneurship 18, no. 1 (July 11, 2016): 90–108. http://dx.doi.org/10.1108/jrme-06-2015-0033.

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Purpose This study aims to consider the impact of market orientation and learning orientation on organisational performance in the context of small- and medium-sized enterprises (SMEs) in Cape Town, South Africa. SMEs play a vital role in developing countries’ economies given their large contribution towards employment and the economic output (gross domestic product). However, many SMEs struggle to implement practices that are used to successful ends by their corporate counterparts. In view of this, this study sought to probe this issue within an emerging market context. Design/methodology/approach A survey of 162 enterprises, using partial least squares -structural equation modelling path modelling, was used to link the constructs of market orientation, learning orientation and organisational performance. Findings The results revealed a significant relationship between market orientation and organisational performance. However, in contrast to other studies in the developed world, this study found that learning orientation has neither a significant effect on organisational performance nor a moderating effect on the relationship between market orientation and organisational performance of SMEs. Practical implications The implications of these findings suggests that, inter alia, the organisation’s implicit marketing plans should be made explicit and shared with employees throughout the enterprise. Moreover, owners and senior managers should embrace a positive marketing philosophy and optimal organisational structure, as well as be willing to assume risks to achieve organisational objectives. However, further research is advocated to understand the nuances distinguishing developing and developed countries. Originality/value This is one of the first studies to consider the interrelationships between market orientation, learning orientation and organisational performance in the context of SMEs within an emerging market setting. To the best of the authors’ knowledge, this is pioneering research in the South African domain.

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Muthusamy, Senthil K., and Ramaraj Palanisamy. "Leveraging Cognition for Competitive Advantage: A Knowledge-Based Strategy Process." Journal of Information & Knowledge Management 03, no. 03 (September 2004): 259–72. http://dx.doi.org/10.1142/s0219649204000870.

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The organisation that wants to build competitive advantages has to create and leverage its capabilities. One of the central bases for achieving competitive advantage is the organisational capability to create new knowledge and transfer it across various levels and parts of the organisation. Because knowledge is central to strategy formulation and implementation, knowledge management has become a key strategic task facing managers for achieving success in today's complex and dynamic environments. A major challenge facing strategic management is engineering and managing the individual and group level knowledge that facilitates better strategies and invokes commitment. A knowledge management based model of strategy formulation process is presented. Traditional strategy frameworks are evaluated and a comprehensive cognition and learning centered strategy framework is suggested as a better model of strategy formulation and implementation for achieving competitive advantage. The implications of the knowledge-based approach for strategic management practice and research are highlighted.

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Filho, Abimael Magno Do Ouro, Maria Elena Leon Olave, and Ikaro Daniel De Carvalho Barreto. "Strategic factors of network organisations and their influence on inter-organisational learning." International Journal of Learning and Intellectual Capital 18, no. 1 (2021): 69. http://dx.doi.org/10.1504/ijlic.2021.113672.

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Magno Do Ouro Filho, Abimael, Ikaro Daniel De Carvalho Barreto, and Maria Elena Leon Olave. "Strategic factors of network organisations and their influence on inter-organisational learning." International Journal of Learning and Intellectual Capital 18, no. 1 (2021): 1. http://dx.doi.org/10.1504/ijlic.2021.10035842.

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Espinosa, Angela. "Governance for sustainability: learning from VSM practice." Kybernetes 44, no. 6/7 (June 1, 2015): 955–69. http://dx.doi.org/10.1108/k-02-2015-0043.

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Purpose – While there is some agreement on the usefulness of systems and complexity approaches to tackle the sustainability challenges facing the organisations and governments in the twenty-first century, less is clear regarding the way such approaches can inspire new ways of governance for sustainability. The purpose of this paper is to progress ongoing research using the Viable System Model (VSM) as a meta-language to facilitate long-term sustainability in business, communities and societies, using the “Methodology to support self-transformation”, by focusing on ways of learning about governance for sustainability. Design/methodology/approach – It summarises core self-governance challenges for long-term sustainability, and the organisational capabilities required to face them, at the “Framework for Assessing Sustainable Governance”. This tool is then used to analyse capabilities for governance for sustainability at three real situations where the mentioned Methodology inspired bottom up processes of self-organisation. It analyses the transformations decided from each organisation, in terms of capabilities for sustainable governance, using the suggested Framework. Findings – Core technical lessons learned from using the framework are discussed, include the usefulness of using a unified language and tool when studying governance for sustainability in differing types and scales of case study organisations. Research limitations/implications – As with other exploratory research, it reckons the convenience for further development and testing of the proposed tools to improve their reliability and robustness. Practical implications – A final conclusion suggests that the suggested tools offer a useful heuristic path to learn about governance for sustainability, from a VSM perspective; the learning from each organisational self-transformation regarding governance for sustainability is insightful for policy and strategy design and evaluation; in particular the possibility of comparing situations from different scales and types of organisations. Originality/value – There is very little coherence in the governance literature and the field of governance for sustainability is an emerging field. This piece of exploratory research is valuable as it presents an effective tool to learn about governance for sustainability, based in the “Methodology for Self-Transformation”; and offers reflexions on applications of the methodology and the tool, that contribute to clarify the meaning of governance for sustainability in practice, in organisations from different scales and types.

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Rauffet, Philippe, Catherine Da Cunha, and Alain Bernard. "Managing resource learning in distributed organisations with the organisational capability approach." International Journal of Technology Management 70, no. 4 (2016): 300. http://dx.doi.org/10.1504/ijtm.2016.075902.

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Parboteeah, Paul, and Thomas W. Jackson. "An autopoietic framework for organisational learning." Knowledge and Process Management 14, no. 4 (2007): 248–59. http://dx.doi.org/10.1002/kpm.291.

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Thomas, A., and D. Lindsay. "Organisational culture at a South African food service company." South African Journal of Business Management 34, no. 4 (December 31, 2003): 45–52. http://dx.doi.org/10.4102/sajbm.v34i4.691.

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The aim of the present exploratory study was to examine whether congruence exists between the organisational culture perceived to be evident at Compass, South Africa and the strategic objectives of the company. Information from the administration of the Harrison and Stokes (1992) instrument to measure existing and preferred organisational culture orientations was obtained from a sample of 86 employees representing two employee groupings at the company. The findings indicate that a difference in perception of the existing culture is evident between the CEO and the two employee groups and that there is a lack of alignment of the culture with the strategic objective of the company. The findings further suggest that there is consensus among the employee groups about the preferred culture that would appear to support the company strategy. Recommendations with regard to developing an organisational culture to support company strategic intent relate to the development of a learning organisation and the role of leadership in driving culture change.

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Fanousse, Rola Imad, Dilupa Nakandala, and Yi-Chen Lan. "Reducing uncertainties in innovation projects through intra-organisational collaboration: a systematic literature review." International Journal of Managing Projects in Business 14, no. 6 (April 30, 2021): 1335–58. http://dx.doi.org/10.1108/ijmpb-11-2020-0347.

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PurposeThis article provides the first systematic review of literature on effective organisational practices for reducing innovation project uncertainties to promote project performance. Innovation is the lifeblood of organisations, while simultaneously being one of the most challenging processes to manage. This systematic review seeks to examine best practice for reducing uncertainties and thus mitigate the high failure rates in innovation projects.Design/methodology/approachThis paper provides a systematic review of the literature on innovation project management and encourages an understanding of how intra-organisational collaboration reduces uncertainty and thus increases project performance.FindingsBased on an analysis of the systematic literature review findings, the impact of intra-organisational collaboration in reducing uncertainties in innovation projects is uncovered. Three types of project uncertainties were found to be dominant in the context of innovation project management: task, technological and market uncertainties. Five dimensions of intra-organisational collaboration are also identified, namely collaborative relationship, collaborative leadership, communicating and sharing information, trust formation and joint decision-making.Originality/valueThe authors situate five intra-organisational collaboration dimensions as key mechanisms that yield organisational learning as an outcome. On the other hand, they also uncovered that organisational learning is a key enabler in the relationship between intra-organisational collaboration and task, market and technological uncertainties reduction. Therefore, intra-organisational collaboration is identified as a critical practice in enhancing the performance of innovation projects. The study proposes a multi-dimensional conceptual model, providing a mechanism for furthering a research agenda for improving the performance of innovation projects.

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Mouritsen, J., and K. Flagstad. "Managing organisational learning and intellectual capital." International Journal of Learning and Intellectual Capital 1, no. 1 (2004): 72. http://dx.doi.org/10.1504/ijlic.2004.004424.

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Martínez-Martínez, Aurora, Juan Gabriel Cegarra Navarro, Alexeis García-Pérez, and Ana Moreno-Ponce. "Environmental knowledge strategy: driving success of the hospitality industry." Management Research Review 42, no. 6 (June 17, 2019): 662–80. http://dx.doi.org/10.1108/mrr-02-2018-0091.

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Purpose The dynamics of tourism as both an activity and an industry, combined with the growing concerns about the environment, call for continuous efforts in seeking new approaches, tools and perspectives for the acquisition of environmental knowledge by organisations in the hospitality sector. The purpose of this research is to examine the relationships between environmental knowledge, organisational learning and business performance in the context of the tourism industry. Emphasis is made on understanding the process of updating the environmental knowledge base of an organisation through appropriate learning processes within the business. Design/methodology/approach Using a structural equation model, feedback received from 87 companies from the Spanish hospitality sector in a longitudinal study consisting of two distinct phases in 2008 and 2014 was studied. Findings The results of the analysis indicate that environmental knowledge has a positive impact on business performance. Also, the study found that a review of the levels of awareness about environmental problems across the organisation is required at regular intervals (in this research, six years after the initial analysis). Practical implications The focus on the hospitality sector makes this research relevant for a significant number of hotels and their supply chains around the world. Originality/value The research has addressed the challenges of sustainability and environmental performance from a perspective not previously covered in the extant literature, an approach further improved by the longitudinal nature of this study, performed over a period of six years.

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Papageorgiou, George, and Gregoris Demetriou. "Individual Learning Capability and its Association to Organisational Learning." International Journal of Learning and Intellectual Capital 1, no. 1 (2020): 1. http://dx.doi.org/10.1504/ijlic.2020.10029005.

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Demetriou, Gregoris, and George Papageorgiou. "Individual learning capability and its association to organisational learning." International Journal of Learning and Intellectual Capital 17, no. 2 (2020): 145. http://dx.doi.org/10.1504/ijlic.2020.108890.

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Antonacopoulou, Elena P., Christian Moldjord, Trygve J. Steiro, and Christina Stokkeland. "The New Learning Organisation: PART II - Lessons from the Royal Norwegian Air Force Academy." Learning Organization 27, no. 2 (January 12, 2019): 117–31. http://dx.doi.org/10.1108/tlo-10-2018-0160.

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Purpose The purpose of this paper – PART II – is to present the lived experiences of Sensuous Organisational Learning drawn from the educational practices and learning culture of the Norwegian Defence University College, Royal Norwegian Air Force Academy’s (RNoAFA) approach to growing (Military) leaders. Design/methodology/approach The paper reflects the co-creation of actionable knowledge between military officers, academics at the RNoAFA and international scholars engaged as research collaborators. The objective is to present the benefits of “practising knowing through dialogical exchange” (MacIntosh et al., 2012) as an approach to co-creating knowledge for responsible action. In this case, the authors present the conceptualisation and illustration of the idea of the New Learning Organisation they advance. Findings The Sensuous Organisational Learning – 8As framework explains how Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility form an integral part of the educational strategy that enables the RNoAFA to respond to the wider Educational Reforms and Modernisation programme of Norwegian Defence. The RNoAFA is presented as an illustration of how the New Learning Organisation serves the common good if Institutional Reflexivity and High Agility Organising were key aspects of the Learning Leadership it fosters. Research limitations/implications Consistent with MacIntosh et al.’s (2012) dialogical exchanges the authors present the relational and intersubjective nature of meaningful dialogue between the co-authors that provides scope for integrative stories of practice. The resulting illustrative example of the New Learning Organisation, is an account of the learning experienced. Hence, this paper is presented neither as a traditional empirical paper nor as a self-disclosing or even auto-ethnographic account. Instead, it is one of a series of research outputs from innovative research collaboration between the authors all committed to “practising knowing”. Practical implications The New Learning Organisation promoted here focuses on responsible action to serve the common good. Investing in Institutional Reflexivity becomes critical in continuing to broaden the ways of being and becoming. As individuals, communities and organisations, that comprise the institution (in this case Norwegian Defence) grow and elevate their practical judgements to serve the common good the capacity to engage in reflexive critique heightens organisational agility and leadership. Social implications Embedding care as the essence of learning not only enables accepting mistakes and owning up to these mistakes, but reinforcing the strength of character in doing so demonstrating what it means to be resilient, flexible and ready to respond to the VUCA. This is what permits High Agility Organising to foster learning on an ongoing basis driving the commitment to continually renew operational and professional practices. By focussing on how the common good can be better served, the New Learning Organisation cares to pursue the higher purpose that social actions must serve. Originality/value Advancing leadership as a personal, relational and organisational quality supported by an orientation towards practising goes beyond single, double and triple loop learning. In doing so, the Learning Leadership that drives the New Learning Organisation energises Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility. This paper marks a new chapter in Organisational Learning research and practice by demonstrating the value of sensuousness as a foundation for improving the practical judgements across professional practices.

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Jeketule, Jacob Soko. "Intangible Assets for Sustainable Competitive Advantage in Institutes of Higher Learning." Msingi Journal 1, no. 1 (August 27, 2018): 104–47. http://dx.doi.org/10.33886/mj.v1i1.57.

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Resources and capabilities are the building blocks upon which an organisation can create and execute value-adding strategy so that it earns reasonable returns and achieves strategic competitiveness (Management, 2012). A company‘s resource strength forms the cornerstones of strategy because they represent the company‘s best chance for market success (Duncane, Ginter, & Swaye, 1998). This article seeks to find out what kind of resources and capabilities thriving institutes of higher learning in Kenya possess and build to make them stay afloat amidst stiff competition. The ever-changing tastes and customer needs and preferences have significant influence on how businesses shape their strategy to compete with other industry players. The education industry in Kenya has not been spared from this trend. Colleges and universities are facing demanding customers who seek customised education services tailored to their own pace, preferred location and time. While some colleges and universities have thrived because they have taken advantage of the opportunities in their environment some have closed doors while others have resorted to unethical ways to attract students. The play-field has been left to those colleges and universities that have reengineered their organisational activities to address the ever-changing needs and preferences of customers in order to have a competitive edge in the industry. This article discusses the value of intangible assets, anchoring its arguments on the resource based view of the firm. We argue that reputation, organisational leadership, and collaboration are vital for institutes of higher learning to thrive. It recommends that institutes of higher learning should concentrate on building resource strengths and capabilities that make them gain and sustain competitive advantage. We propose action research to continuously improve organisational processes. We further propose a conceptual framework that may lead institutions of higher learning to gain and sustain competitive advantage. By focusing on building intangible assets, which are less prone to imitation, this article will address the challenges of competition in the higher education industry.

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Venkatachalam, Senthilkumar, Alasdair Marshall, Udechukwu Ojiako, and Chamabondo Sophia Chanshi. "Organisational learning in small and medium sized South African energy project organisations." Management Research Review 43, no. 5 (October 26, 2019): 595–623. http://dx.doi.org/10.1108/mrr-02-2019-0068.

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Purpose The purpose of this paper is to explore, using fine-grained exploratory multi-case studies, organisational learning practices – and associated constraints – impacting the performance of four small- and medium-sized project organisations which deliver energy efficiency projects in South Africa and whose learning practice mixes are of wider significance for the emerging project society in the region. Design/methodology/approach The unit of analysis is the Energy Efficiency Demand Side Management (EEDSM) programme; a US$104m grant funded the initiative directed at supporting energy efficient retro-fit projects across local municipalities in South Africa. Thematic analysis is undertaken, based on multiple exploratory interviews with project practitioners working for small- and medium-sized EEDSM project organisations. Findings Recognising the criticality of tacit knowledge as a focus for learning, within unstructured, novel, non-routine and technically specialised learning contexts in particular, the widespread lack of organisational harnessing through linkages to strategy and performance are noted, and advocacy is offered for the development of appropriate learning cultures linked to communities of practice that bring specialists together from across regional project societies. Research limitations/implications The socio-political context of the EEDSM programme, although briefly addressed for its organisational cultural implications, was not given detailed consideration in the exploratory interviews. This would have enhanced the idiographic complexity of the findings, while also reducing prospects for distilling generalisable organisational learning improvement opportunities for emerging project societies. However, the study does not seek to provide evidence for specific learning practice effects on performance as this was not something the interviewees felt able to comment on in significant detail. Originality/value Learning practice studies for small- and medium-sized project organisations remains sparse, so are studies of business environments within developing countries, in general, or sub-Saharan Africa, in particular. Looking beyond narrow individual project views of performance, the present study’s project society-based business environment is theorised as both constraining and benefiting from the project-learning practices discussed by the respondents.

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Squirrell, Gillian. "Developing Organisational Agency: Learning and Leadership with UK Academics." International Journal of Knowledge, Culture, and Change Management: Annual Review 9, no. 7 (2009): 53–64. http://dx.doi.org/10.18848/1447-9524/cgp/v09i07/49773.

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Lin, Liang Hung. "Strategy and organisational learning in multinational corporations: a game theory approach." International Journal of Business and Globalisation 10, no. 2 (2013): 157. http://dx.doi.org/10.1504/ijbg.2013.052252.

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O'Shannassy, Tim. "Lessons From the Evolution of the Strategy Paradigm." Journal of Management & Organization 7, no. 1 (2001): 25–37. http://dx.doi.org/10.1017/s1833367200005289.

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AbstractA review of the strategy literature suggests there have been five phases in the evolution of the field since the Second World War. The present paper discusses each of these phases, drawing on developments in each decade to determine the key lessons for managers and researchers. In particular, it is suggested that ongoing concerns with the effectiveness of strategy implementation in the 1980s and 1990s have led the field to pay greater attention to managers' thought processes, the use of technology, organisational learning, organisational politics, organisational culture and group dynamics. It also appears that a debate has evolved as to whether strategy should be practiced as art, a science or a combination of both.

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O'Shannassy, Tim. "Lessons From the Evolution of the Strategy Paradigm." Journal of the Australian and New Zealand Academy of Management 7, no. 1 (2001): 25–37. http://dx.doi.org/10.5172/jmo.2001.7.1.25.

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AbstractA review of the strategy literature suggests there have been five phases in the evolution of the field since the Second World War. The present paper discusses each of these phases, drawing on developments in each decade to determine the key lessons for managers and researchers. In particular, it is suggested that ongoing concerns with the effectiveness of strategy implementation in the 1980s and 1990s have led the field to pay greater attention to managers' thought processes, the use of technology, organisational learning, organisational politics, organisational culture and group dynamics. It also appears that a debate has evolved as to whether strategy should be practiced as art, a science or a combination of both.

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Pietruszka-Ortyl, Anna. "THE IMPACT OF ORGANIZATIONAL CULTURE FOR COMPANY'S INNOVATION STRATEGY." Marketing and Management of Innovations, no. 3 (2019): 178–92. http://dx.doi.org/10.21272/mmi.2019.3-14.

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The resource-based view recognizes present organizational culture as a key component to its success or failure. It has a direct impact on the innovation strategy of organizations and therefore should be treated as a determinant of the organisation's future. Presently companies should naturally strive to make efforts aiming at the creation of such organizational cultures which would affirm knowledge – cultures characteristic for organisations based on knowledge, that foster engagement of employees, building trust and sharing knowledge. They are most often convergent and mutually complementary and described as: lean culture, learning organization culture, information culture, group-development culture. One type of the organizational cultures indicated as optimal for operating in knowledge-based economy is the quality culture. Concentration on quality is currently a sine qua non-condition for the survival and development of modern organization and at the same time, one of the main tasks of managers. Because of the fact that that instruments are in place but still there is a lack of quality culture in the practical aspects and also common point of view that there is a gap to be filled in the development of appropriate culture for quality, the study provides an initial comparative verification of which stage of evolution towards quality culture is represented by companies from different sectors in Poland. The paper has theoretical-empirical ladder. Its aims are to review existing literature dedicated to organisational quality culture essence, elements, determinants and dimensions. Investigation of the topic in the paper is carried out in the following logical sequence: TQM implementation → Organizational culture → Quality culture → Organizational Quality Culture. The purpose of this paper is to describe components of organisational quality cultures in polish enterprises from different sectors. The methodological tool of the research methods was survey questionnaire, included 20 closed-ended questions – most of them multiple choice. It was decided to research, in the context of quality culture, all enterprises: those operating in production, in services and also mixed enterprises. Based on exploration of empirical data, the condition of quality culture in companies operating in Poland is diagnosed. Paper proves that verified organisations are on their way in the direction to the phase of permanent organisational quality culture creation. The results of the research can be useful for developing the complex model of organizational quality culture constitution. They can also provide managers with valuable suggestions on building stable organizational quality culture.

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Ashish, Malik, and Fitzgerald Martin. "Training and development at BPOLAND." Emerald Emerging Markets Case Studies 2, no. 8 (October 17, 2012): 1–13. http://dx.doi.org/10.1108/20450621211292364.

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Subject area Human resource development/management and change management. Study level/applicability The case is suitable for final year undergraduate human resource development/management or specialist HRM Master's programs (strategic HRM/HRD). Case overview The case study highlights the challenges of managing change and growth in India's dynamic business process outsourcing sector. The choice of a large and complex organisation brings to the fore the complexity of decision making and how various factors shape the development of critical organisational capabilities and training provision. Expected learning outcomes Depending on the level of the class and the emphasis, one or more of the following learning outcomes can be achieved from this case study. Following thecase analysis, students should be able to: discuss the key challenges faced by BPOLAND; identify and analyse the various influences of internal and external factors on training provision; understand the importance of forging partnerships with key functional groups for shaping training and organisational capabilities; analyse the dynamic interactions between the various factors and training provision; analyse the relationship between BPOLAND's competitive strategy and its training choices (make versus buy); evaluate the role of training in developing organisational capabilities; and strategise a way forward for the person responsible for learning and development. Supplementary materials Teaching notes are available; please contact your librarian for access.

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Smith, Andrew, Eddie Oczkowski, Charles Noble, and Robert Macklin. "New management practices and enterprise training in Australia." International Journal of Manpower 24, no. 1 (February 1, 2003): 31–47. http://dx.doi.org/10.1108/01437720310464954.

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The widespread implementation of new management practices (NMPs) in industrialised countries has had a significant impact on employee training. Examines five NMPs: the learning organisation; total quality management; lean production/high performance work organisations; teamworking; and business process re‐engineering. Focuses on the relationship between organisational change and training at the enterprise level. The research identified important findings in six key areas: small business; the use of the vocational education and training system; the importance of the individual; the nature of training; the importance of behavioural skills; and organisational change. The study confirmed that workplace change is a major driver of improved training provision in enterprises. It showed unambiguously that most NMPs are associated with higher levels of training. The integration of training with business strategy was found to be the most important factor in driving training across a wide range of training activities and appears to lead to an across the board boost to enterprise training in all its forms.

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Tidd, Joe. "Complexity, Networks & Learning: Integrative Themes for Research on Innovation Management." International Journal of Innovation Management 01, no. 01 (March 1997): 1–21. http://dx.doi.org/10.1142/s1363919697000024.

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Research on the management of innovation has been highly fragmented, and to a large extent non-cumulative. Much of the research has been conducted within three separate disciplines, with relatively little overlap or interaction: the management of research and development or technology; new product development and marketing; and organisational development and change. In this paper, we identify a number of emergent themes which have the potential to integrate these diverse streams of research, and result in a more comprehensive model of the innovation process: complexity, networks and learning. We argue that the innovation process is inherently complex, and therefore we need better characterisations of the technological, market and organisational contingencies which affect the opportunity for innovation. With growing complexity, the focus shifts from competencies based on internal assets such as R&D activities and intellectual property, to the position of a firm within an innovation network and competencies based on its relationships with other organisations. Finally, too much research has been pre-occupied with how firms develop and exploit narrow competencies based on prior experience, rather than how firms acquire new competencies. A focus on organisational learning may provide a richer explanation of the organisational factors which affect the acquisition of new technological and market knowledge.

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Morgan, Robert E. "Market-Based Organisational Learning - Theoretical Reflections and Conceptual Insights." Journal of Marketing Management 20, no. 1-2 (February 2004): 67–103. http://dx.doi.org/10.1362/026725704773041131.

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Journal articles on the topic 'Organisational learning strategy'

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