To see the other types of publications on this topic, follow the link: Organizational Learning Mechanism.
Journal articles on the topic 'Organizational Learning Mechanism'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Organizational Learning Mechanism.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Fang, Shih-Chieh, and Hung Ku Chen. "Strategic intent, organizational environment, and organizational learning mechanisms." Personnel Review 45, no. 5 (August 1, 2016): 928–46. http://dx.doi.org/10.1108/pr-11-2014-0266.
Full textAbstract:
Purpose – The purpose of this paper is to develop different kinds of organizational learning mechanisms based on various types of strategic intents (proactive- and reactive-orientation) and organizational environments (stable and unstable). Design/methodology/approach – The authors utilized a grounded theory approach, and corroborated the results using multiple interviews and documents related to various cases. The authors determined the inter-judge agreement and performed a composite reliability analysis to ensure the robustness of the research. Findings – Successful organization learning is contingent upon managerial strategic intent and the organizational environment in which the organization operates. Proactive strategic intent will cultivate a group-oriented learning system, whereas reactive strategic intent emphasizes the effectiveness of personal learning. Firms in an environment marked by radical change utilize experiential learning mechanisms (participation- and experience-orientation), whereas firms in a stable environment use a specialist-knowledge-oriented approach to learning (benchmarking- and specializing-orientation). Originality/value – The authors offer a theoretical framework two-by-two matrix that has practical implications in providing managers with guidance in selecting the appropriate organizational learning mechanism to implement in their firms.
2
Aleksic-Miric, Ana. "Inter-organizational design fit in inter-organizational knowledge management." Sociologija 56, no. 3 (2014): 343–63. http://dx.doi.org/10.2298/soc1403343a.
Full textAbstract:
The purpose of this paper is to analyze existing knowledge on how organizations learn using multilevel comparison perspective of intra- and inter-organizational learning and to offer deeper understanding of the role that organizational design properties have in inter-organizational learning. Using Argote and Ophir (2005) findings on similarity vs complementarity fit developed for intra-organizational learning as an anchor, we analyze the role similarity vs complementarity fit of organizational configuration and coordination properties in inter-organizational settings. Our intention is to explicitly express the role of interorganizational design fit in inter-organizational knowledge management. Framework developed here systematizes and explains how strategic objectives of network creation (exploration or exploitation) should be aligned with learning mechanisms (learning by doing or learning by listening/observing) and organizational design properties. From the point of organization theory, this paper advances knowledge about the influence organizational design as intra-organizational property has on knowledge transfer between organizations and inter-organizational learning. Our framework helps managers understand how inter-organizational design fit can influence inter-organizational learning within the network. With regard to policy making, knowledge networks are becoming increasingly important as a mechanism of industrial development support, economic growth, increase of employment and poverty reduction and this paper points to mechanisms of inter-organizational design that can be used in managing these networks.
3
Avidov-Ungar, Orit. "School-Based Professional Development as an Organizational Learning Mechanism." International Journal of Educational Reform 25, no. 1 (January 2016): 16–37. http://dx.doi.org/10.1177/105678791602500102.
Full text
4
AlShehhi, Abdulmunem, and Wathiq Mansoor. "Organizational Knowledge Systems Design & Implementation." International Conference on Advances in Business, Management and Law (ICABML) 2017 1, no. 1 (December 24, 2017): 215–28. http://dx.doi.org/10.30585/icabml-cp.v1i1.22.
Full textAbstract:
This research paper aims to explain relationships of organization learning (OL), knowledge management (KM), talent management (TM) practices and organizational performance (OP) in order to have excellent understanding of the subject by using in-depth analysis of the extant literature. This research offers mechanisms for Organizational Knowledge Systems (OKS) that will help the entity to apply OKS. The research paper has created a complete mechanism of the OKS then tests the proposed model.
Keywords: Organization Learning, Knowledge Management, Talent Management and Organization Knowledge Systems.
5
Mitki, Yoram, and Ram Herstein. "From crisis to success: three case studies in organizational learning." Learning Organization 18, no. 6 (September 20, 2011): 454–67. http://dx.doi.org/10.1108/09696471111171303.
Full textAbstract:
PurposeRadical changes and increasing competition in the global economy and markets lead enterprises to change their business policy and activities. This process demands the creation of effective organizational learning mechanisms. This paper seeks to illustrate how three service organizations designed and utilized organizational learning mechanisms to introduce a successful, new corporate brand.Design/methodology/approachThe research methodology was based on interviews and hard data collection. These techniques were found most appropriate for learning and understanding in‐depth organizational transformation processes.FindingsTwo main research findings can be noted. The first is that there are various mechanisms of learning organizations that can improve organizational performance and reputation. The second is that any organizational learning mechanism should be based on the on‐going active involvement of internal stakeholders (employees) both as individuals and as teams.Originality/valueThis paper provides a unique understanding of three dimensions of organizational learning (cognitive, structural and procedural) and their impact on designing a new corporate brand strategy. The research, conducted in three different service organizations, gives new significance to the notion of collaboration
6
Wong, May M. L. "Organizational Learning via Expatriate Managers: Collective Myopia as Blocking Mechanism." Organization Studies 26, no. 3 (March 2005): 325–50. http://dx.doi.org/10.1177/0170840605049801.
Full textAbstract:
Qualitative case studies of two Japanese multinational department stores in Hong Kong are used to illustrate possible blocking mechanisms and collective myopia that hinder Japanese expatriate managers in acquiring double-loop organizational learning in their international assignments. Four major blocking mechanisms were identified — parent company community spirit, dozoku inhabitants, parent company’s translators and desire for normality. These blocking mechanisms were related to the Japanese head office’s culture, ideology and desire to control. They inhibited the expatriates from challenging established practices, procedures and norms, prevented them from becoming knowledgeable human agents, and hindered them from forming reflexivity. The expatriates, as a result, failed to learn from their international assignments. A conceptual model for expatriate learning and blocking mechanisms is drawn from the case examples, and implications for improving expatriate management to strengthen organizational learning are discussed.
7
Buenaventura-Vera, Guillermo, and Juan Antonio Gudziol. "Trust as a mechanism to improve organizational performance." Cuadernos de Administración 36, no. 66 (June 9, 2020): 53–63. http://dx.doi.org/10.25100/cdea.v36i66.7897.
Full textAbstract:
This paper designs and contrasts a relational model between the trust of collaborators in organizations and the performance of the company, mediated by the organizational commitment to learning and the commitment of employees to the company. As key objectives, a double mediation model is tested in the relationship between intra-organizational trust and the firm’s performance, through the organization’s commitment to learning and the commitment of collaborators to the company. Using a 31-item survey, the goodness of the model was evaluated with a sample of 161 individuals from different organizations in southwestern Colombia. The proposed model and its respective adjustment indexes were tested by using structural equations (SEM) modeling and the AMOS software package. The results demonstrate the empirical evidence, by statistically contrasting the model that posits the existence of relationships among the variables of the relational model. The findings made it possible to set parameters for the management of competencies and skills that contribute to the improvement of organizational performance.
8
Li, Mo, Hu Haoyi, and Sun Wenbin. "Learning levels of collective learning mechanism in industrial cluster." International Journal of Human Resources Development and Management 8, no. 1/2 (2008): 43. http://dx.doi.org/10.1504/ijhrdm.2008.018201.
Full text
9
Shang, Hang Biao, Guo Shuang Tian, Cai Ping Song, Yu Kun Cao, Li Rong Chen, Xiang Hua Chen, and Ying Li. "The Study on the Relationship between Hypercompetition and Organizational Innovation: The Role of Organizational Learning." Key Engineering Materials 467-469 (February 2011): 1236–40. http://dx.doi.org/10.4028/www.scientific.net/kem.467-469.1236.
Full textAbstract:
This paper studies on the formation mechanism of how organizational innovation is established and developed. We built a model including envirnomental change, organizational learning and organizational innovation. Using the empirical study as a sample of 194 enterprises the results of this paper show that (1) the external environment factors have no direct effent on organizational innovation. The main factor of organizational innovation driven is organizational learning. (2) the industry of environmental change on the organizational learning have a significant impact to organizational learning and changes in the macroeconomic environment had no significant effect to organizational learning.
10
Baškarada, Saša, Arvind Chandran, Mina Shokr, and Christopher Stewart. "Facilitating organizational learning through agent-based modeling and simulation experimentation." Learning Organization 23, no. 6 (September 12, 2016): 429–43. http://dx.doi.org/10.1108/tlo-01-2016-0004.
Full textAbstract:
Purpose In addition to requiring high absorptive capacity, contemporary organizations operating in highly dynamic and complex environments also require the ability to create knowledge internally, within the organization. While the organizational learning (OL) literature has produced a plethora of theories and frameworks, there has been relatively little empirical research on specific mechanisms for internal knowledge generation. Accordingly, this paper aims to answer calls for more research on mechanisms for internal generation of organizational knowledge. Design/methodology/approach This paper is an in-depth case study in the Australian Defence Organisation (ADO). Findings The paper presents a cyclical eight-stage knowledge generation process and demonstrates how agent-based modeling and simulation (ABMS) may be used to facilitate OL. Originality/value By detailing an in-depth case study of an ABMS mechanism for internal knowledge generation in the ADO, this paper provides a novel and relevant contribution to the OL literature.
11
Silva, Fábio Ferreira, and Catarina Cecilia Odelius. "Organizational knowledge management and sharing." Innovation & Management Review 15, no. 2 (April 16, 2018): 208–27. http://dx.doi.org/10.1108/inmr-04-2018-009.
Full textAbstract:
Purpose This paper aims to identify empirically the influence of learning mechanisms provided by organizations on knowledge sharing in the organizational environment. Design/methodology/approach A quantitative study was developed in which a sample of 268 individuals from civil and military organizations of the Federal Direct Administration was researched. The questionnaire used was composed of the Organizational Learning Mechanism Scale, which was adapted at the time of the present study, in addition to a scale on knowledge sharing, which was developed within the scope of this research. After performing the factorial analysis for both scales, a canonical correlation analysis was performed between the group of variables associated with the learning mechanisms (independent variables) and the group of variables on knowledge sharing (dependent variables). Findings The results found in the canonical correlation analysis indicate that the learning mechanisms are responsible for explaining 35 per cent of the variance (R² = 0.352) of the group of variables on knowledge sharing. Practical implications The findings of this research can help the researched organizations to increase the knowledge management actions, mainly in relation to the actions that favor social interaction among the individuals in the work environment, making possible the exchange of knowledge and experiences in the internal organizational context, and exploring in a positive way actions related to internal acquisition. Social implications The deeper knowledge about the relationship between organizational actions promoted by top management and knowledge support decision-making in the organizational environment regarding contextual factors that influence social interaction between individuals. In relation to the sharing of knowledge, a high correlation of knowledge absorption and reproduction aspects with the knowledge sharing phenomenon was perceived, so that the possibility of organizations thinking in ways that provide the individual with formal and informal environments can be foreseen. Originality/value The main contributions of this research are to measure the intensity of the relationship between learning mechanisms and knowledge sharing; and to test the predictive effect of learning mechanisms on knowledge sharing. Regarding the methodological aspects, it was opportune to approach the phenomenon through a little used lens in the context of administration research: the analysis of canonical correlation, which represents another look at the influence of the actions of the top management and the interaction of individuals. The discussions and the data analysis carried out in this research allow us to envisage significant contributions of this work to the analysis and theoretical refinement of the study of the variables treated.
12
Busby, J. S. "The Effectiveness of Collective Retrospection as a Mechanism of Organizational Learning." Journal of Applied Behavioral Science 35, no. 1 (March 1999): 109–29. http://dx.doi.org/10.1177/0021886399351009.
Full text
13
Sharma, Shubham, and Usha Lenka. "How organizations learn: models uncovering the black box." Development and Learning in Organizations: An International Journal 33, no. 1 (January 7, 2019): 20–23. http://dx.doi.org/10.1108/dlo-01-2018-0008.
Full textAbstract:
Purpose As contemporary organizations’ focus shifts from knowledge orientation to learning orientation, this paper aims to articulate the need for models that describe the learning process in organizations. Simply assuming that organizations learn without any support of tangible framework or models highlights this need. The paper presents limitations of two prevalent themes of organizational learning, i.e. learning by adapting to environmental disturbances and learning from organizational members. Design/methodology/approach Based on the literature review on organizational learning, studies that depict the mechanism of organizational learning were selected. These were grouped into two categories: one that focuses on how organizations learn from its environment and other on how organization learn from its members. Findings This paper suggests the need for developing models and frameworks that eloquently describe the learning process in organizations. The literature focuses on organizational learning from individuals and adapting to the environment. Organizations tend to attribute the cause of failure to environmental shocks. Then, instead of the environment being a source of learning, it becomes a cause of failure. If individuals are agents of organization through which the latter learns, how this tacit knowledge becomes institutionalized in organizational memory is unknown. Originality/value This paper is a retrospective view on organizational learning. It attempts to question the black box of organizational learning, i.e. how the learning of individuals is transferred to organizational memory, or simply put, how the organizational learning mechanism works. There is a dearth of studies that address this question, and it has been simply assumed that somehow organizations do learn, but how?
14
Jiao, Hao, Yupei Wang, and Minjia Liu. "The effect of the social network of the top management team on innovation in cultural and creative industries." Journal of Chinese Human Resource Management 10, no. 1/2 (October 14, 2019): 4–18. http://dx.doi.org/10.1108/jchrm-10-2018-0021.
Full textAbstract:
Purpose The purpose of this study is to explore how the influence of the social network of the members of top management teams affects the firms’ innovation performance through organizational learning in cultural and creative industries in China. Design/methodology/approach Based on cultural and creative industries, this paper focuses on how the social network of members of top management teams affects innovation through organizational learning. Using upper Echelon theory and social capital theory, the paper puts forward the relationship between the top management team’s social network, organizational learning and innovation performance. Findings Drawing on the paradigm of organizational strategy duality (input-process-output), this paper constructs the conceptual model of “relational network – organizational learning − innovative performance” and attempts to reveal the relationship between the network, represented by the senior management network and organizational learning, and the mechanism behind their role in innovation performance. Finally, future research prospects are explored. Research limitations/implications Based on the analysis of the internal mechanism between the top management team network, organizational learning and innovation performance, the influence mechanism framework for the cultural and creative industries’ executive team social network on enterprise innovation is finally obtained, which provides theoretical guidance and a practical operation path for enterprise management innovation. Originality/value This research makes a theoretical contribution to the duality of organizational strategy and provides a practical operation path for enterprises to build a social network, and thereby promote innovation capabilities.
15
Yu, Haibo, Liluo Fang, and Wenquan Ling. "An empirical study on the construct and effective mechanism of organizational learning." Frontiers of Business Research in China 3, no. 2 (May 23, 2009): 242–70. http://dx.doi.org/10.1007/s11782-009-0013-3.
Full text
16
Pudjiarti, Emiliana Sri, and Prihatin Tiyanto Priagung Hutomo. "The critical role of effective organizational learning to improve firm’s innovation and performance in a market turbulence condition." International Journal of Innovation Science 12, no. 3 (June 18, 2020): 237–54. http://dx.doi.org/10.1108/ijis-08-2019-0079.
Full textAbstract:
Purpose The purpose of this study is to identify the effects of market turbulence as a moderating construct in relation to effective organizational learning on the company’s innovation and performance as well as on the antecendent of facilitative leadership competence. Design/methodology/approach This study used a cross-sectional and correlational research design. The period of data collection took place between March and May 2019 for three months. The questionnaires were distributed to 350 people who were randomly selected in the metal small and medium enterprises in Tegal district, Central Java, Indonesia. Analysis was conducted through the analysis of structural equation modeling (SEM). Findings Facilitative leadership competencies have a significant effect on effective organizational learning. Facilitative leadership competencies can support the learning climate and develop mechanisms for transferring learning from individuals and teams into organizational knowledge and experience. There is also an influence of organizational learning on the company’s innovativeness and the company’s performance. Contingency factors can be applied in situations that are always experiencing a change in turbulence Research limitations/implications This study contributes to the deepening of understanding of facilitative leadership concept and highlights the importance in the success of building effective learning, as well as its relationship with innovation performance and business performance. Practical implications This finding helps the management to understand the market forces and their impact on the company’s innovation and performance. In this case, the leader plays an important role in fostering a culture of learning, changing the habits and ways of working so that they are ready to support the organizational culture of learning. Originality/value Developing a mechanism for transferring learning into organizational knowledge is very important because organizational learning is believed to be an important strategy in an organizational learning process. This is particularly true in a rapidly changing environment, as it can create business resilience.
17
Suárez-Barón, Marco Javier, José Fdo López, Carlos Enrique Montenegro Marin, Paulo Alonso Gaona-García, and Franklin Guillermo Montenegro-Marin. "Computational Model for Organizational Learning in Research And Development Centers (R&D)." Inteligencia Artificial 22, no. 64 (February 12, 2020): 143–51. http://dx.doi.org/10.4114/intartif.vol22iss64pp143-151.
Full textAbstract:
This work explains for a computational model design focused organizational learning in R&D centers. We explained the first stage of this architecture that enables extracting, retrieval and integrating of lessons learned in the areas of innovation and technological development that have been registered by R&D researchers and personnel in social networks corporative focused to research. In addition, this article provides details about the design and construction of organizational memory as a computational learning mechanism within an organization. The end result of the process is discusses the management of the extraction and retrieval of information as a technological knowledge management mechanism with the goal of consolidating the Organizational Memory.
18
Escobar, Juan F., and Qiaoxi Zhang. "Delegating learning." Theoretical Economics 16, no. 2 (2021): 571–603. http://dx.doi.org/10.3982/te4191.
Full textAbstract:
Learning is crucial to organizational decision making but often needs to be delegated. We examine a dynamic delegation problem where a principal decides on a project with uncertain profitability. A biased agent, who is initially as uninformed as the principal, privately learns the profitability over time and communicates to the principal. We formulate learning delegation as a dynamic mechanism design problem and characterize the optimal delegation scheme. We show that private learning gives rise to the trade‐off between how much information to acquire and how promptly it is reflected in the decision. We discuss implications on learning delegation for distinct organizations.
19
尹, 文珺. "Organizational Oscillation between Learning and Forgetting: The Connotation and Its Mechanism of Formation." Modern Management 07, no. 05 (2017): 280–90. http://dx.doi.org/10.12677/mm.2017.75038.
Full text
20
Do, Thanh Tung, and Ngoc Khuong Mai. "Review of empirical research on leadership and organizational learning." Journal of Knowledge Management 24, no. 5 (June 1, 2020): 1201–20. http://dx.doi.org/10.1108/jkm-01-2020-0046.
Full textAbstract:
Purpose This paper aims to investigate how the relationships between different leadership approaches and organizational learning have been examined in the literature, from which future research areas can be recommended. Design/methodology/approach This systematic literature review applies matrix method to examine major literature in leadership and organizational learning. A total of 57 peer-reviewed English publications from 45 journals were selected and analyzed. Findings The synthesis of these empirical studies revealed as follows: the relationship between leadership and organizational learning has been mostly quantitatively investigated in many countries and sectors; multiple leadership styles have been identified to ameliorate processes, levels and capabilities of organizational learning and transformational leadership still remains the most commonly used style; there are mediating mechanism and boundary conditions in the relationship between leadership and organizational learning. Research limitations/implications The literature search in this study was mainly focused on English articles only; therefore, some papers in other languages may have not been included. Practical implications This review offers an overall picture of the existing knowledge of organizational learning and leadership that will be fruitful for practitioners to understand and replicate these concepts. Originality/value There are little systematic literature reviews on the relationship between leadership and organizational learning. This paper is among the first systematic reviews to analyze how leadership has been associated with organizational learning and provide potential research directions.
21
Sareen, Puja, and Parikshit Joshi. "Organizational Learning and Motivation: Assessing the impact on Employee Performance." IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) 5, no. 2 (December 12, 2016): 355. http://dx.doi.org/10.21013/jmss.v5.n2.p13.
Full textAbstract:
<em>Organizational learning has the potential to improve organizational performance. For any organization to sustain long term benefits it requires to establish a mechanism to tap the knowledge and use this knowledge in taking future decisions. This study tries to capture the role of Organizational Learning and Employee Motivation and its impact on the Employees’ Performance. The study is exploratory and descriptive in nature. The questionnaire used for primary data collection has its items collected and derived from various standardized questionnaires available. The analysis of the primary data shows that there is a positive correlation between Organizational Learning and Organizational Performance. On understanding Herzberg theory of motivation the study came to conclusion that employees consider hygiene factors of motivation more significant than the motivator factors. The motivation level of employees in an organization has positive impact on the overall performance of any organization. The study helps the organizations to understand the relationship between learning and performance considering motivation as a mediating variable. </em>
22
Park, Sanghyun, and Phanish Puranam. "Self-Confirming Biased Beliefs in Organizational “Learning by Doing”." Complexity 2021 (January 23, 2021): 1–14. http://dx.doi.org/10.1155/2021/8865872.
Full textAbstract:
Learning by doing, a change in beliefs (and consequently behaviour) due to experience, is crucial to the adaptive behaviours of organizations as well as the individuals that inhabit them. In this review paper, we summarise different pathologies of learning noted in past literature using a common underlying mechanism based on self-confirming biased beliefs. These are inaccurate beliefs about the environment that are self-confirming because acting upon these beliefs prevents their falsification. We provide a formal definition for self-confirming biased beliefs as an attractor that can lock learning by doing systems into suboptimal actions and provide illustrations based on simulations. We then compare and distinguish self-confirming biased beliefs from other related theoretical constructs, including confirmation bias, self-fulfilling prophecies, and sticking points, and underscore that self-confirming biased beliefs underlie inefficient self-confirming equilibria and hot-stove effects. Lastly, we highlight two fundamental ways to escape self-confirming biased beliefs: taking actions inconsistent with beliefs (i.e., exploration) and getting information on unchosen actions (i.e., counterfactuals).
23
Koskinen, Kaj U. "Problem absorption as an organizational learning mechanism in project-based companies: Process thinking perspective." International Journal of Project Management 30, no. 3 (April 2012): 308–16. http://dx.doi.org/10.1016/j.ijproman.2011.08.008.
Full text
24
Valaski, Joselaine, Sheila Reinehr, and Andreia Malucelli. "An ontology to support the classification of learning material in an organizational learning environment." Interactive Technology and Smart Education 14, no. 1 (April 18, 2017): 67–87. http://dx.doi.org/10.1108/itse-11-2016-0044.
Full textAbstract:
Purpose The purpose of this research was to evaluate whether ontology integrated in an organizational learning environment may support the automatic learning material classification in a specific knowledge area. Design/methodology/approach An ontology for recommending learning material was integrated in the organizational learning environment based on ontology. An experiment was performed with 15 experts and 84 learners. Experts and learners were asked to classify 30 learning material related to Software Engineering area. The results obtained from experts and learners were compared with the ontology results. Findings Among 30 learning materials evaluated, 24 learning materials got closer to the expert classification using the ontology than using the learners’ manual classification. The learners had difficulties in correctly classifying the learning materials according to the knowledge area applied. Originality/value In an autonomous collaborative environment without a tutor responsible for organizing the learning materials shared by collaborators, an ontology may be an auxiliary mechanism to support automatic learning material classification. The proposed ontology uses recommendations given by the collaborators to get the correct knowledge area classification. The correct classification may support retrieval of appropriate learning materials according to the learners’ needs.
25
Moon, Hanna, and Chan Lee. "Strategic learning capability: through the lens of environmental jolts." European Journal of Training and Development 39, no. 7 (August 3, 2015): 628–40. http://dx.doi.org/10.1108/ejtd-07-2014-0055.
Full textAbstract:
Purpose – This paper aims to deepen the understanding of strategic learning through the lens of environmental jolts. Design/methodology/approach – Strategic learning is explained from the three paradigms of organizational learning. Findings – Organizational learning provides a firm foundation to develop and elaborate the concept of strategic learning that can help organizations gain competitive advantage and adaptive capability. Research limitations/implications – Alan Meyer’s environmental jolt model is meaningful in that it is derived from stimulus–response model, which still explains important aspects of strategic learning. Practical implications – Embedding a strategic learning capability will help organizations development fit with external environments. Originality/value – This paper enlightens strategic learning as a Model II learning at the system level from a stimulus-response mechanism and opens up new possibilities of incorporating higher-order capability.
26
Liu, Junqi, Yanlin Ma, Andrea Appolloni, and Wenjuan Cheng. "How external stakeholders drive the green public procurement practice? An organizational learning perspective." Journal of Public Procurement 21, no. 2 (June 16, 2021): 138–66. http://dx.doi.org/10.1108/jopp-04-2020-0035.
Full textAbstract:
Purpose This study aims to uncover the black box of the influence mechanism between external stakeholder drivers and green public procurement practice, and meanwhile to explore the moderating role of administrative level in this process. Green public procurement (GPP) has been widely implemented. Existing literature has found that external stakeholder drivers can affect public sectors' GPP practice, however, the definition of its connotation is still unclear, and how external stakeholders affect GPP practice has remained a black box. Design/methodology/approach After defining the major external stakeholders, this study develops a multiple mediation theoretical model using survey data from 142 Chinese local public sectors. It aims to uncover the black box of the influence mechanism between external stakeholder drivers and GPP practice and meanwhile explore the moderating effect of administrative levels in this process. Findings The results show that external stakeholder drivers have a positive relationship with GPP practices. The knowledge of GPP implementation policies and the knowledge of GPP benefits can both mediate this relationship. This study also finds that the administrative level of public sectors can positively moderate the mediating effect produced by the knowledge of GPP implementation policies and negatively moderate the mediation effect produced by the knowledge of GPP benefits. Social implications Local governments need to better encourage public sectors to implement GPP. Managers of public sectors need to pay attention to organizational learning to acquire relevant knowledge on GPP. Originality/value This study makes a theoretical contribution to a better understanding of the influence mechanism for GPP practice. This study also provides comparisons of GPP implementation policies between China and European Union.
27
Iqbal, Qaisar, Noor Hazlina Ahmad, and Hasliza Abdul Halim. "How Does Sustainable Leadership Influence Sustainable Performance? Empirical Evidence From Selected ASEAN Countries." SAGE Open 10, no. 4 (October 2020): 215824402096939. http://dx.doi.org/10.1177/2158244020969394.
Full textAbstract:
Presently, sustainable leadership has emerged as an effective leadership style to cope with sustainable challenges. Extent literature has recommended exploring the mechanism and conditional boundaries for the significant effect of sustainable leadership on sustainable performance. Therefore, this study would investigate the mediating mechanism of organizational learning and the psychological empowerment as conditional factor on the sustainable leadership–sustainable performance relationship. The cluster-sampling approach was employed to collect data from 369 small medium enterprises in selected ASEAN countries: Malaysia, Indonesia, and Brunei Darussalam. The response rate is 41%. Structural equation modeling (variance-based) analysis was performed to empirically confirm the proposed hypotheses. By running PROCESS Macro in SPSS, the moderated-mediation analysis was conducted in this study. The research outcomes revealed that higher level of psychological empowerment will result in a higher indirect effect of sustainable leadership on sustainable performance through organizational learning. Based on the present empirical evidences, implications and future research directions have also been added at the end of study. To date, this study has preliminary investigated the interplay of sustainable leadership, organizational learning, empowerment, and sustainable performance.
28
Arifovic, Jasmina, and John Ledyard. "A behavioral model for mechanism design: Individual evolutionary learning." Journal of Economic Behavior & Organization 78, no. 3 (May 2011): 374–95. http://dx.doi.org/10.1016/j.jebo.2011.01.021.
Full text
29
Horstmeyer, Alison. "How VUCA is changing the learning landscape – and how curiosity can help." Development and Learning in Organizations: An International Journal 33, no. 1 (January 7, 2019): 5–8. http://dx.doi.org/10.1108/dlo-09-2018-0119.
Full textAbstract:
Purpose This paper aims to describe four ways learning professionals can harness curiosity to navigate learning environments marked by volatility, uncertainty, complexity, and ambiguity (VUCA). Design/methodology/approach A review of theory and research on curiosity, VUCA, and learning and development challenges was conducted. Findings When applied to talent development, the attributes of curiosity (inquisitiveness, openness, creativity, and disruption tolerance) can help learning professionals innovate their offerings. Practical implications Organizational development and learning professionals are encouraged to implement measures for harnessing the power of curiosity within their processes to optimize their organizations’ learning programs. Originality/value VUCA has placed significant pressures on learning professionals to continually evolve employee development offerings to keep pace with dynamic organizational skill needs. Curiosity is presented as a plausible mechanism for enabling learning professionals to more successfully navigate these pressures.
30
Eisenberg, Alona, Svetlana Ignatjeva, Dzintra Iliško, and Alona Rauckiene-Michaelsson. "Adaptation of the Organizational Learning Culture (OLC) Dimension Methodology in the Israeli Local Authorities Context." Discourse and Communication for Sustainable Education 9, no. 1 (June 1, 2018): 50–63. http://dx.doi.org/10.2478/dcse-2018-0004.
Full textAbstract:
Abstract Survival of organizations nowadays depends on their ability to learn properly and quickly increase their efficiency and their performance and to adapt to the changing environment. Creating an organizational learning culture (OLC) could achieve an increase in the survivability of organizations. This paper examines the OLC questionnaire, the developed research methodology, adapted andapproved by Israeli local authorities. This study analyses 529 questionnaires filled in by municipalitiesi employees. The aim of the research: the development of a mechanism for increasing the efficiency of the local authorities by influencing the behavior of employees through the creation of Organizational Learning Culture (OLC).
31
Samad, Rahmad Sukor Ab, Mohamed Iskandar Rahmad Sukor, and Darwyan Syah. "DETERMINING CONTRIBUTORS OF PERFORMANCE IN MALAYSIAN HIGH PERFORMING SCHOOLS." International Journal for Innovation Education and Research 2, no. 5 (May 31, 2014): 13–19. http://dx.doi.org/10.31686/ijier.vol2.iss5.180.
Full textAbstract:
This research aimed to determine contributors of performance within the vicinity of knowledge management and organizational learning aspects in all 52 High Performing Schools in Malaysia. Purposive full sampling technique was employed and 127 out of 132 respondents consisted of national school headmasters or principals and senior assistant teachers have responded to the distributed questionnaires. The research instrument was developed from 3 theories, namely the theory by Sallis and Jones (2002), Bruce Britton (1998), and Satyendra Singh, Yolande Chan and James McKeen (2006). With the Cronbach’s Alpha value at .965, the obtained data was analyzed by using multiple regression analyses. From the results obtained, 8 predictors were found to be from knowledge management and another 15 from organizational learning. In terms of the assembling element within the capability factor; support culture, communication system and learning application were the contributors towards the performance of high performing schools. Knowledge creation, support culture and integration to strategy were the contributors for the integration element while organizational culture, knowledge sharing, knowledge creation, external learning and organizational memory were found to be the contributors. For the factor of innovation agility; intellectual asset, knowledge sharing, knowledge creation, external learning, mechanism, integration to strategy and learning application were the contributors. Lastly, for competitive actions; intellectual asset, support culture, external learning, integration to strategy and learning application were the contributors towards the performance of high performing schools.
32
Yu, Siyuan, Yang Zhang, Jin Yu, Xuanzhi Yang, and Abbas Mardani. "The Moderating Impact of Organizational Identity Strength between Strategic Improvisation and Organizational Memory and Their Effects on Competitive Advantage." Sustainability 13, no. 6 (March 15, 2021): 3207. http://dx.doi.org/10.3390/su13063207.
Full textAbstract:
In the ever-changing environment, companies are often required to adopt improvised responses to certain unpredicted events and sometimes need to improvise strategically to sustain or thrive. However, the mechanism between strategic improvisation and competitive advantage is understudied. In this study, we try to unveil the mechanism by proposing a moderated mediation model investigating the relationships among strategic improvisation, organizational memory, organizational identity strength, and competitive advantage. Using survey data collected among top managers and members of funding teams in Jiangsu Province, China, we find that strategic improvisation is positively related to competitive advantage, and most importantly, this relationship is partially mediated by organizational memory. However, the moderating effect of organizational identity strength on the relationship between strategic improvisation and organizational memory is not proven. We contribute to the existing literature by making up for the deficiency of the traditional resource-based view to some extent, enhancing the understanding of strategic improvisation, and contributing to achieving sustainable development goals 8 and 12. We also offer some practical suggestions to top managers in terms of cultivating improvising learning as well.
33
Volkov, S. L., L. V. Kolomiets, O. I. Kiseleva, and А. М. Prokopenko. "ORGANIZATIONAL AND INFORMATION DESIGN OF TECHNICAL HIGHER EDUCATION INSTITUTIONS." Key title: Zbìrnik naukovih pracʹ Odesʹkoï deržavnoï akademìï tehnìčnogo regulûvannâ ta âkostì -, no. 1(16) (2020): 6–13. http://dx.doi.org/10.32684/2412-5288-2020-1-16-6-13.
Full textAbstract:
The educational services provided to applicants for higher education in accordance with the Law of Ukraine on Education and the Law of Ukraine on Higher Education are analyzed in the article. The provision of educational services as a separate type of commercial activity, where the leading role is played by the quality of educational services as a key point of competitiveness is defined. The general approach and a kind of organizational design of institutions of higher education which corresponds to the necessary commercial character of their activity is offered; the content and structure of organizational and information design of technical institutions of higher education are determined; the role of each structure in the coordination of the functioning of higher education institutions and the differences in the coordination mechanisms used by them (information links) are analyzed; it is shown that one of the differences in terms of organizational design of technical institutions of higher education from ordinary commercial organizations is the presence of legally defined collegial and advisory authorities at all hierarchical levels of the organizational structure; it is proposed on the basis of these authorities to create a new coordination mechanism that allows the transformation of existing information links into a single information flow of decision-making, thus eliminating contradictions in their approaches, which will coordinate the activities of all departments to maximize the achievement of expected learning outcomes. The general structure of organizational design of technical institution of higher education and the simplified example (variant) of the coordination mechanism of activity of the specified structures are given. Further development of the proposed approach to the organizational design of institution of higher education is the study of the quality of processes that provide coordination mechanisms (information links) and the development of methods for estimating their quality and quality of educational services.
34
Molodchik, M. A., I. A. Esaulova, and A. V. Molodchik. "Knowledge management model based on organizational and motivational mechanisms." Management Science 11, no. 2 (May 26, 2021): 85–98. http://dx.doi.org/10.26794/2404-022x-2021-11-2-85-98.
Full textAbstract:
Knowledge management is among strategic tasks of a modern company. However, there is a gap in the literature considering the mechanisms of organizational knowledge intensification and its transformation into company competitiveness. The paper presents the knowledge management model based on the vector of proactive employee behavior, which is formed with the help of organizational and motivational mechanisms, including flexible organizational structure, transformational leadership, and a culture of knowledge. According to elaborated model proactive behavior of employees is oriented to knowledge intensification and active participation in the processes of organizational development and learning, which in turn determine innovation activities and financial performance of a company. The model has been tested using the database of 110 Russian companies that had been participated in the survey in 2019. Empirical results have been estimated in the software smartPLS using the method of structural equations and had confirmed the validity of elaborated knowledge management model. Obtained mediation effects allow making a conclusion about complementarity of the knowledge culture, transformational leadership and flexible organizational structure; therefore, these mechanisms should be implemented simultaneously for the successful transformation of knowledge into a company competitiveness. Also, the practical implication has an empirical evidence of the highest impact of transformational leadership on innovation and financial performance, determining this mechanism as a key one for Russian enterprises.
35
Vorhies, Douglas W., and Neil A. Morgan. "Benchmarking Marketing Capabilities for Sustainable Competitive Advantage." Journal of Marketing 69, no. 1 (January 2005): 80–94. http://dx.doi.org/10.1509/jmkg.69.1.80.55505.
Full textAbstract:
Market-based organizational learning has been identified as an important source of sustainable competitive advantage. One particular learning mechanism, benchmarking, is a widely used management tool that has been recognized as appropriate for identifying and enhancing valuable marketing capabilities. However, despite widespread admonitions to managers, the benchmarking of marketing capabilities as a route to sustainable competitive advantage has received scant empirical attention. The authors empirically examine the potential business performance benefits available from benchmarking the marketing capabilities of top-performing firms. The results suggest that benchmarking has the potential to become a key learning mechanism for identifying, building, and enhancing marketing capabilities to deliver sustainable competitive advantage.
36
Cao, Li Jie, and Li Jun Liang. "Research on Exaltation Mechanism of Absorptive Capacity about Cross-Border Mergers and Acquisitions Based on System Dynamics Analysis." Applied Mechanics and Materials 411-414 (September 2013): 2593–99. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2593.
Full textAbstract:
Cross-border mergers and acquisitions process are complex organizational behavior of complex organizations. The existence of cultural barriers, technical barriers, organizational barriers and knowledge distance would affect directly or indirectly absorptive capacity in cross-border M&As, thus affect the performance of knowledge transfer and M&AS strategy. Under the cross-cultural, cross-organizational, cross-environmental background, it is critical to analyze objectively and systematically absorptive capacity status in cross-border M&AS. Absorptive capacity in cross-border M&AS is divided into latent absorptive capacity and actual absorptive capacity in the research. The essence of exaltation mechanism of absorptive capacity is a sort of complex dynamic process that enterprises employ the way of organizational learning to polymerize and couple the knowledge elements of M&AS. As the analysis and research methods on dynamic complexity of system, SD (system dynamic) could integrate organically qualitative and quantitative methods to employ computer simulation technique to construct simulation model to analyze systematically the evolution process and exaltation path, so as to find the discipline of formation and exaltation of absorptive capacity.
37
Abouraia, Mahmoud Kamal. "Organizational Learning: An Assessment of its Impact on Crisis Management in the United Arab Emirates." International Journal of Learning and Development 8, no. 1 (January 25, 2018): 1. http://dx.doi.org/10.5296/ijld.v8i1.12542.
Full textAbstract:
The perception associated with organizational learning has been established a long time, however merely in a decade, the notion is extremely acknowledged subject in management studies. The essential part of this research contain the ideas of organizational flexibility structures, assessment of orientation, predisposition to experiment, and enthusiasm to review the environment ideas to understand individual capabilities for knowledge and learning in organization. Empirical evidence publicized that airline industry continues to be the topic of numerous crisis management issues which acquired disastrous effect from the perilousness. Further, it is important to keep in mind that crises can arise as significant factors of change, knowledge, and learning opportunities. The article investigates to evaluate the influence regarding organizational learning toward crisis management in airline industry based on qualitative analysis with airline managers and through supplementary information. The outcomes recommend that airlines should have in-depth and defined techniques for understanding the crises and despite the fact that crisis events and conventional airline accidents remain rare, the requirements for knowledge and learning preparation has vehemently become imperative. It is actually proposing that airlines should apply double-loop learning for its instrumental and policy issues to make sure they will end up more vigilant to signals as well as aggressive while obtaining information for the progress of exigency mechanism.
38
Kucharska, Wioleta, and Denise A. D. Bedford. "Love your mistakes!—they help you adapt to change. How do knowledge, collaboration and learning cultures foster organizational intelligence?" Journal of Organizational Change Management 33, no. 7 (July 30, 2020): 1329–54. http://dx.doi.org/10.1108/jocm-02-2020-0052.
Full textAbstract:
PurposeThe study aims to determine how the acceptance of mistakes is related to adaptability to change in a broad organizational context. Therefore, it explores how knowledge, collaboration and learning cultures (including “acceptance of mistakes”) might help organizations overcome their resistance to change.Design/methodology/approachThe study used two sample groups: students aged 18–24 years (330 cases) and employees aged >24 years (326 cases), who worked in knowledge-driven organizations. Structural equation models were developed, assessed and compared.FindingsThe effect of the “learning climate” on “adaptability to change” mediated by “acceptance of mistakes” has been detected for young students aged 18–24 years; however, this relationship is not significant for business employees aged >24 years. This result indicates that organizations, unlike universities, do not use mistakes as a tool to support learning that is to lead to change.Research limitations/implicationsBoth samples used in the study were obtained from Poland. The business sample was in the majority represented by small and medium-sized enterprises. Therefore, the presented findings may only be applicable to Poland.Practical implicationsAcceptance of mistakes is vital for developing a learning culture. Mistakes help employees adapt to change. Hence, a learning culture that excludes the acceptance of mistakes is somehow artificial and may be unproductive. Paradoxically, the findings reveal that the fact that employees’ intelligence (adaptability to change) improves via mistakes does not mean that organizational intelligence will also increase. Thus, organizations that do not develop mechanisms of learning from mistakes lose the learning potential of their employees.Originality/valueThis study proposes a constant learning culture scale that includes the “acceptance of mistakes” and “learning climate” dimensions. Further, it empirically proves the value of mistakes for adaptability to change. Moreover, it also contributes to the existing literature by demonstrating the mechanism of the relationship between knowledge, collaboration and learning cultures in the context of adaptability to change. This study breaks with the convention of “exaggerated excellence” and promotes the acceptance of mistakes in organizations to develop organizational intelligence.
39
Wu, Xianming, Nathaniel C. Lupton, and Yuping Du. "Innovation outcomes of knowledge-seeking Chinese foreign direct investment." Chinese Management Studies 9, no. 1 (April 7, 2015): 73–96. http://dx.doi.org/10.1108/cms-01-2015-0021.
Full textAbstract:
Purpose – The purpose of this paper is to investigates how organizational learning, absorptive capacity, cultural integration, specialization of the acquired firm and characteristics of transferred knowledge impact innovation performance subsequent to overseas acquisitions. Design/methodology/approach – Survey responses from 222 Chinese multinational enterprises engaged in overseas acquisitions. Findings – Differences between acquiring and acquired firms’ capabilities, while having a positive direct influence, suppress the positive impact of organizational learning and absorptive capacity, suggesting that multinationals require some basic level of capabilities to appropriate value from overseas acquisitions. Research limitations/implications – This paper investigates the impact of knowledge-seeking overseas acquisition of Chinese multinationals on innovation performance, as this appears to be the primary motive for making such acquisitions. Practical implications – Knowledge-seeking overseas acquisition should be based upon the absorptive capacity of the acquiring firm and complementarity between both firms. In knowledge-seeking overseas acquisitions, establishing an effective organizational learning mechanism is necessary for improving innovation performance. Originality/value – This paper reports on the behaviour and innovation performance of Chinese multinationals through analysis of primary data.
40
Pudjiarti, Emiliana Sri, and Honorata Ratnawati Dwi Putranti. "Integrasi Fleksibilitas Strategis dan Kapabilitas Pembelajaran Organisasi sebagai Second-order Factor terhadap Kinerja Inovasi dan Perusahaan." Jurnal Maksipreneur: Manajemen, Koperasi, dan Entrepreneurship 10, no. 1 (December 1, 2020): 73. http://dx.doi.org/10.30588/jmp.v10i1.693.
Full textAbstract:
<span lang="EN-US">T</span><span>egal was once dubbed Japan's Indonesia, but the presence of the disruption era caused turbulence for Tegal metal SMEs (<em>Small and Medium Enterprises</em>). Many SMEs are not ready to face the changes that occur so that the bankrupt. Facing this situation, efforts are needed to maintain it. Efforts are made, among others, through the company's dynamic ability to manage the organization's internal resources. This study aims to examine the role of strategic flexibility and innovation performance as a mediating relationship between organizational learning capability and business performance. The objects in 224 SME</span><span lang="EN-US">’</span><span>s of metal smelting and casting in Tegal were randomly selected. The tool tests the hypothesis using the structural eqution model (SEM). The results of the study concluded that strategic flexibility reinforces the positive effect of organizational learning capabilities on innovation performance and business performance, so that when strategic flexibility is high, business performance will increase higher, when associated with high innovation performance. Strategic flexibility is a source of competitive advantage that is supported by the role of management, and is driven by superior employees as organizational assets. So the company has the ability to be responsive and adaptive to changes that occur. This finding is a mechanism for navigating to face market turbulence and competition.</span>
41
Tkaczyk, Bart. "Crafting continuing learning and development: a positive design tool for leadership development." Development and Learning in Organizations: An International Journal 28, no. 4 (June 2, 2014): 5–8. http://dx.doi.org/10.1108/dlo-10-2013-0079.
Full textAbstract:
Purpose – The purpose of this paper is to consider leaders as continuing learning and development (L&D) crafters. Design/methodology/approach – To maximize leaders’ “self-awareness” and “learning agility”, this article addresses itself to positive, purposeful and planned self-development by means of continuing L&D crafting. Findings – Executing leader’s structured and personalized developmental portfolios produce both personal and organizational gains, as reported by participants in the global “Learning Entrepreneurs” research project. Practical implications – The article offers a “designy” tool that executives can use in the workplace and outside. Social implications – Apart from the fact that it seems highly practical to employ L&D crafting as a business leadership development method, one can extrapolate this idea, and recommend this technique to leaders outside of business. This may transform institutions at large into learning organizations. Originality/value – Rooted in design thinking and positive organizational studies, the article advances a “continuing developmental portfolio” made up of two components: a continuing executive development “Check-in” and “Design”. These together are a mechanism for natural and disciplined learning from opportunistic incidents.
42
SULDIKOVA, I. V. "ORGANIZATIONAL AND ECONOMIC MECHANISM OF MANAGEMENT IN ADDITIONAL PROFESSIONAL EDUCATION OF SPECIALISTS IN THE FIELD OF CULTURE." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 4, no. 10 (2020): 25–31. http://dx.doi.org/10.36871/ek.up.p.r.2020.10.04.005.
Full textAbstract:
The article discusses the features of advanced training in the context of distance learning, which has become a mandatory criterion for the implementation of programs of additional professional education. The author of this article relies on the concept of "interaction", with the help of which the basic principles of communication in the conditions of online and offline Internet communication, on which distance learning is based, are characterized. The scientific novelty of the research lies in the transformation of the range of educational services, taking into account the unresolved needs of the educational market and based on the principle of modularity. The purpose of the study is to systematize the capabilities of online educational sites and platforms in the issue of additional professional education for specialists in the field of culture. The article presents the results of research carried out within the framework of systematization of materials and data on the most popular educational sites. Taken as a basis for the development of categorization and modularity of courses on skills and needs. As an example, a comparative analysis of the main characteristics of educational domes-tic and foreign platforms is given, which makes it possible to rely on innovative research in various fields of science. In the course of the study, the problems of introducing distance technologies into the additional profes-sional education of specialists in the field of culture were identified. The features of the combination of full-time and distance learning are described. An overview of the possibilities of educational online platforms and platforms in the issue of additional professional education is given. It is concluded that it is necessary to update the methods of training and retraining of specialists on the basis of distance technologies.
43
Muduli, Ashutosh. "Exploring the facilitators and mediators of workforce agility: an empirical study." Management Research Review 39, no. 12 (December 12, 2016): 1567–86. http://dx.doi.org/10.1108/mrr-10-2015-0236.
Full textAbstract:
Purpose Recognizing that very less number of research has been conducted on workforce agility, the current research aimed to examine the impact of organizational practices in the form of organizational learning and training, compensation, involvement, team work and information system (IS) on workforce agility. Influenced by the “Black Box” approach, the study also examined the role of psychological empowerment as a mechanism mediating the relationship between organizational practices and workforce agility. Design/methodology/approach The study has been conducted in selective Indian industries, representing manufacturing and service sector across public and private sectors. Quantitative and qualitative data have been collected from both executives and non-executives through reliable instruments validated in Indian context. Data have been analyzed using descriptive analysis, canonical correlation analysis and multiple regression. Findings Findings that organizational practices significantly related to workforce agility prove that organizational practices are capable of improving the agile attributes and behavior of the workforce. In detail, team work has the greatest influence on workforce agility, followed by Reward system, employee involvement, organizational learning and training and ISs. Further, the study result also proved the mediating role of psychological empowerment between organizational practices and workforce agility. Practical implications Organizations are to design practices related to organizational learning and training, compensation, involvement, team work and IS and implement them efficiently and effectively to enable agility within the workforce, as an agile workforce can only respond proactively to a volatile, uncertain, complex and ambiguous business environment. Further, the result also suggests that managers should design the organizational practices capable of enhancing psychological empowerment, as the combination can deliver better workforce agility. Originality/value The research is useful considering very less number of research on workforce agility.
44
Bhuiyan, Md Sanwar Jahan. "Influence of Individual Characteristics, Organizational Support System and Learning Organizational Practices in Post-program Transfer of Training: A Study on Management Development Programs of Bangladesh Civil Service." International Journal of Human Resource Studies 7, no. 3 (July 10, 2017): 23. http://dx.doi.org/10.5296/ijhrs.v7i3.11404.
Full textAbstract:
Management development programs of Bangladesh Civil Service are traditionally seen as a piecemeal approach; no linkage is found among program performance, transfer performance and career advancement of trained officials. Moreover, no effective mechanism is found in public organization to assess or monitor the issue of post-program transfer of training. The study employed an in-depth investigation into factors affecting post-program transfer of training. It made a detailed investigation into ultimate effectiveness of management development programs by examining contribution of three sets of influencing factors under individual characteristics, work environment (social and logistic support), and learning organizational practices on post-program transfer of training. The study was conducted on two management development courses like Advanced Course on Administration and Development (ACAD) and Senior Staff Course (SSC) by administering survey on purposively selected 212 graduated participants of both the courses. The findings of the study suggest that the predictors like post-program motivation and self-efficacy to transfer, peer support, learning organizational practices like collaboration and team learning and strategic link of transfer performance with career advancement have direct and positive influence on post-program transfer of training. The findings of the study would guide the policy planner to formulate prudent HRD policy and strategy linking training performance (performance of learning acquisition as well as post program transfer) and career advancement (placement and promotion).
45
Flack, Jessica C. "Coarse-graining as a downward causation mechanism." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 375, no. 2109 (November 13, 2017): 20160338. http://dx.doi.org/10.1098/rsta.2016.0338.
Full textAbstract:
Downward causation is the controversial idea that ‘higher’ levels of organization can causally influence behaviour at ‘lower’ levels of organization. Here I propose that we can gain traction on downward causation by being operational and examining how adaptive systems identify regularities in evolutionary or learning time and use these regularities to guide behaviour. I suggest that in many adaptive systems components collectively compute their macroscopic worlds through coarse-graining. I further suggest we move from simple feedback to downward causation when components tune behaviour in response to estimates of collectively computed macroscopic properties. I introduce a weak and strong notion of downward causation and discuss the role the strong form plays in the origins of new organizational levels. I illustrate these points with examples from the study of biological and social systems and deep neural networks. This article is part of the themed issue ‘Reconceptualizing the origins of life’.
46
Chen, Lifan, Shengming Liu, Yue Wang, and Xiaoli Hu. "Humble leader behavior and team creativity: the team learning perspective." Journal of Managerial Psychology 36, no. 3 (March 15, 2021): 272–84. http://dx.doi.org/10.1108/jmp-09-2019-0536.
Full textAbstract:
PurposeThis study argues that leader humility is an important facilitator of team creativity. Based on social learning theory, the study explores a new mechanism that links humble leader behavior to team creativity through a path of team learning.Design/methodology/approachData were collected in two private-owned technology companies located in South China. The two-time survey included 77 team leaders and 310 employees. An analysis of time-lagged, multisource data was conducted.FindingsEvidence shows that humble leader behavior promotes team learning behavior through a social learning process, with a subsequent increase in team creativity. This influence is also strengthened when leader effectiveness is high.Practical implicationsTeam creativity is an important determinant of organizational success. This research shows that humble leaders can motivate team creativity by acting as a role model. In addition, this research also reminds us that humble leader behavior loses its effect if the leader is incapable.Originality/valueThis research contributes to existing literature on humble leader behavior and team creativity, especially on the mechanisms and contingency effects between these factors.
47
Meslec, Nicoleta, and Ishani Aggarwal. "Learning not to underestimate." Team Performance Management: An International Journal 24, no. 7/8 (October 8, 2018): 380–95. http://dx.doi.org/10.1108/tpm-01-2018-0006.
Full textAbstract:
Purpose The purpose of this paper is twofold. First, it aims to isolate a new mechanism (i.e. underestimation judgments) through which gender (percentage of women in a group in particular) influences group synergy, or the extent to which groups are able to perform better than their composing members. Second, it aims to explore further the extent to which underestimation judgments are prone to change and adjustment as a result of participating in social contexts, such as groups. Design/methodology/approach The sample consisted of 278 student participants (161 women), nested within 66 groups. Participants performed a series of cognitive tasks with correct answers and had to rate how confident they were in the answers given. Findings Gender composition in terms of percentage of women is positively related to underestimation within groups and this negatively affects group synergy. The data also show that women underestimate less or improve the accuracy of their performance self-evaluation judgments after group interaction, thereby highlighting a factor (group experience) that helps women gain greater accuracy about their performance. Research limitations/implications Further research could explore the extent to which underestimation judgments are present in various organizational contexts and the extent to which they are prone to change. Practical implications Organizations and universities are invited to reflect on the relevance of self-beliefs (and underestimation in particular) on the accomplishment of cognitive tasks. Practices and policies should be geared toward the enhancement of self-knowledge accuracy, with a particular focus on the female population. Originality/value This paper identifies a new mechanism through which gender influences group synergy: underestimation judgments.
48
Wang, Xin, and Ming Xu. "Examining the linkage among open innovation, customer knowledge management and radical innovation." Baltic Journal of Management 13, no. 3 (July 2, 2018): 368–89. http://dx.doi.org/10.1108/bjm-04-2017-0108.
Full textAbstract:
Purpose The purpose of this paper is to propose a research model exploring the link between open innovation, customer knowledge management and radical innovation. It seeks to answer these research questions: is there any difference among the effects of different types of open innovation activities on radical innovation? How does the organizational learning ability influence the impact of customer knowledge management on radical innovation? Design/methodology/approach The paper is based on the data collected from a sample of 165 modern service enterprises located in the Yangtze River Delta region. The authors conducted a structural equation modeling analysis using SPSS and MPLUS to test the proposed hypotheses. Findings The results showed that different kinds of open innovation activities had different impacts on the path to radical innovation. Inbound open innovation activities directly influenced radical innovation while the effect of outbound open innovation activities on radical innovation combined with the organizational exploitative learning ability is indirect. Similarly, the empirical results also proved that customer knowledge management had an indirect effect on radical innovation through the organizational learning ability, and the influence of the exploratory learning ability was more prominent. Originality/value Under the background of the national innovation driven by the development strategy, this paper studies the impact mechanism of radical innovation from the perspectives of open innovation and customer knowledge management. Therefore, it is suggested that the enterprise should adopt open innovation activities to foster innovation performance, formulate a customer-oriented innovation strategy and invest information and communication technologies to enhance the organizational learning ability of the enterprise.
49
Sattayaraksa, Tharnpas, and Sakun Boon-itt. "The roles of CEO transformational leadership and organizational factors on product innovation performance." European Journal of Innovation Management 21, no. 2 (May 14, 2018): 227–49. http://dx.doi.org/10.1108/ejim-06-2017-0077.
Full textAbstract:
Purpose The purpose of this paper is to examine the direct and indirect effects of CEO transformational leadership on product innovation performance. This research investigates the mechanism between CEO transformational leadership and product innovation performance, to understand the process through which transformational CEOs exert their influence. Design/methodology/approach This study is a quantitative research. Data were collected from 269 manufacturing firms in Thailand through a mail survey. This research applied a two-step structural equation modeling process. Findings The results indicate that CEO transformational leadership indirectly affects product innovation performance through an innovation culture, organizational learning, and the new product development (NPD) process. CEO transformational leadership has a strong effect on innovation culture and organizational learning. Organizational learning is strongly associated with the NPD process, which significantly leads to product innovation performance. By integrating the knowledge of leadership and operations management fields, this study helps extend the understanding of how leaders at the top of an organization influence the NPD process and product innovation outcomes. Practical implications For practical implications to be more effective, CEOs focusing on product innovation should develop their skills and behaviors of transformational leadership to foster innovation culture and organizational learning, which in turn will affect product innovation performance. Originality/value This study makes a contribution to the literature by filling the research gaps proposed by several prior studies and offering a theoretical framework of the relationship between CEO transformational leadership and product innovation performance.
50
Shan, Lu, Li Dan, and Yu-mou Qiu. "Study of the impact mechanism of inter-organizational learning on alliance performance—with relationship capital as the mediator." Neural Computing and Applications 32, no. 1 (October 16, 2018): 117–26. http://dx.doi.org/10.1007/s00521-018-3783-8.
Full text