https://ubibliorum.ubi.pt/bitstream/10400.6/8666/1/Antunes%20Pinheiro_2019_Linking%20knowledg%20emanagement%20organizational%20learning%20and%20memory_Journal%20of%20Innovation%20and%20knowledge.pdf

Linking knowledge management, organizational learning and memory

The structural equation modeling with partial least squares estimation (PLS-SEM) has been used in a wide variety of research areas, increasing the number of articles published using this method in an exponential way. There are several reasons for this to be happening, but one of them is the fact that the SmartPLS software facilitated the use of PLS-SEM. This article aims to present seven didactic examples with real data sets available to those who want to learn or teach PLS-SEM, dealing with such topics as measurement model evaluation, structural model evaluation, multicollinearity, second-order latent variable, mediation, moderation with numerical and categorical variables (MGA - multi-group analysis).

/pdf/smartpls-3-especificacao-estimacao-avaliacao-e-relato-39sdje4mr5.pdf

SmartPLS 3: especificação, estimação, avaliação e relato

Purpose




The purpose of this study is to examine the relationships among a learning organization, knowledge and financial performance using the Dimensions of the Learning Organization Questionnaire and its abbreviated version.




Design/methodology/approach




This study used a secondary data set and performed second-order factor analysis and structural equation modeling for testing the proposed relationships.




Findings




The study found that a learning organization has a positive effect on knowledge performance; knowledge performance has a positive effect on financial performance; and knowledge performance fully mediates the relationship between a learning organization and financial performance.




Research limitations/implications




This study contributes to validating the current dimensionality of the theoretical framework of a learning organization proposed by Watkins and Marsick (1993, 1996) and offers a valid conceptual framework of the relationship among the learning culture and organizational performance dimensions.




Practical implications




This study re-stresses the significance of the learning and knowledge generated by the human resources of an organization and developed by human resource development practitioners.




Originality/value




This study is valuable to human resource development scholars and practitioners interested in improving and measuring organizational performance.

The impact of a learning organization on performance: Focusing on knowledge performance and financial performance

This paper presents a theoretical and empirical analysis of the relationship between human resource management (HRM) and organizational performance. Theoretically, we discuss the importance of HRM for the development of resources and its impact on business performance. Empirically, we evaluated articles published on Brazilian academic journals that addressed such relationships. The results showed a lack of studies conducted at this intersection. From the universe of 2,469 articles, only 16 (0.6%) sought to relate HRM and organizational performance. We observed a dominance of isolated HR practices, which does not consider HRM as a system, and of operational performance measures, relative to financial and efficiency variables. Most studies show a positive relationship between HRM practices and performance, in line with the literature. However, we point out some methodological issues, such as the difficulty of isolating the HR practices from its context, the failure to consider the temporality of this relationship, and the comparison between companies from different industries.

/pdf/the-relationship-between-human-resource-management-37fkepzxdc.pdf

The Relationship Between Human Resource Management andOrganizational Performance

Analyzing the state of the art in organizational behavior, we identified a lack of distinction between the types of action that are expected at different stages in supporting the occurrence of learning as well as the need for a systematic theoretical proposition about the support for informal learning in its different phases. This article aims to propose a theoretical model based on the stages of psychosocial support for informal learning, according to the characteristics and qualities of the different stages of the concept of informal learning at work. Emphasizing the social learning theory, social cognitive theory and the hierarchy of learning strategies, this study highlights the importance of psychosocial support, taking into account the theory of reciprocity in social relations. Based on a literature review, it's proposed a classification of the concept of support considering the phases through which the concept of learning takes place, from acquisition till the individual to application at work. The support for learning is discussed considering the procedural stages of acquisition, retention, maintenance, generalization and transfer of knowledge, skills and competencies that must be expressed as tangible and observable results at work routines. Thus, it becomes relevant to investigate what specific type of action will increase the chance of learning and its transfer to work, taking into account the learning process steps. The study of formal learning is emphasized in the organizational behavior literature, through training, development and education programs. Little attention is given to study informal learning at work. The main limitation this study that is the proposed classification of the concept of learning support has not been tested empirically, although the literature indicates support for learning as the main determinant of the impact of training. Regarding the contributions of this study, it is expected that the classification theory presented is the first step in systematizing the concept of learning support. As a research agenda is proposed the empirical proof of the classification that has been proposed, including the development and psychometric validation of an instrument that will guide the conduct of the research and operationalization of each one of the proposed steps.

/pdf/suporte-a-aprendizagem-informal-no-trabalho-uma-proposta-de-210y6ikeqv.pdf

Suporte à aprendizagem informal no trabalho: uma proposta de articulação conceitual

Este articulo describe los resultados de un estudio cuyo objetivo ha sido validar la escala de medida de la cultura del aprendizaje y su relacion con el desempeno en la organizacion brasilena. El instrumento dimensions of the learning organization questionnaire (Dloq) o cuestionario de las dimensiones de la organizacion que aprende, propuesto por Marsick e Watkins (2003) fue traducido de la lengua inglesa a la portuguesa, y enseguida fue realizada una validacion semantica. El cuestionario fue contestado por 566 empleados de una organizacion del sector electrico. Los datos fueron recogidos en la intranet de la organizacion estudiada, en el segundo semestre de 2005. El instrumento, en su version completa, posee 55 items, de los cuales 43 son de la cultura del aprendizaje y 12 del desempeno organizacional. El referencial teorico discute, inicialmente, conceptos de la cultura del aprendizaje organizacional y ensena estudios que utilizaron el Dloq en otros contextos. Despues, fueron discutidos conceptos del desempeno organizacional usados por Marsick y Watkins (2003) en la construccion del instrumento. La aplicacion del Dloq en el contexto brasileno en su version completa presento una validez convergente y fiabilidad adecuada, sin embargo no presento una vali-dez discriminante (CORREA; GUIMARAES, 2006). Para resolver este problema, el estudio ha utilizado una version simple de este instrumento, creada por Yang (2003), llamado por ella de Dloq-A. Esta version es compuesta por 27 items distribuidos en siete dimensiones de la cultura del aprendizaje - oportunidades para el aprendizaje continuo, cuestionamiento y dialogo, colaboracion y aprendizaje en equipo, sistemas para capturar y compartir el aprendizaje, delegacion del poder y responsabilidad, desarrollo de la vision sistemica de la organizacion y estimulo al liderazgo estrategico para el aprendizaje - y en dos dimensiones del desempeno organizacional - desempeno financiero y lo que fue regalado como conocimiento organizacional. Los resultados del estudio presentaron validez convergente y discriminante, fiabilidad y validez de criterio, ademas de ser parsimonioso. De esta manera, se concluye que el Dloq-A tiene validez en el contexto brasileno. Los resultados de la encuesta ensenan que la cultura del aprendizaje explica 43% de varianza en el desempeno organizacional.

/pdf/dimensoes-da-aprendizagem-em-organizacoes-validacao-do-39f3qw5klx.pdf

Dimensões da aprendizagem em organizações: validação do Dimensions of the Learning Organization Questionnaire (DLOQ) no contexto brasileiro

/pdf/dimensiones-de-aprendizaje-en-las-organizaciones-validacion-3d3vmhkz21.pdf

Elisabeth Aparecida Corrêa Menezes

Papers

Dimensões da aprendizagem em organizações: validação do Dimensions of the Learning Organization Questionnaire (DLOQ) no contexto brasileiro

Dimensiones de aprendizaje en las organizaciones: validación de Dimensions of the Learning Organization Questionnaire (DLOQ) en el contexto brasileño