Showing papers in "The Learning Organization in 2022"

Crisis communication and learning: the US higher education’s response to a global pandemic

Abstract: Purpose This study investigates the processes that the US universities and colleges used to learn during the COVID-19 pandemic and the factors that facilitated and impeded their learning processes. Design/methodology/approach To address this study’s research questions, this study used a crisis communication and learning lens to interview crisis response team members from 30 US higher education institutions in May 2020 (the first pandemic semester). In October 2020 (the second pandemic semester), this study conducted follow-up interviews with 25 of the original interviewees. Overall, this study conducted 55 interviews. Findings Learning during the COVID-19 pandemic is facilitated by a recognition of a serious deficiency in the current system and impeded by the need to act quickly. The findings demonstrate the process by which decisions, actions and strategies emerged during crises. Originality/value This investigation illustrates how crises can prompt organizational learning while demonstrating the critical role of internal and external resources in the learning process.

Organizational ambidexterity and the learning organization: the strategic role of a corporate university

Abstract: Purpose Balancing exploration and exploitation is a strategic challenge for technology-based companies striving to successfully implement ambidexterity in rapidly changing markets. This study aims to look at the extent in which corporate universities can be instrumental in the cross-functional deployment of the resources, capabilities and experience needed to achieve organizational ambidexterity. Design/methodology/approach This study is the result of a single case study of ZTE University in China. Data from archives, direct observations, and semi-open interviews have been triangulated and analyzed with pattern matching technique. Findings This study analyzed the development of capabilities allowing the strategic combinations of exploration and exploitation, and to clearly witness how the corporate university was dynamically linked with those development. Originality/value The empirical results offer new insights on the most relevant capabilities for technology-based companies and notably those that are more likely to be exploited through a corporate university.

Authentic leadership: boosting organisational learning capability and innovation success

Abstract: Purpose Despite the growing interest in the study of authentic leadership, there is little empirical evidence of the consequences of this type of leadership for companies. On the other hand, the mediating variables that may explain these results have not been explored in depth either. Although the academic literature suggests, from a theoretical point of view, that these leaders could favour innovation, little has been studied from an empirical perspective. This study aims to try to cover these gaps. Design/methodology/approach The main goal of this study is to analyse the mediating effect of organisational learning capability in the relationship between authentic leadership and innovation success. Considering a sample frame of 263 Spanish companies, this study tested the proposed hypotheses through structural equations. Findings The results provide empirical evidence of the positive effect of authentic leaders to promote organisational learning capability. In addition, this study confirms the positive effect of organisational learning capability on innovation success. Finally, organisational learning capability mediates the relationship between authentic leadership and innovation success. Originality/value To the best of the authors’ knowledge, this is the first attempt to empirically study the effects of authentic leadership on organisational learning capability and innovation success.

Dialogic evaluation and inter-organizational learning: insights from two multi-stakeholder initiatives in sport for development and peace

Abstract: Purpose The purpose of this manuscript is twofold. First, this manuscript explores how dialogic evaluation (DE), as a participatory evaluation tool, develops inter-organizational learning (IOL). Second, based on empirical analysis, the work provides pragmatic insights to support practitioners in implementing a facilitative framework grounded in DE for the increased uptake of IOL. Design/methodology/approach Two cases of multi-stakeholder partnerships in sport for development and peace (SDP) in Italy were analyzed and compared to explore whether and how the implementation of DE supported the development of IOL. Findings In both cases, applying a three-phase DE process supported several IOL outcomes, such as common knowledge, new innovative solutions development and transfer of new acquisitions. Indeed, DE promoted three key IOL objectives: the emergence of latent relational dimensions and issues to bridge multiple levels; intra- and inter-redefinition and intersection of boundaries; awareness of relevance and usefulness of what was accomplished during the partnership. This paper also discusses some practical insights for DE methodology implementation to activate IOL. Originality/value This research contributes to the understanding of an effective IOL by developing synergies from network interactions. Moreover, the researcher applied a novel methodology, DE, in IOL’s research domain, focusing on a different context and setting such as SDP.

Training value, employee internal states and training transfer: examining the web of relationships

Abstract: Purpose This study aims to examine the web of relationships among training value, employee internal states (psychological empowerment, employee engagement and motivation to transfer) and training transfer. Design/methodology/approach Data is obtained from different categories of employees a few months after attending different training programs organized by their organization. Structural equation modeling is used to analyze the data. Bias-corrected and accelerated (BCa) confidence intervals are used to determine the significance of the hypothesized paths. Findings This study finds that training value relates to motivation to transfer, psychological empowerment and employee engagement. Motivation to transfer also relates to training transfer and employee engagement. Again, psychological empowerment relates to motivation to transfer, employee engagement and training transfer. Concerning the mediated relationship, psychological empowerment and motivation to transfer fully mediate the relationship between training value and training transfer. Practical implications Internal states must be the focus of human resource department (HRD) scholars in their quest to discover training transfer improvement mechanisms. HRD practitioners and organizations generally should also prioritize the enhancement of the internal states of employees to aid training transfer. Originality/value In this study, training transfer facilitating factors particularly employee internal states are explored by examining the web of relationships comprising training value, motivation to transfer, psychological empowerment, employee engagement and training transfer in a pentagonal model using a homogeneous sample with a common understanding of training transfer due to the similarities in their training as well as job conditions.

The contribution of organizational learning and green human resource management practices to the circular economy: a relational analysis – evidence from manufacturing SMEs (part II)

Abstract: Purpose Circular economy has emerged as one of the most important approaches to addressing environmental challenges. Organizations have begun to act on their abilities to enhance their sustainability management to enable a circular economy. The role of organizational learning and green human resource management in the transition to a more circular economy remains unknown. The purpose of this study is to identify and analyze the inter-relationship between the factors of organizational learning and green human resource management, and it aims to rank the identified factors of manufacturing small and medium businesses (SMEs) based on their driving and dependency power and to detect the most substantial factors. Design/methodology/approach This study identified 11 organizational learning and green human resource management (GHRM) factors after conducting a thorough literature analysis and consulting with experts. To investigate the interaction of the indicated factors and to build their structural hierarchy, this study used the total interpretive structural modeling method. Further, Matriced Impact Croises Multiplication Applique (MICMAC) analysis was used to establish each factor’s driving and dependent power. Findings This study discovered that factors “Green separation” and “Organizational learning culture” were found to be significant; “Green performance management” and “Green health and safety management” were observed to be extremely reliant on the remaining GHRM factors. Research limitations/implications The recommended framework has been established in the Indian background and is restricted to manufacturing SMEs. Still, the same framework can be applied to other sectors by slightly modifying it. Also, the analysis is based on the experts’ view and this may be biased. The findings of this study will help human resources managers and SME owner-managers clarify the most and least significant factors of organizational learning and GHRM and their relationships, leading to increased awareness of organizational learning and GHRM practices for enlightened environmental performance. Practical implications The proposed framework might facilitate decision-makers and practitioners to comprehend the relations between organizational learning and GHRM factors. This will support SME owner-managers in understanding the influence of one factor on another factor in manufacturing SMEs. Originality/value Until now, the protruding interest of researchers has been focused mostly on large manufacturing enterprises. However, manufacturing SMEs, which are much smaller when compared to large manufacturing companies, significantly contribute to the economy as well as environmental pollution. Thus, this study provides a vital contribution to the current literature by determining the suitable relationship between the organizational learning and GHRM components, as no previous studies focused on exploring the same using the total interpretive structural modeling approach in the Indian manufacturing SMEs environment.

Connecting organizational learning and open innovation research: an integrative framework and insights from case studies of strategic alliances

Abstract: Purpose This study aims to combine open innovation (OI) and organizational learning (OL) literature in the context of strategic alliances. Design/methodology/approach The authors develop a conceptual framework that links OI to OL literatures. The authors empirically validate this framework through four representative cases of dyadic strategic alliances in which the allied partners have (mainly) adopted an inbound or outbound OI strategy and (mainly) used an experiential or experimental learning approach to access knowledge in the alliance. Findings The authors propose and validate a framework that links two well-known OI strategies (inbound and outbound) and two types of OL, namely, experiential and experimental learning. This, in turn, allows us to propose four different typologies of learning opportunities that could be pursued by alliance partners. Research limitations/implications The research offers a framework that links experiential and experimental learning to inbound and outbound OI strategies. However, the authors focused on inbound and outbound OI. The authors are aware that sometimes coupled innovation could take place in alliances. Practical implications This study proposes best practices for companies willing to open their innovation processes with alliance partners by bearing in mind the learning outcomes that may be exploited through the alliance. Originality/value This study highlights four alliance archetypes emerging from the nexus between OI strategies to OL methods.

Learning from the future as a novel paradigm for integrating organizational learning and innovation

Abstract: Purpose The purpose of this paper is to challenge processes of organizational learning and innovation that are based on making use of, extrapolating, or adapting past experiences and knowledge, because such a strategy turns out to be incapable of dealing with the challenges of today’s volatile, uncertain, complex and ambiguous environment. As a possible way out, a conceptual model is proposed that integrates organizational learning and innovation as a future-driven learning process and a future-making practice. Design/methodology/approach This work is conceptual in nature, drawing on (both theoretical/philosophical and empirical) interdisciplinary concepts and evidence from a variety of fields, including organizational studies, organizational learning, innovation studies, systems theory and systems biology, as well as cognitive science. Findings The author proposes a paradigm shift in organizational learning: from a future-oriented perspective, organizational learning can be viewed as an innovation process that is based on “learning from the future as it emerges.” A conceptual approach is presented that integrates future-oriented innovation and organizational learning as a future-making practice. It is based on learning from future potentials as a source for sustainable innovations. Both epistemological/ontological foundations and organizational implications are discussed. Originality/value This paper introduces a new perspective on the role of future-oriented innovation in the context of organizational learning. It shows how organizational learning and innovation can be integrated and how shortcomings of absorptive capacity can be overcome by assuming a future-driven perspective. Furthermore, an epistemology of future knowledge/potentials and its applications for organizations is developed.

Knowledge sharing and knowledge hiding in light of the mistakes acceptance component of learning culture- knowledge culture and human capital implications

Abstract: Purpose This study aims to examine the micromechanisms of how knowledge culture fosters human capital development. Design/methodology/approach An empirical model was developed by using the structural equation modeling method based on a sample of 321 Polish knowledge workers employed in different industries. Findings This study provides direct empirical evidence that tacit knowledge sharing supports human capital, whereas tacit knowledge hiding does not, and this hiding is considered a waste of knowledge. If tacit knowledge does not circulate within an organization, it is a severe waste of an organization. The findings indicate that shame from making mistakes might impede the sharing of knowledge gained from making those mistakes, and in such cases, the knowledge remains hidden. Practical implications Leaders aiming to ensure human capital growth should implement an authentic learning culture composed of a learning climate and mistakes acceptance components that enable open discussion about mistakes on each organizational level. Originality/value The knowledge culture is found to be an essential element of building human capital but, at the same time, not sufficient without a learning culture, and its mistakes acceptance component. A permanent organizational learning mode that supports a continuous organizational shared mental model reframing is an antidote to tacit knowledge hiding.

Is teleworking at odds with social sustainability and organizational learning?

Abstract: Purpose The well-being of individuals is an essential issue of sustainability research. This study aims to focus on the particular case of teleworkers and the work conditions which may hinder their well-being. More specifically, this study analyses the impact of social isolation and work overload on the work engagement and life satisfaction of teleworkers during COVID-19 pandemic. Design/methodology/approach With a sample of 188 workers from the Portuguese banking sector, the authors use structural equations modelling to test a conceptual model. The authors carry out data analysis with partial least squares. Findings Social isolation and work overload are both negatively associated with the three dimensions of work engagement, namely, vigour, absorption and dedication. In turn, vigour is positively associated with life satisfaction. Social isolation and work overload are indirectly associated with life satisfaction through vigour. Results from multi-group analysis show that the negative relationship between social isolation and dedication is stronger for less senior teleworkers. By contrast, the negative relationship between work overload and dedication is stronger for more senior teleworkers. Additionally, the positive relationship between vigour and life satisfaction is stronger for permanent workers than for temporary ones. Originality/value This study tests the assumptions of the job demands-resources under the novel conditions of telework during COVID-19, focusing its ubiquitous conditions – social isolation and work overload. For human resources managers, this study highlights the need to take seniority and job stability in consideration when devising onboarding and working arrangement strategies for teleworkers.

The influence of transformational leadership on work engagement in the context of learning organization mediated by employees’ motivation

Abstract: Purpose This study aims to focus on determining the influence of transformational leadership on work engagement as mediated by employee motivation. Design/methodology/approach The research findings are based on a quantitative analysis of a survey of 443 full-time employees working in the Guangdong–Hong Kong–Macao Great Bay Area (GBA) of China. Findings The positive perception of transformational leadership from employees enables them to accomplish tasks beyond expectations. With the help of structural equation modeling, this study reveals that the influence path of perceptions of transformational leadership on work engagement is partially mediated through employee motivation. Research limitations/implications Employee motivation is not the only mediating factor, other factors mediate the relationship between transformational leadership and work engagement. The problem of sample size and sampling collection, the survey only focuses on samples working in the GBA. Originality/value The analysis and results based on data from mainland China, especially the GBA, expands the boundaries of the role of transformational leaders in learning organization and provides additional data support and sources for future relevant research. At the same time, the study of the mediation models between leadership and work engagement also hints more potential possible mediation factors.

The contribution of organizational learning and green human resource management practices to the circular economy: a relational analysis – Part I

Abstract: Purpose The goal of this research is to create a conceptual model that identifies the relationship between organizational learning and green human resource management practices and its contribution to the circular economy. The focus of this research is to identify the organizational learning and green human resource factors that lead to a more circular economic transformation. Design/methodology/approach The importance of the interaction of factors benefiting both individuals and organizations has been comprehensively explained by combining two well-known theories: resource-based view theory and organizational learning theory. As learning entails change, a climate of organizational learning combined with green human resource practices will efficiently help firms transition to a circular economy. The authors establish a conceptual model in this study, which they then apply to the small- and medium-sized manufacturing industry and report on in the second paper. Findings This study concentrates on the factors of organizational learning and green human resource management practices that help to create a circular economy after conducting a thorough literature analysis and consulting with experts. Research limitations/implications The conceptual model can be applied to organizations in any industry. In the second part, the authors would investigate the interaction of the indicated factors and build their structural hierarchy using the total interpretive structural modelling method for the small- and medium-sized industries and then present the findings. Practical implications The proposed framework might facilitate decision-makers, practitioners and academicians to comprehend the relationship between organizational learning and green human resource management factors and their influence on organizations’ transition into a circular economy. The study’s findings will help HR managers clarify the significant organizational learning and green human resource management factors that play a vital role in transitioning organizations into a circular economy. Originality/value This research adds to our understanding of the intricate interactions between organizational learning and green human resource management as they relate to the circular economy. To the best of the authors’ knowledge, the conceptual model illustrating the inter-relationship between organizational learning and green human resource management is the first of its type, and it is a novel notion because no previous research has looked into it.

Sustainable human resources management in learning organizations: consequences of customer incivility and surface acting

Abstract: Purpose Because of the nature of their work, frontline service employees are highly exposed to customer incivility (CI) and are required to perform surface acting (SA) in such circumstances. Both CI and SA have detrimental impact to a sustainable workforce. This study aims to investigate the psychological effects of CI and SA on emotional exhaustion (EE), organizational commitment (OC) and work–family conflict (WFC). Design/methodology/approach Data from 203 respondents who successfully completed the questionnaire is used for the analysis. Structural equation modelling and bootstrapping were performed to investigate the relationship among variables. Findings The study found that both CI and SA are positively related to EE. EE is negatively related to OC and positively related to WFC. EE was engaged as a mediator between CI and OC, and between CI and WFC. EE also served as a mediator between SA and OC, and between SA and WFC. Originality/value The findings advanced our knowledge of the impact of CI and SA on EE, OC and WFC. Based on the findings, theoretical and practical implications are discussed.

Fostering egalitarianism for team learning in professional service teams

Abstract: Purpose The purpose of this study is to explore what contributes to egalitarian teams and facilitates for team learning in professional service teams. Design/methodology/approach A qualitative case study, including 41 in-depth interviews (n = 18) of professional service team members and managers in one of Nordics largest professional service companies was conducted. Findings This study reveals how acknowledgement of generational differences and humour can facilitate egalitarianism and psychological safety for members of professional service teams. This in turn relates to team learning processes and behaviours. Humour creates a “safe space” between team members representing different areas of the novice–expert continuum for idea generation and knowledge sharing. Originality/value To the best of the authors’ knowledge, this study is one of the first to contribute with insight on experiences and expectations of humour as an enabling mechanism for egalitarianism and team learning in professional service teams. The findings provide professional service firms with valuable and tangible insights, which could serve as a basis for designing learning and training practices.

An integrative learning approach: combining improvement methods and ambidexterity

Abstract: Purpose This paper aims to explore whether the principles behind improvement methods and the underlying learning orientations of ambidexterity have the potential to support the managing of ideas for implementation. Design/methodology/approach By combining improvement methods and ambidexterity, this study presents a pragmatic framework for innovative working with a scientific underpinning linked to organizational learning. Findings The descriptive stages in the plan-do-check-act method for improvement are instructive in their focus on progress and helpful in untangling the more explanatory nature of ambidexterity to frame innovative working. Research limitations/implications Although the framework’s usefulness for innovative working is subject to future studies, the implementation, validation and results of the framework in pilot research may contribute to the body of knowledge. Practical implications The proposed framework can be used in teaching the key role of strategic leadership to explore and exploit over time. The framework has the potential to guide innovative working in practice by making better use of the employees’ tacit knowledge in such a way that they are empowered to explore new ways of defining problems and searching for solutions to improve organizational performance. The results of the implementation will impact the employees’ quality of life. Originality/value This study advances the current understanding of how the seemingly contradictory activities of exploration and exploitation can model an integrative learning approach.

Learning organizations in emerging economies: the effect of knowledge management on innovative culture in Chilean companies

Abstract: Purpose This study aims to explore the impact of knowledge management (KM) on the development of an innovative culture in learning organizations from emerging economies. Design/methodology/approach A quantitative study using a survey was carried out, achieving a pooled cross-sectional sample of 10,567 workers, made up of 69 larger Chilean companies. Findings Results were analyzed using the exploratory factor analysis and multilevel regression analysis techniques. The findings provide insights into the positive and significant effect of KM – as acquisition, dissemination and responsiveness to knowledge – on innovative culture. Practical implications The findings suggest that managers become more successful in their overall innovative efforts when implementing routines of knowledge or know-how practices that generate a learning culture characterized through discovery skills, creativity, empowerment and cooperation. Originality/value This is an original study that introduces valuable information on learning organizations in emerging markets, contrasting to traditional literature and frequently focusing on developed countries. This study explains the cultural change in learning organizations through KM’s role, which offers routinization of learning practices to facilitate an innovative culture.

A moderated-mediation model of individual learning and commitment: Part I

Abstract: Purpose This study aims to develop a conceptual model linking the relationship between individual learning, organizational learning and organizational commitment. A multi-layered conceptual model involving three dimensions of organizational commitment: normative, affective and continuance, and individual and organizational learning is presented. Design/methodology/approach The two well-known theories – organizational learning theory and organizational commitment theory – have been combined to systematically explain the importance of the interaction of variables benefitting both individuals and organizations. As learning involves change, a climate of organizational learning would foster connectivity of structure, people and process. At the same time, when an individual expands his learning and gets necessary skills, it is more likely they get connected to the organization and increase their level of commitment. In this study, the authors develop a conceptual model, and the authors apply this to the health-care industry and provide the results in the second paper. Findings The authors postulate that (i) individual learning will be positively related to organizational learning and continuance commitment; (ii) organizational learning will be positively related to continuance commitment; and (iii) organizational learning mediates the relationship between individual learning and continuance commitment. Furthermore, they also postulate that (i) normative commitment and affective commitment moderate the relationship between organizational learning and continuance commitment; and (ii) three-way interaction between organizational learning, normative commitment and affective commitment will strengthen continuance commitment of employees. Research limitations/implications The conceptual model can be applied to organizations from any industry. In the second part, the authors would test the model to the health-care industry and provide the results. Practical implications This study contributes to both practicing managers and the literature on organizational learning and organizational commitment. The study suggests that managers in work organizations need to promote a climate for enhancing learning so that employees remain committed to completing their job and contributing to organizational effectiveness. The results of this study highlight the importance of all three dimensions of organizational commitment: affective, normative and continuance. Originality/value This study provides new insights in understanding complex interactions between three dimensions of commitment in contributing to organizational performance. To the best of the authors’ knowledge, the multilayered model showing three-way interactions between the three dimensions of organizational commitment is the first of its kind and is a novel idea.

Burnout in learning organizations: the roles of organizational respect, job satisfaction and job insecurity

Abstract: Purpose The purpose of this study is to explain when and how organizational respect is related to job burnout syndromes. Using the stimulus–organism–response framework, the authors found that organizational respect is negatively related to burnout via job satisfaction, with job insecurity moderating the relationship. Drawing on conservation of resources theory, the authors proposed and found that job satisfaction and emotional exhaustion sequentially mediate the relationship between organizational respect and depersonalization, and this relationship is also moderated by job insecurity. Design/methodology/approach Data analysis was conducted using responses obtained from 280 anonymous employees in the postproduction film industry. The Statistical Package for the Social Sciences, AMOS and PROCESS macro was used for data analysis. Findings The research findings show job satisfaction mediates the effects of organizational respect for all three burnout syndromes. Organizational respect predicts depersonalization not only indirectly through job satisfaction but also through emotional exhaustion. Job insecurity moderates the relationship between job satisfaction and depersonalization and between emotional exhaustion and depersonalization. Organizational respect reduces depersonalization through job satisfaction, but this effect depends on how secure the employees feel about their jobs. Research limitations/implications Samples from one industry but from countries under different management cultures may not show the true scale of burnout levels for the industry. Cross-sectional data from one industry may limit the generalizability to other industries. The finding on the reverse effects of organizational respect on depersonalization for satisfied employees could be further investigated. Practical implications The findings provide insights for learning organizations on the importance of cultivating a respectful atmosphere and reducing job insecurity to mitigate aspects of burnout. Originality/value The authors clarified the moderating role of job insecurity and the mediating role of job satisfaction and emotional exhaustion in the organizational respect–depersonalization relationship.

Organisational learning in complex epistemic environments: reflections from studies of professional work in Norway

Abstract: Purpose The aim of this invited paper is to explore how more complex epistemic environments generate opportunities and challenges for organizational learning in professional realms. Based on these explorations, a second aim is to discuss whether there are specific conditions in Nordic working life that facilitates or restricts such learning opportunities. Design/methodology/approach The paper discusses conditions for organizational learning in terms of changing knowledge practices and relations. Examples from studies of knowledge work in the Norwegian education and health sectors are provided to illustrate how professionals become involved in epistemic practices as part of their work and how these practices are changing in relation to evolving knowledge cultures. Findings The paper conceptualises and discusses how knowledge practices are changing in relation to specific and increasingly complex epistemic environments. It is argued that features such as low power distance, high levels of higher education participation, well-developed digital infrastructures and a general trust in professionals are conducive to learning. At the same time, taking advantage of learning opportunities are increasingly depending on individuals’ agency and capacities to cope with new demands. Originality/value To better account for the complexity of epistemic environments, organisational learning can be seen as a matter of connecting epistemic practices in the local work organisation to wider knowledge circuits.

Developing a sustainability-driven learning organization through expatriate knowledge transfer: the case of Haier

Abstract: Purpose This study aims to examine how expatriates’ knowledge can be adopted to transform the mental models at the subsidiary level and develop a sustainability-driven learning organization in the context of emerging multinational enterprises (EMNEs). Design/methodology/approach Through an inductive interpretive analysis of three Haier subsidiaries from developing countries, this study compares between old and new understandings of sustainability and examines how expatriates’ knowledge can facilitate shifts toward the new to foster a sustainability-driven learning organization. Findings The authors find that subsidiary employees face strategic and operational ambiguity concerning sustainability issues and that a mix of dissemination and reinforcement routines that align with headquarters’ expectations are used to maintain a continuous sustainability-driven learning pattern. Though EMNE subsidiaries may have contrasting understandings of sustainability, expatriate knowledge transfer can help change subsidiaries’ mental models and thus create sustainable capabilities and mindsets that form a sustainability-driven learning organization at the subsidiary level. Originality/value This study reveals the potential in applying expatriate knowledge transfer to transforming sustainable mental models in building sustainability-driven learning organizations.

Renewing models for change

Abstract: Purpose This paper aims to contribute to discussion around the need for improved models for change in a rapidly changing world. It also aims to provide insights for further discussion around how a Nordic management approach can relate to the need for new change ideas. Since Lewin proposed that change requires unfreezing, moving and refreezing, several changes in models have been introduced. Many models include similar factors such as the need for a vision, a clear process and to motivate change. These change factors are investigated in this paper and related to a fast-paced, uncertain and volatile environment Design/methodology/approach Based on a collaborative research approach, engaging with leaders in five organizations, all headquartered in the Nordic countries, this paper examines problems with traditional change models in a contemporary context as well as how these challenges could be handled. Findings This paper concludes that leaders still find value in traditional models but see that these models need to be adapted to include elements of more recent research. This paper suggests tweaks in traditional change factors and ends with a proposition with a renewed model for change. Originality/value The ideas in this paper could be seen as a bridge between traditional and modern models – a bridge that seems to be needed in practice. It draws on action research and close relationships with top management, as they are working with change – potentially giving the study a unique angle on a practical, widespread problem: succeeding with change

Validation of dimensions of the learning organization questionnaire (DLOQ) in a Vietnamese context

Abstract: Purpose The main purpose of this study was to validate the Dimensions of Learning Organization Questionnaire (DLOQ) in a Vietnamese context. Using the DLOQ as a research tool, this study also investigated the impact of demographic features on participants’ perceptions of learning organizations (LOs). Design/methodology/approach Data were collected from 748 valid responses to a version of the DLOQ translated into Vietnamese. Cronbach’s alpha and confirmatory factor analysis were used to test the reliable internal consistency and validity of the DLOQ in a Vietnamese context. Then, one-way ANOVA analyses and independent sample t-tests were used to assess the differences produced by the characteristics of respondents and their enterprises. Findings The results of this study show that three versions of the DLOQ are applicable to a Vietnamese context. The findings of this study also suggest that several demographic features produced significant differences in respondents’ perceptions of organizational learning. Research limitations/implications There are several limitations of this study. First, this study used self-reporting, and individual perspectives of questions can bring about perception bias. Also, the length of the original version of the DLOQ (i.e. 43 questions) might impact the results, because of participants’ lack of patience and focus. In addition, various levels of organizational learning may cause some confusion, leading to misinterpretation. Finally, the overrepresentation of large state-owned enterprises in the service industry in the sample may have caused bias when interpreting the results. Future research should be conducted to further validate and extend the findings of this study for small- and medium-sized enterprises, which account for 98% of businesses in Vietnam. It is strongly suggested that scholars use the validated Vietnamese DLOQ to measure the impacts of learning culture on learning-related results in Vietnam, such as individual/team/organizational performance, staff satisfaction and so on. Finally, future research should consider making appropriate study designs to collect and analyze data from various resources and not be limited to self-reported questionnaires. This would minimize common method bias. Practical implications Application of the DLOQ provides valuable insights and understanding for use in designing and evaluating efforts to learn at all levels in Vietnamese enterprises. Social implications Regarding designing, adjusting and implementing strategies to boost the learning capacity of an organization, the findings of this study also imply that business leaders and practitioners in Vietnamese enterprises can build strategies for enhancing LO culture without biases stemming from gender or management level. However, education level and work experience should be considered critical features that could impact the effectiveness of such strategies. Also, understanding and applying the DLOQ when building LOs will promote Vietnamese businesses’ competitiveness and international integration. Originality/value Using statistical results, this study confirmed that a rigorously translated Vietnamese version of the DLOQ produced reliable measurement scores with a construct validity sufficient to measure LOs in a Vietnamese context.

Application of learning organization 2.0: a case study of Ricoh Ena Forest Japan

Abstract: Purpose This paper aims to offer an empirical application of the concept of learning organization (LO) 2.0. Design/methodology/approach Based on fieldwork study, a case of Ricoh Ena Forest Project is presented to illustrate the contextualized and multi-stakeholder perspective of LO 2.0 in running an environmental sustainability project. Findings The case demonstrated the value of incorporating multiple stakeholders to develop a multi-party learning entity for sustainability pursuit. The findings also highlighted the importance of forfeiting managerial dominance and the creation of a shared commitment in implementing the concept of LO 2.0. Originality/value The study adds empirical evidence to the literature on how LO 2.0 can be implemented and provides guidance on tackling some of the potential challenges.

Organizational learning the Nordic way: learning through participation

Abstract: Purpose Is there a specific way of thinking about organisational learning in Nordic countries? Are concepts such as organisational learning and learning organisations imported, or do they emerge with specific meanings from more local discourses? Beyond that, are they supported by specific learning theories? The purpose of this paper is to trace the way that the concepts of organisational learning and learning organisations appear in research and policy documents in Norway and to identify what sort of learning theories pertain to those concepts. The authors discuss whether Norway’s case exemplifies a Nordic way of thinking about learning in organisations. Design/methodology/approach Through an archaeological investigation into the concepts of organisational learning and learning organisations, the authors explore the theoretical and cultural framing of the concepts in research and policy. The authors limit our work to large industrial field experiments conducted in the 1960s and to large education reform in the 2000s. Findings During the industrial field experiments in the 1960s, the concept of organisational learning evolved to form participatory learning processes in non-hierarchical organisations able to contribute to democracy at work. Education policy in the 2000s, by contrast, imported the concept of the learning organisation that primarily viewed learning as an instrumental process of knowledge production. That strategy is incommensurable to what we define as a Nordic way, one in which learning is also understood as a cultural and social process advanced by democratic participation. Originality/value The authors add to organisational learning theories by demonstrating the importance of cultural context for theories and showing that the understanding of learning is historically and culturally embedded.

The moderating effect of communication on congruence and incongruence of openness to change: is communication always beneficial for learning organization culture and knowledge sharing?

Abstract: Purpose The purpose of this study was to explore the moderating role of communication in the relationship between person-organization fit (P-O fit) of openness to change, learning organization and knowledge sharing. Design/methodology/approach A total of 1,015 faculty and staff participants from three private universities in South Korea was included in the analysis. Individual and organizational aspects of openness to change were examined based on the P-O fit theory. Moderated polynomial regression and response surface methodology were used for data analysis. Findings At a higher level of communication, the congruence of openness to change between the individual and organization showed a positive fit effect on learning organization. The incongruence of openness to change between individual and organization, in which the organizations’ openness to change was higher than that of individuals, decreased the level of knowledge sharing when the level of communication was higher. Originality/value The results of this study support the theory and practice that consideration of P-O fit on openness to change and a strategic approach of communication are needed to succeed in organizational change.

Roles of organizational learning culture in promoting innovation

Abstract: Purpose This study aims to evaluate the relationship between organizational learning (OL) culture (OLC) and innovation. This study also aims to determine the patterns by which the concepts of OLC/learning organization (LO)/OL and OL capability are interrelated and have an impact on innovation. Design/methodology/approach This study emphasized the analysis of 42 literature reviews, which contained the variables of OLC/LO/OL and innovation. Findings A holistic perception of OLC/LO/OL and its relationship with the constructs of innovation was provided. In this case, more reports emphasized the indirect correlation of OLC with innovation, through intervening variables. This indicated that OLC enabled innovation through several internal and external aspects, as well as balancing between flexibility and control in promoting OLC. As part of the OL process, information, acquisition, distribution, interpretation and dissemination were also consistently related to innovation, which escalated the company's ability in becoming an LO. This proved that a group of employees needs to share a similar belief in promoting work unit innovation, because of the importance of continuous formal and informal learning in a well-structured internal organization system. In this case, external factors need to be highly considered, including competitors and clients. Originality/value This study is among the earliest to review the literature about the relationship between OLC and innovation. This study also provides recommendations for enhancing OLC in promoting innovation.

A moderated-mediation model of individual learning and commitment: evidence from healthcare industry in India (part II)

Abstract: Purpose This study aims to empirically examine the relationship between individual learning, organizational learning and employee commitment in the context of health-care industry. Design/methodology/approach A survey instrument was distributed, and data was collected from 346 employees in the health-care industry in the Southern part of India. Hayes’s PROCESS macros were used to test the mediation, moderated moderated-mediation hypotheses. Findings The results reveal organizational learning as a mediator in the relationship between individual learning and continuance commitment, normative commitment and affective commitment moderate the relationship between organizational learning and continuance commitment and three-way interaction between organizational learning, normative commitment and affective commitment to influence continuance commitment of employees. Research limitations/implications As with any survey-based research, the present study suffers from the problems associated with self-report measures: common method bias and social desirability bias. However, the authors attempted to minimize these limitations by following appropriate statistical techniques. Practical implications The study suggests that managers in work organizations need to promote a climate for enhancing learning so that employees remain committed to completing their job and contribute to organizational effectiveness. The results highlight the importance of all three dimensions of organizational commitment: affective, normative and continuance. Originality/value This study provides new insights in understanding complex interactions between three dimensions of commitment in contributing to organizational performance. To the best of the authors’ knowledge, the multilayered model showing three-way interactions between three dimensions of organizational commitment is the first of its kind and is a novel idea.

Built in, not bolted on: responsible innovation in UK Centres for Doctoral Training – the new normal?

Abstract: Purpose The purpose of the study detailed here was to engage with Directors of Centres for Doctoral Training (CDTs) during the first year of their new Centres to form a snapshot view of the nature and type of training that was being incorporated and how this might affect the wider institution – in this case the university. Using an organisational learning lens, this paper empirically examines the work-in-progress of the responsible innovation (RI) training in CDTs to assess how new RI understandings are being created, retained and transferred within the CDTs, questioning whether this process represents a programme of “institutionalisation”. Design/methodology/approach During the past decade, RI has become increasingly embedded within the EU and UK research context, appearing with greater frequency in funding calls and policy spaces. As part of this embedding, in its 2018 funding call for CDTs, the Engineering and Physical Sciences Research Council (EPSRC) required RI training to be included in the programme for all doctoral students. Findings The paper concludes that, at present, institutionalisation is highly variegated, with the greater organisational change required to truly embed RI mindsets. Originality/value The paper provides original, empirical research evidence of RI institutionalisation in UK CDTs, and, using a “learning organisation” lens, examines areas of value to both RI and learning organisation theory.

The interim manager – a catalyst for organizational learning?

Abstract: Purpose Interim managers (IMs) are consultants who take on managerial positions during limited periods to perform changes, handle crises or cover vacancies. The increasing use of these short-term outsiders shapes new conditions for organizational learning in contemporary work life. The purpose of this paper is to contribute to research-based knowledge and theoretical understanding of the relationship between interim management and organizational learning. Design/methodology/approach The paper presents a literature review on interim management published within the years 2000–2020 and analyzes it through the lens of organizational learning. Findings An interim management assignment is characterized by a period of uncertainty, a limited time frame, knowledge from the outside and rather invisible outcomes. The concepts of shared mental models, dialogue, knowledge creation and organizational culture shed light on possibilities and constraints for organizational learning in these arrangements. The findings highlight the IM’s position as central for transforming the organizational culture, put a question mark for the establishment of the IM’s knowledge, show the need for defining outcomes in terms of learning processes and indicate tensions between opportunities for dialogue and the exercise of power. Originality/value The study provides a new conceptual understanding of interim management, laying the foundation for empirical studies on this topic from an organizational learning perspective.