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The main purpose of this paper is to investigate the relationship among leadership, organizational culture, the operation of learning organization and employees' job satisfaction.

A quantitative research design was employed. A total of 1,000 questionnaires were mailed out and received 134 valid replies.

The research results indicate that the various operation extents of learning organization have significant difference under the dimensions of leadership, organizational culture and the operation of learning organization. Both leadership and organizational culture can positively and significantly affect the operation of learning organization. In addition, the operation of learning organizations has a significantly positive effect on employees' job satisfaction.

Although this research is adopted with questionnaire investigation and concise questions to the best of one's ability it is still not known whether the respondents can substantially understand the original contextual meaning of the questionnaire to show the results with a true reflection.

The paper shows that, with the increasing number of knowledge workers in Taiwan, it is impossible for business administrators to satisfy employees' demands by means of conventional leadership. Instead, they are required to enhance their own skills in transformational leadership and, through setting a good example to employees, encouraging innovation and learning activities, developing employees' potentials, giving education and training activities, etc, more money incentives, this is necessary to keep people with excellent talents.

The paper adopts the experimental methodology to observe the learning achievement within the business organizations in Taiwan. Also, an attempt is made to make business organizations aware of the effect of organization learning activities in Taiwan and the job satisfaction of employee.

In spite of the active role of continuous learning on improving organisational performance, the construction industry generally and architectural design firms (ADFs) in particular are criticised for their inability to use organisational knowledge to foster learning culture towards enhancing their performance. This paper aims to develop a framework based on knowledge management (KM) to enhance the learning culture in ADFs in developing countries.

To achieve the abovementioned aim, a research methodology consisted of data collection, data analysis and action required is designed to achieve four objectives. First, to examine the nature of the construction industry in developing countries, learning culture in ADFs, as well as knowledge and KM; second, to present three case studies to investigate the effectiveness of KM in enhancing the learning culture in ADFs; third, to investigate the perception and application of KM towards enhancing the learning culture in ADFs in Egypt, finally to develop a KM based framework to enhance the learning culture in ADFs in developing countries.

Through literature review, the research highlighted the fragmented nature of the architectural design process, which led to the loss of valuable information and made the process of capturing and sharing knowledge a hard task. In addition, it identified the barriers of implementing KM and the building blocks of learning culture in ADFs. Results of data analysis showed that “lack of organisational culture” and “low involvement of top management” were ranked the highest barriers for implementing KM in ADFs. Moreover, respondents mentioned that they do not share openly their information with other employees to maintain their uniqueness and that the strict working environment of their ADFs is not encouraging creativity or enhancing learning culture. Furthermore, “continuous learning and enhancement” and “experimentation, feedback and reflection” were ranked by respondents as the highest building blocks of a learning organisation.

This research focussed on ADFs in developing countries.

Implementing KM strategies will facilitate the enhancement of learning culture within ADFs in developing countries. This will impact positively on improving the performance and increasing the competitiveness and market share of ADFS.

The research identified the barriers of KM implementation in ADFs and the building blocks of creating a learning organisations. It focusses on improving the performance of ADFs through using the capabilities of KM towards building learning culture in ADFs. The proposed framework which was designed to facilitate the implementation of KM for enhancing the learning culture in ADFs in developing countries represents a synthesis that is novel and creative in thought and adds value to the knowledge in a manner that has not previously occurred.

This paper aims to investigate the role of business intelligence systems (BIS) in the relationship between organizational learning culture and organizational performance in the health-care context.

A quantitative approach was applied to identify the hypothesized relationships. Data were obtained from a survey of 217 mid- and top-level managers of health-care organizations in Bangladesh. Structural equation modeling was used to analyze the data.

The findings attest to the effectiveness of the mediating role of BIS in the relationship between organizational learning culture and organizational performance within health-care organizations. The theoretical and practical implications of the findings are also discussed.

The study data were collected from a single country, which made generalization difficult. Further research should be carried out to replicate the present study with different organizational cultural variables and organizational outcomes, such as patient satisfaction.

This study provides a clear direction for hospital managers to invest more resources in an effective learning culture, to be positively mediated by BIS and to eventually enhance their hospitals’ performance. In addition, this study also suggests that hospital managers should focus on building a knowledge-based learning culture, to effectively use the information provided by BIS.

Despite the prior study on the applications of BIS and their value to an organization, little is known about the impact of organizational learning culture on BIS in health-care organizations. The findings give support to the argument that organizational learning culture plays an important role in BIS that, in turn, affects business performance.

The aim of this study is to assess the relationship between some variables (organizational structure, organizational dimension and age, human resource characteristics, the external environment, strategy and quality) and organizational learning culture and evaluate the way they interact with this kind of culture.

Data were collected from 107 Portuguese companies, where a total of 1,122 workers were asked about learning culture through a questionnaire. Data about the other organizational variables of this study were collected in official documents, from scales and also from a structured interview with top managers.

The results revealed that an organic structure, an approach to total quality principles, and highly educated employees, could act as facilitators of the development of a learning culture in organizations. On the other hand, quality certification, firm dimension and age, as well as workers' age, could act as inhibitors of this type of cultural orientation.

In spite of the meaningful results found, the cross‐sectional nature and the exploratory nature of the research leads us to look carefully at the causality of the relationships under study.

The results of this study, in so far as they point out some factors linked to greater cultural orientation to learning in organizations and some factors linked to less orientation to learning, provide clues for organizations concerning better management of their investment in developing this kind of culture.

In the literature on organizational learning and learning organizations, culture emerges as a key concept. In fact, organizational culture is mainly conceived as an essential condition to promote and support learning in organizations. Despite its recognized importance in the literature, little research has been devoted to this issue, namely research centered on the related factors that could contribute to its development.

In this global era every organization aims to retain its key workers through salary, incentives, rewards and recognition. Organizational learning culture and leaders' support are amongst those aspects that have not been focused on extensively by organizations to retain their key employees. The present study aims to investigate the relationship between organizational learning culture, leader‐member exchange quality, organizational commitment and turnover intention.

A total of 415 employees working in Malaysian banks were approached on the basis of convenience sampling. Respondents were asked about leader‐member exchange, organizational learning culture, organizational commitment and their intention to leave the organization through a questionnaire‐based survey.

Leader‐member exchange, organizational learning culture and organizational commitment are found to correlate with each other. Furthermore, structural equation modeling confirms that organizational commitment performs the role of mediator between organizational learning culture and turnover intention.

HR managers should know the importance of leaders' support and learning environment, as these affect employees' level of commitment, which ultimately reduces their intentions to leave the organization. Limitations are also discussed.

The current study elucidates the importance of learning culture for both employers and employees. It produces several unique findings and managerial takeaways for building a better organizational environment for employees to learn and stay with the organization.

The purpose of this paper is to analyse the impact of the processes of orientation and empowerment and the transfer of information in the learning culture.

The first hypothesis predicts that information mediates the relationship between orientation and empowerment processes and learning culture and the second hypothesis suggests that organisational size moderates the relationships between constructs. The empirical work is conducted in the wine industry in Spain through a structural equation analysis, partial least squares.

The hypothesis of mediation is confirmed; however, the hypothesis about size moderation is not confirmed.

The importance of the transfer of information in the foundation of a learning culture is highlighted and, therefore, its importance in the development of learning in organisations, especially in building learning organisations.

This research contributes to the literature on learning in organisations by sharing not only the characteristics that identify a learning culture, but also the mechanisms or processes through which a learning culture can be developed.

The purpose of this paper is to analyse the impact of leadership on culture and on the structure of learning, and of these two constructs on the innovation capacity.

A quantitative study utilising a survey was carried out. By means of an ad hoc questionnaire, educational administrators were asked about some characteristics of their organisations. The authors have proven the model of research through a model of structural equations, that is, by means of the partial least squares technique.

The hypothesis is confirmed that leadership affects culture and learning structure, and both impact on the innovation capacity of schools.

This work addresses the role of three critical aspects in the management of educational organisations—leadership, culture and structure—in the development of innovation that is essential in improving organisational development.

The role of leadership in the development of favourable conditions for innovation is verified, as is the impact of these conditions on the innovation capacity of educational organisations.

If building and nurturing a learning organization is not a random chance, the question of where organizations should start is patent. Because learning culture is one of the core components of learning organizations, it is wondered how individuals and organizations contribute to this phenomenon. Under an interactional perspective, the authors explore the cross-dynamics between learning resources, structure and support (organizational level), and self-directed learning (individual level).

The authors conducted qualitative and exploratory research in Spring 2021 in France. They used semi-structured interviews with HRMs and a Delphi panel as the main instruments. This dual approach brings a reflexive and complementary dialogue to the research question.

The results show that non-learning organizations took advantage of the Covid-19 period. They created a learning biotope and fostered learning dynamics. Although this biotope acted as a learning marketplace and lacked guidance, individuals interacted with this learning biotope. They took learning initiatives and developed their self-directed learning. This understanding argues for constant interaction and co-influence between organizations and individuals to build and nurture a learning culture.

There is little discussion on how individuals and organizations contribute to building and nurturing a learning culture from an interactional perspective. Furthermore, literature on learning organizations considers self-directedness as a whole, considering self-directed learning as a characteristic and a process sharpens thinking. On methodological concerns, the authors used a dual qualitative approach with interviews and Delphi for the first time in research on learning organizations.

Earlier studies of social capital have focused on its influence on various aspects of business. There is substantial void in the literature on how social capital enables learning culture in organizations. The purpose of this paper is to explore direct and indirect relations between dimensions of social capital and learning culture in the organizational context.

A survey-based research was conducted in which the questionnaire based on the Dimensions of Learning Organization Questionnaire (DLOQ) and social capital was used. Participants in this study were employees from an IT organization based in India. Data was subjected to structural equation modeling to understand causal relations between social capital and learning culture.

This empirical study emphatically shows that parameters of social capital positively influence individual learning. Results show that shared vision, shared narratives in the cognitive dimension; trust and identification in the relational dimension; and mutual confiding in the structural dimension have a positive influence on individual learning.

Findings in this paper indicate that a culture of learning in organizations starts with individuals and it can be fueled and sustained by social capital embedded within the organization if managers focus on enabling the factors identified in this study through policies and practices.

This aim of the current research is to provide empirical evidence for the relationships among several organizational factors affecting team performance improvement, including the learning organization and employee engagement. In addition, the mediating effect of employee engagement was assessed to explain team performance improvement within the supportive learning organization. The target sample consisted of major Korean for-profit firms, and a total of 309 cases were used for data analyses. Structural equation modeling was used along with basic descriptive and multivariate research assumption tests. Results support that cultural aspects of the learning organization in Korean for-profit firms positively and directly affect the employee engagement, whereas cultural aspects of the learning organization positively affect team performance positively and indirectly only through employee engagement, and employee engagement plays a full mediating role in explaining the relationship between the learning organization and team performance. Conclusions are discussed, followed by implications for organizational development, limitations and future research suggestions.

The target sample consisted of major Korean for-profit firms, and a total of 309 cases were used for data analyses. Structural equation modeling was used along with basic descriptive and multivariate research assumption tests.

Results support that cultural aspects of the learning organization in Korean for-profit firms positively and directly affect the employee engagement, while cultural aspects of the learning organization positively affect team performance positively and indirectly only through the employee engagement, and the employee engagement plays a full mediating role in explaining the relationship between the learning organization and team performance.

This research has not been conducted in the Korean context, and this research will provide not only scholarly evidences on the importance of the learning organization for performance improvement, but also the practical guideline for the practitioners to make effort to make their organizations as the learning organization for performance improvement.