Search results

This paper aims to demonstrate the significance and potential of learning as a performance lever.

Through experience of working within a number of organizations across varied industries the author has formulated a clear link between learning and performance. This paper intends to demonstrate an approach that ensures a collaborative responsibility between learning functions and organization management in the deployment of learning opportunities in a performance journey from current to expected levels.

The paper considers that learning and performance journeys can be combined and managed to greater effect if training is not treated as a one‐off event and that change is more likely if the responsibility for learning and performance is held by individuals and the coordination of learning opportunity support is led by specialists yet implemented in an integrated way by all.

There are a number of implications: the concept of learning and performance journeys being coordinated to ensure transfer of learning to the workplace rather than a focus on single training events or interventions; the use of multi‐media approaches to the provision of learning opportunity to enable improved performance over time; the focus of measurement, reporting and subsequent adjustments to the provision of learning on performance outputs rather than measurement of training inputs.

The paper demonstrates learning and performance journeys as a concept. It is of significant value to heads of learning and development and organization management involved in change and the achievement of strategy and vision.

Although sales managers influence to a great extent their salespeople's outcomes, research examining the impact of leadership effectiveness and learning orientation in the sales department is limited. As such, an investigation of the impact of sales managers' learning values and leadership – on the grounds of goal‐setting and leader‐member exchange (LMX) theories – on salespeople's goal orientation and performance is warranted. This paper aims to investigate these issues.

To explore these issues, the author presents the extant literature on learning orientation, goal orientation and leadership quality, in an effort to provide the basis for the development of theoretical propositions. A strategic learning pathway is proposed for further research indicating that sales managers' learning orientation and leadership affect salespeople's goal orientation and performance.

Each of the underlying propositions is explored and managerial and research implications are identified. The proposed model indicates that it is vital for sales managers to pursue strategic learning and create favourable learning conditions and processes that facilitate organisational learning and change.

The research framework provides a new perspective to sales managers for strategic implementation of learning practices in the sales environment.

The main objective of the study is to test a model of e‐learning effectiveness. The data were collected from 125 subjects enrolled in the Institute of Banking Studies (IBS) at the State of Kuwait. The study results indicate that attitudes toward e‐learning systems explained a significant portion of variance in satisfaction with the systems. The results indicate also, that both attitudes toward and satisfaction with the e‐learning systems explain a significant portion of the variance in organization and individual performance. The current results indicate the special potency of the attitude toward the e‐learning systems flexibility and relevance in predicting both satisfaction with the systems and performance. The study indicated the need to test causal models and included a discussion of the implications and directions of future research.

This chapter presents five differentiated models of curriculum, each designed with templates created from learning theories. The discipline of distributed leadership is chosen to develop a cognition-based curriculum, a behavior-based curriculum, a performance-based curriculum, a values-based curriculum, and collectively arranged into a competency-based curriculum. The research literature frames the attributes of a competency-based curriculum on psychological competence.

In this chapter, curricula are developed to demonstrate the process of adapting theories of learning, instruction, and environment into design templates with which to differentiate the dimensions and components of a curriculum. In these curricula, multiple conceptual frameworks are employed to translate the content and structure of the discipline into instructional objectives, instructional engagement, instructional experience, and instructional environment to align the instructional processes with the intended learning. For these demonstrations, the discipline of organizational leadership is chosen due to the multidimensional structure of this discipline and the opportunities it presents to differentiate the curriculum and learning. Each component of the curriculum adapts an appropriate framework to align and interconnect the instructional processes into an optimized learning experience. The result is curricula that have a coherent flow horizontally across the components for each outcome as well as interconnectedness vertically between the outcomes. This approach creates coherence, alignment, and interconnectedness to the curricula and order to the learning process for the learners.

This methodology is applied to design the curriculum for five instructional modules. Module 1 focuses on dualistic thinking developed through a cognition-based curriculum. Module 2 presents a multiplistic learning experience through a behavior-based curriculum. Module 3 presents relativistic learning through a performance-based curriculum. Module 4 delivers complex learning through a values-based curriculum. Module 5 compiles these four modules into a competency-based curriculum model.

Each of these modules employs a unique set of theories to configure the components of the curricula to reflect the structure of each discipline. The use of each theory is explained and demonstrated in the design process.

The purpose of this paper is to investigate the relationship between social learning constructs and perceived learning performance in corporate informal Web-based learning environments. The study aims at providing significant implications for corporate educators who have worked on designing social learning environments in the workplace.

To identify the casual relationship of the proposed research model, data collected from 523 South Koreans who were corporate employees and social media users were analyzed using structural equation modeling.

The results indicate that self-motivation, learning community and social media usage were significantly related to perceived learning performance. In addition, social media usage mediated the relationship between the other social learning constructs and the learning performance.

Given that corporate personnel typically gain job-related knowledge and skills through social learning, corporate educators need to provide learners with social learning environments that are conducive to self-motivation and learning community. Social media, when used as a learning tool, might not sufficiently improve learning performance without the help of other social learning constructs. Findings shed light on which social learning constructs are essential to effective social learning environment design in the workplace.

The purpose of this paper is to study the validity of the concept of learning organization through the use of the Dimensions of Learning Organization Questionnaire (DLOQ) in an Indian public sector organization. Literature on learning organizations was reviewed to ascertain the sample organization’s progress toward becoming a learning organization. The current research also tries to explore the relationship (if any) between learning organization dimensions and organizational performance.

The study employed a survey method for collecting data from 204 respondents from the sample organization. The data were statistically analyzed and interpretations were made.

The study reveals that the sample organization scores high on the various learning organization dimensions (seven dimensions of DLOQ), which in turn impact knowledge performance and financial performance. Learning organization practices and processes are prevalent in the sample organization and it is progressing well toward its vision of becoming a learning organization (mentioned in its HR vision).

The data for the study were collected from a single sample organization. Hence, any sweeping generalization of the results needs to be made with caution.

This research demonstrates the impact of the four levels of specific learning organization dimensions on its knowledge and financial performance in the context of an emerging country like India.

This study aims to examine the relationships among knowledge stock, ambidextrous learning, and firm performance while considering the moderating effect of firm size.

This study uses R&D scoreboard database to produce a sample of 312 firms which operate in technologically intensive industries. To test the research hypotheses, regression analysis is employed.

The major findings are: the positive performance implications of ambidextrous learning; knowledge stock as an antecedent of ambidextrous learning; the mediating role of ambidextrous learning; and firm size as a contingency factor that strengthens the influence of ambidextrous learning on firm performance.

Owing to the scope of the research, only patent data were used to measure knowledge stock and ambidextrous learning. However, the measurement of these variables may have been influenced by the availability of patent information.

The findings suggest that realizing superior performance is dependent on a firm's accumulated knowledge stock and its ability to balance exploratory and exploitative learning. Large firms extract more value from ambidextrous learning than small firms.

This study is the first to identify the mediating role of ambidextrous learning in the relationship between knowledge stock and firm performance and to confirm that firm size moderates the relationship between ambidextrous learning and firm performance. The value of this study lies in developing a model of ambidextrous learning that includes both mediating and moderating variables.

The purpose of this paper is to develop a framework for studying organizational learning, firm innovation and firm financial performance.

This paper examines the effects of organizational learning on innovation and performance among 287 listed Chinese companies.

The results indicate a positive association between organizational learning dimensions and firm performance (both objective financial performance and perceptual innovation measure).

The sample includes only firms for which secondary data are available. Different results might have been obtained if we include smaller, private firms into the sample. This paper only includes a limited number of measures of financial performance to assess the relationship between organization learning dimensions and firm performance. Therefore, researchers are encouraged to test the proposed propositions further with different performance measures.

The results showed that it is the combination of several learning characteristics and not a single dimension that influenced the variance of firm performance. The findings reinforce the notion that systemic interventions that address a variety and different combinations of learning organization characteristics will be more likely to be successful than interventions that solely focus on singular or a limited number of dimensions.

The integration of objective measures of firms’ financial performance with perceptual survey data represents a unique methodology that has not been widely used in the organizational learning literature. The positive correlations between the eight learning dimensions and the measures of firms’ performance lend credence to the efficacy of the organizational learning concepts.

The purpose of this study is to examine the relationship between organisational learning and adaptive performance. Furthermore, the study investigates the moderating role of emotional intelligence in the perspective of organisational learning for addressing adaptive performance of executives employed in manufacturing organisations.

The participants were selected through purposive sampling. The study has used established scales on organisational learning, emotional intelligence and adaptive performance to collect data from the respondents. Data were analysed through structural equation modelling using linear structural model (LISREL 8.72). Moderated regression analysis was carried out through a series of hierarchical models to test the hypotheses. The authors have followed the interaction graphs recommended by Aiken and West (1991) to check the moderating effect of emotional intelligence.

The result of the study indicates a significant relationship between organisational learning and adaptive performance. The significant moderation effect was observed in the interaction graph, wherein it was found that the relationship between organisational learning and adaptive performance was stronger among the executives with high levels of emotional intelligence and weaker for those having low levels of emotional intelligence.

The present study gains significance through highlighting the role of emotional intelligence in the perspective of organisational learning and, thus, offers insights to practitioners for addressing adaptive performance of employees.

The purpose of this paper is to examine the relationships between team psychological safety and team performance and to test the mediating effect of learning orientation and moderating effect of psychological empowerment on that relationship.

Data were collected from 50 teams and 345 team members from 20 different organizations. The moderated mediation analysis of psychological empowerment was tested using hierarchical regression analysis (PROCESS Macro) in SPSS.

The results show that higher the psychological empowerment, higher is the effect of psychological safety and learning orientation on team performance. Results supported the moderated mediation analysis of psychological empowerment.

Given that psychological empowerment and learning orientation of team members will effect team performance, organizational efforts to foster psychological empowerment should be rewarding. Focusing on channelizing team psychological safety to improve team members’ relationship, openness and comfort with each other will increase team performance.

The study incorporated learning orientation and psychological empowerment to redefine the relationship between psychological safety and team performance.