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Family businesses often lack sufficient knowledge about digital business model innovation digital business model innovation (BMI). This study's purpose was to analyze how and when organizational readiness for digital innovation exerts a positive impact on family businesses' digital BMI. To do so, the authors examined the mediating effect of the familiness learning mechanism and the moderating effect of family involvement on this relationship.

A quantitative survey method was used to collect the data for this study. Using a sample of 282 family businesses involved in manufacturing in China, the authors conducted hierarchical regression analyses to evaluate the authors' theoretical model.

The results of this work demonstrate a positive relationship between organizational readiness for digital innovation and family businesses' digital BMI, and the find that the familiness learning mechanism mediates this relationship. The findings also show that second-generation family involvement in management moderates the direct effect of organizational readiness for digital innovation on the familiness learning mechanism, as well as the indirect effect of organizational readiness for digital innovation on digital BMI via the familiness learning mechanism. Moreover, the results establish that family involvement in ownership moderates the direct effect of the familiness learning mechanism on digital BMI, as well as the indirect effect of organizational readiness for digital innovation on digital BMI via the familiness learning mechanism.

This study provides practical contributions to the literature on family businesses and to public policy, providing concrete suggestions for fostering digital innovation in family enterprises. This study also enriches our understanding of the unique conditions by which family businesses can successfully implement digital BMI.

This research confirms that organizational readiness for digital innovation is an antecedent of digital BMI. This finding offers a new perspective that helps explain what might lead family businesses to engage in digital BMI. This study also places the familiness learning mechanism into a theoretical framework, which expands the current understanding of how organizational readiness for digital innovation facilitates digital BMI. Moreover, this work provides new insights into the boundary conditions by which organizational readiness for digital innovation affects the digital BMI of family businesses in terms of second-generation family involvement in management and family involvement in ownership.

The purpose of this paper is to explore the antecedents and consequences of the implementation of different customer feedback mechanisms with regard to their contribution to organisational learning that leads to service improvement.

A critical case organisation is chosen to explore the link between the implementation of customer feedback mechanisms and organisational learning from a middle management and employee perspective. Method triangulation is adopted, gathering qualitative and quantitative data.

Organisational learning in relation to service improvement is influenced by the interplay between the way data are gathered through customer feedback mechanisms and implemented at a branch or business unit level. The implementation depends on attitudes of middle management towards such mechanisms.

Future studies might investigate whether the findings can be replicated in other operational settings and triangulate the data with customer perceptions of service improvement.

Customer feedback mechanisms at an organisational and business unit level need better integration. To gather customer feedback that enables more meaningful decision‐making to improve services, middle management needs to have a stronger involvement in the design and implementation of customer feedback mechanisms. Central efforts have to be placed on the support of middle management in the interpretation and use of data that is gathered through organisation‐wide feedback initiatives.

This paper contributes to extant knowledge by integrating the fields of service performance management practices, in this case the implementation of customer feedback mechanisms, and organisational learning.

The experience of successful firms has proven that one of the most important ways to promote co-learning and create successful networked innovations is the proper application of inter-organizational knowledge mechanisms. This study aims to use a resource-action-performance framework to open the black box on the relationship between networking capability and innovation performance. The research population embraces companies in the Iranian automotive industry.

Due to the latent nature of the variables studied, the required data are collected through a web-based cross-sectional survey. First, the content validity of the measurement tool is evaluated by experts. Then, a pre-test is conducted to assess the reliability of the measurement tool. All data are gathered by the Iranian Vehicle Manufacturers Association (IVMA) and Iranian Auto Parts Manufacturers Association (IAPMA) samples. The power analysis method and G*Power software are used to determine the sample size. Moreover, SmartPLS 3 and IBM SPSS 25 software are used for data analysis of the conceptual model and relating hypotheses.

The results of this study indicated that the relationships between networking capability, inter-organizational knowledge mechanisms and inter-organizational learning result in a self-reinforcing loop, with a marked impact on firm innovation performance.

Since there is little understanding of the interdependencies of networking capability, inter-organizational knowledge mechanisms, co-learning and their effect on firm innovation performance, most previous research studies have focused on only one or two of the above-mentioned variables. Thus, their cumulative effect has not examined yet. Looking at inter-organizational relationships from a network perspective and knowledge-based view (KBV), and to consider the simultaneous effect of knowledge mechanisms and learning as intermediary actions alongside, to consider the performance effect of the capability-building process, are the main advantages of this research.

This paper seeks to examine how foreign subsidiaries of MNCs can acquire new local knowledge by focusing on two intra-organizational factors of learning mechanisms and formative organizational context.

A mail survey was carried out with top managers among manufacturing subsidiaries of multinational corporations (MNCs) located in Hanoi, Vietnam and Guangdong province of China. In total 123 completed questionnaires from MNCs in Hanoi and China were received.

The results suggested that training and mentoring and formative organizational context has positive association with knowledge acquisition. However, three interaction terms between learning mechanisms (experimentation, socialization, training and mentoring) with formative organizational context are significantly related to knowledge acquisition. Besides, the authors also found a positive and significant association between knowledge acquisition and subsidiary performance.

Building a formative organizational context directly promotes knowledge acquisition and increases the effectiveness of more informal learning mechanisms. Besides, a learning mechanism may work differently in different contexts, and foreign managers need to be aware of when to apply what mechanisms.

The paper argues that the alignment between organizational context and organizational learning mechanisms can help the foreign subsidiaries acquire new knowledge and improve subsequent performance. Local knowledge acquisition in MNCs should be conceived as a deliberate and managed act, requiring a careful selection of both formal and informal mechanisms supported by appropriate contextual conditions in foreign subsidiaries.

The purpose of this paper is to improve understanding and provide guidance for investments in organizational learning mechanisms for the establishment and evolution of organizational capabilities such as project portfolio management (PPM) and project management capabilities.

A multiple‐case study research project investigates the development of PPM capabilities in six successful organizations across diverse industries.

The research indicates that PPM and organizational learning are dynamic capabilities that enhance an organization's ability to achieve and maintain competitive advantage in dynamic environments. PPM capabilities are shown to co‐evolve through a combination of tacit experience accumulation, explicit knowledge articulation and explicit knowledge codification learning mechanisms. Although all three learning mechanisms are important throughout the establishment and evolution of PPM capability development, the research indicates that the development of an effective PPM capability will require particularly strong investments in enhancing tacit experience accumulation mechanisms and explicit knowledge codification mechanisms during the initial establishment or during periods of radical change to the PPM process.

The research includes a sample of six case studies and the results may not be generalisable. In addition, the research was conducted over a short period of time whereas a longitudinal study would be required to gain more detailed information about the development of capabilities over time.

The findings suggest that managers can enhance and sustain competitive advantage by investing in tacit experience accumulation as well as explicit knowledge articulation and codification learning mechanisms to develop their PPM capability. Strengthened investment in experience accumulation and knowledge codification learning mechanisms is recommended during establishment of the PPM capability.

This paper contributes to the understanding of the links between organizational learning and the development of dynamic capabilities. Original hypotheses are proposed and some initial support for these hypotheses is provided through multiple‐case study research.

The purpose of this paper is to develop different kinds of organizational learning mechanisms based on various types of strategic intents (proactive- and reactive-orientation) and organizational environments (stable and unstable).

The authors utilized a grounded theory approach, and corroborated the results using multiple interviews and documents related to various cases. The authors determined the inter-judge agreement and performed a composite reliability analysis to ensure the robustness of the research.

Successful organization learning is contingent upon managerial strategic intent and the organizational environment in which the organization operates. Proactive strategic intent will cultivate a group-oriented learning system, whereas reactive strategic intent emphasizes the effectiveness of personal learning. Firms in an environment marked by radical change utilize experiential learning mechanisms (participation- and experience-orientation), whereas firms in a stable environment use a specialist-knowledge-oriented approach to learning (benchmarking- and specializing-orientation).

The authors offer a theoretical framework two-by-two matrix that has practical implications in providing managers with guidance in selecting the appropriate organizational learning mechanism to implement in their firms.

Increasing market pressures require organizations to rethink the development of change capability. Building a sustainable and flexible organization capable of responding in a timely manner to quickly changing customer demands without compromising technological excellence and quality is a complex task. This chapter builds on a five-year study of transformation efforts at a product development unit of Ericsson. The complexity of designing and managing learning mechanisms as both a transformation engine and a way to improve new product development is captured. The chapter points toward the challenges of designing and managing learning mechanisms that enhance organizational agility.

This chapter describes two change efforts involving participatory action research within the pharmacy operations division of Kaiser Permanente. Focus is on a parallel learning mechanism that has been used to support communications and change during two large-scale information technology interventions. It begins with basic background information on participatory action research in organizations. Since the case setting is Kaiser Permanente, the chapter provides some information on the U.S. healthcare industry context and then shifts to Kaiser’s communication forum, a learning mechanism that has been in place for 35 years. Cognitive, structural, and procedural aspects of the learning mechanism are explored, and the chapter features interviews with some of the key forum players. Both in the forum’s infancy and in its current more institutionalized state, the pharmacy organization has been in crisis. Implications for the use of parallel learning structures on a long-term basis to support long-term participatory action research are explored along with contributions to theory on insider/outsider action research.

The firm’s structural inertia seems to be a crucial roadblock in continuous improvement efforts. The management paradigm shift required in the transition towards a continuous improvement culture is from individual‐based learning to system‐based learning. Explores the role of an organizational learning mechanism in overcoming the barriers for continuous improvement. Examines the implications of the creation of a parallel learning structure mechanism and its concomitant impact on continuous improvement in a paper mill firm over an eight‐year period. Concludes with the identification and discussion of some theoretical issues.

The purpose of this paper is to integrate the literature on learning in the context of boundary spanning innovation in supply chains. A two-dimensional framework is proposed: the learning stage (exploration, assimilation, exploitation) and the learning facet (structural, cultural, psychological and policy). Supply chain management (SCM) practices are examined in light of this framework and propositions for further empirical research are developed.

In total, 60 empirical papers from the major journals on supply chain relationships published over an 11-year time span (2000-2010) were systematically analyzed.

The paper reveals a comprehensive set of best practices and identifies four gaps for future research. First, assimilation and exploitation are largely ignored as mediating learning stages between exploration and performance. Second, knowledge brokers and reputation management are key mechanisms that foster assimilation. Third, the iteration from exploitation back to exploration is critical though underdeveloped in efficiency seeking supply chains. Fourth, the literature stresses structural mechanisms of learning, at the expense of a more holistic view of structural, cultural, psychological and policy mechanisms.

The search could be extended to other journals that report on joint learning and innovation.

The framework provides guidelines for practitioners to develop learning capabilities and leverage the knowledge from supply chain partners in order to continuously or radically improve boundary spanning processes and products.

The study is multi-disciplinary; it applies a model developed by learning scholars to the field of SCM.