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This study aims to analyze the organizational learning capability relationship with operational performance and frugal innovation across Brazilian companies.

Quantitative research was performed using collected data from 154 firms, which were analyzed using structural equation modeling.

The results showed that organizational learning capability is an antecedent of frugal innovation. The results also predict a better operational performance for companies that actively innovate cost-effectively. Another result was the positive relationship between the organizational learning capability and the operational performance. The authors found that the indirect and positive relationship between organizational learning capability, frugal innovation and operational performance was confirmed, reinforcing the literature.

A theoretical implication of this study can be seen in the establishment of the relationship between organizational learning capability, frugal innovation and operational performance since no studies linking these variables together were found. Therefore, the organizational learning capability and the frugal innovation can be considered facilitators of the operational performance.

Managers should consider organizational learning and frugal innovation when thinking about firms’ operational performance. In this way, to facilitate and achieve higher performance, it was found that organizational learning capability and frugal innovation have a great deal of impact on operational performance.

At frugal innovation, the needs of citizens are prioritized. It is a great instrument to face crises since it consists of developing simpler and cheaper products and services quickly, making them accessible to a larger group of consumers.

This study seeks to understand whether Brazilian companies are moving toward a more frugal innovation strategy. The study opens the possibility of showing whether the organizational learning capability has also impacted this change.

This study aims to determine the effect of organizational learning capability (OLC) on organizational innovation (OI) and identify the type of innovation that is accorded more emphasis by Ethiopian manufacturing firms.

This study applied an explanatory research design, and cross-sectional data were gathered through structured questionnaires from general and HR managers of 197 manufacturing firms in Addis Ababa and Oromia, Ethiopia. The ordinary least square regression method was applied to analyze the data.

The study provides empirical insights into how OLC affects OI. The findings revealed that the sampled firms have scored low mean values in terms of OLC and OI. In addition, OLC had a positive but low effect on OI and its dimensions. Because of their weak institutional support, the sampled firms tended to emphasize administrative innovation rather than product and process innovations.

This study would have yielded better results if it was built on evidence-based data to reveal how radical or incremental OIs are, as well as how OLC and OI vary across different sectors. The theoretical and practical implications drawn from the findings are also presented.

There is little empirical evidence of the nexus among OLC, process and administrative innovations, especially from the perspective of developing economies. This study empirically supports the direct relationship between the constructs. In developing countries such as Ethiopia, where there are weak institutional resources and support, administrative innovation shall be emphasized in the short run.

The purpose of this paper is to propose and validate a measurement scale to capture organizational learning capabilities (OLC) and examine how OLC affects innovation. There are several models in the literature that have been generated by statistical data from manufacturing firms. This paper presents a structural equation model in order to measure OLC in Iranian ceramic tile manufacturers. The proposed model has five dimensions – i.e. managerial commitment and empowerment, experimentation, risk taking, interaction with the external environment and openness and knowledge transfer and integration – and is evaluated by 23 items.

Data were collected from 18 Iranian ceramic tile manufacturers. The survey was sent to employees of the business section of each factory and a total of 173 valid questionnaires were obtained and used to test the research model, employing confirmatory factor analysis (CFA), a particular analysis of structural equation modeling methods.

In the validation process, both the principal components and the confirmatory factor analyses clearly corroborate the existence of the five dimensions mentioned in the theoretical work. Likewise, the scale provides information that could be used by those managers wishing to improve learning capability in their firms. In addition, the results show that the OLC has a positive impact on innovation.

This research suggests that that organizational environments that facilitate learning are more innovative. In addition, the OLC literature shows that OLC has a significant impact on the effectiveness and performance of the organization. Therefore, it is essential to find a valid measurement that can evaluate OLC in an organization. The five‐factor model introduced in this paper is a practical way to measure OLC. As a result, managers can determine which organizational learning issues are strong and which are weak; this is a hint for improvement.

The purpose of this study was to develop a measurement instrument for organizational learning capability (OLC) in a Chinese management context. Previous research has indicated a need for measurement instruments with proven ecological validity in China, because the learning capability of organizations is influenced by the organization’s external environment.

The authors followed a consequent inductive procedure from item sampling through exploratory factor analysis (EFA) to confirmatory factor analysis (CFA) and nomological validation. The initial part sampled relevant descriptors from a diverse sample of 159 employees from heterogeneous backgrounds in China. After sorting by an expert panel, EFA of data from a sample of 161 executive students yielded a three-dimensional construct comprising knowledge acquisition, knowledge sharing and knowledge utilization. These three constructs were again tested in CFA using a sample of 357 employees from five companies.

The findings across the three samples resulted in a three-dimensional measurement scale that is called as the organizational learning capability questionnaire (OLCQ). The OLCQ displayed high internal consistency, reliability and nomological validity.

This focus of this study has only been to establish a measurement instrument that allows indigenous research on organizational learning in China. The approach was statistically driven grounded approach, not a theoretical assumption of learning mechanisms special to the Chinese culture. Further research is needed to estimate how this approach yields results that are different from other cultures or the extent to which our findings can be explained by features of the Chinese culture or business environment.

This study offers a practical measurement instrument to assess practical and scientific problems of organizational learning in China.

The work here emphasizes the necessity of a knowledge sharing community for organizational learning to appear. It addresses a call for more indigenous Chinese management research.

The authors provide a measurement instrument for OLC with proven ecological validity and with promising consequences for research and practice in China. The instrument is empirically grounded in the practices and behaviors of Chinese managers, avoiding biases that stem from previously identified shortcomings in cross-cultural management research. To the knowledge, it is the first of its kind and a contribution to a call for indigenous management theories with contextual validity.

The purpose of this paper is to focus on human resource practices contribution to retail SMEs performance through its role in developing organizational learning capability (OLC).

A cross-sectional design was adopted, where data were collected from a sample of 214 managers of retail SMEs, utilizing a survey questionnaire. Structural equation modeling was used to test the hypothesized relationships.

The results indicate that incentive reward has the strongest significance on firm performance with a stronger influence on economic performance. Performance appraisal has the greatest effect on system perspective, followed by the impact of employee selection on managerial commitment (MC). MC strongly affects firm performance while openness and experimentation influences satisfaction performance. Additionally, OLC fully mediates the relationship between high-performance human resource management (HRM) practices and firm performance.

It did not include large organizations nor consider other SME contextual variables which may otherwise exert significant impact on OLC.

A profound understanding of distinctive high-performance HRM practices effect on firm performance and the needed employee capabilities that would assist organizations to implement strategies to attain sustainable competitive advantage.

The study advances knowledge on HRM practices among SMEs by proposing that distinctive high-performance HRM practices can leverage OLC to enhance firm performance.

This paper has three purposes: first, to study whether organizational learning capability (OLC) is related to human resource management (HRM) practices such as selection, development, appraisals and rewards; second, to assess to what extent the value and uniqueness of human capital is associated with OLC; and lastly, to consider the possible mediating role of human capital in the relationships between HRM practices and OLC.

This research was conducted with a sample of companies in the most innovative sectors of Spanish industry, applying the partial least squares (PLS) technique.

The results in this paper demonstrate the direct association of selection and appraisals practices and both dimensions of human capital with learning. Furthermore, developmental practices are associated with the value of human capital, and the selection and appraisal practices are related to uniqueness. Therefore, human capital is partially mediating the relationships between HRM practices and OLC.

The principal limitation of the paper comes from the cross‐sectional nature of the research, especially the dynamic character of the OLC and the absence of causality test, which requires the necessity of a longitudinal study design.

The results of this paper suggest first that a firm focused on learning needs to incorporate HRM practices such as potential‐based selection and appraisals. Second, it is also necessary to take into consideration that learning is associated with a firm's human capital of greater value and/or uniqueness. Third, the management of the value and uniqueness of human capital requires different HRM practices in each case. This will allow managers to apply appropriate HRM practices according to the type of human capital that is needed.

The results in the paper suggest a relationship between human capital and the value and uniqueness of employees' knowledge and this human capital is associated to HRM practices. A final contribution of this paper is the assumption of human capital as a mediating variable in the relationship between HRM practices and OLC.

The purpose of this paper is to introduce a comprehensive, delineated and integrated conceptual model which includes organizational learning capability, innovation and organizational performance (OP). Then, an empirical investigation is undertaken to test the relationships among the proposed study model variables.

In total, 274 questionnaires were completed and returned. Statistical techniques employed included confirmatory factor analysis to examine the validity of the measurement model, and structural equation modeling to test the hypotheses.

The findings of this study suggest that OLC influences innovation and innovation affects OP. Finally, the results show that OLC affects OP indirectly through innovation (mediator).

Future research should pay more attention to the influence of different mixture (variables) of influences on innovation and also examine other consequences of introducing innovation in organizations. In addition, more empirical papers supporting (or rejecting) the results in different contexts would be welcomed, especially longitudinal studies.

The results of this study help managers to ascertain the managerial practices that can be employed as well as determine the level of effort and resources necessary to enhance OLC. Additionally, managers should shed additional light on the innovation’s positive implications for OP.

This study focuses on the conceptualization of OLC and effects of these capabilities on innovation. It conceptualizes innovation as a multidimensional construct and tests its relationship with OP. Finally, the relationship between learning capability and OP, although implied, needs to be addressed empirically in the research literature, an objective that this study tries to achieve.

This paper aims to examine whether happiness at workplace (HAW) impacts organisational citizenship behaviour (OCB) and whether this impact can be further improved by promoting learning capabilities in organisations, thus investigating the mediating role of organisational learning capabilities (OLC).

This study was conducted on knowledge-intensive workers (employees of EdTech companies) in India. Responses were collected via questionnaire in online mode, and after discarding the incomplete responses, 500 replies were considered for data analysis with PLS-SEM technique.

The outcomes reveal that the HAW has a significant influence on OCB. The outcomes also reveal that this impact is further enhanced with the presence of OLC, thus confirming that OLC operates as a mediator in the link connecting HAW and OCB.

This study makes a distinctive contribution by bringing out the significance of workplace learning in the connection between the workplace happiness and citizenship behaviour of employees that will provide impetus to the practitioners to formulate strategies in such a manner that the employees voluntarily perform the actions beyond their designated roles.

The purpose of this study is to analyze the relationships between Entrepreneurial Orientation, Organizational Learning Capability, Service Innovation and Organizational Performance. To this end, it was sought to analyze the mediating role of organizational learning capability and service innovation within entrepreneurial orientation and organizational performance relationship in knowledge-intensive organizations.

The sample consisted of 159 architecture and urbanism companies from Santa Catarina, Brazil. The study opted to use managers as key informants since they are the ones that have general information about the organization and are a valuable source for assessing the different variables of the organization. For data analysis, the PLS-PM algorithm (Partial Least Squares Path Modeling) was used.

Results showed that entrepreneurial orientation is a strong driver of service innovation and organizational performance. Organizational learning capability acts as a facilitator of innovation and has a positive influence on organizational performance. Another theoretical contribution of this study to organizational learning capability is the confirmation of its mediation in service innovation and organizational performance. Management needs to make its organization more proactive and creative, continually promoting new ideas. Architecture and urbanism organizations should pay more attention to maintaining and promoting entrepreneurial orientation permanently. The trend toward both proactivity and risk-taking can be an inherent advantage of these knowledge-intensive business services.

Few studies have explored the mediating role of organizational learning capability and service innovations in organizational performance. In particular, the combined effects of entrepreneurial orientation and organizational learning capability have been neglected by the knowledge-intensive organizations literature. The study is justified by providing a more complete view of the relationship between entrepreneurial orientation and the performance of knowledge-intensive organizations, highlighting the role of organizational learning capability and performance in service innovation.

The present study sets out to propose and validate a measurement scale that aims to capture the organisational capability to learn, based on a comprehensive analysis of the facilitating factors for learning. The organisational learning capability scale consists of 14 items grouped into five dimensions: experimentation, risk taking, interaction with the external environment, dialogue, and participative decision making.

Data were collected from eight Spanish ceramic tile manufacturers. The survey was addressed to shop floor workers. A total of 157 valid questionnaires were obtained, representing a response rate of 61 per cent. Using confirmatory factor analysis, the construct measurement model was tested and the scale was validated.

The results of the study indicate that the operational measure developed here satisfies the criteria for unidimensionality, reliability, and validity.

Because of the sample features, final results should be considered with caution. Further research is needed to validate the organisational learning capability scale in other contexts and addressed to other kinds of respondents. However, this study contributes to organisational learning research by providing a valid and reliable operational measure that is expected to help researchers in future theory testing.

The proposed measurement scale for organisational learning capability could be implemented as an audit tool. Thus, managers could unveil which organisational learning issues are strong and which are weak. This would provide guidance for improvement.

This paper provides a new measurement instrument for organisational learning capability.