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Article
Publication date: 1 October 2003

Organisational learning, competencies, and firm performance: empirical observations

Peter Murray

Empirical research has already postulated the link between learning routines and the creation of competencies, but it is less clear how competencies influence…

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Abstract

Empirical research has already postulated the link between learning routines and the creation of competencies, but it is less clear how competencies influence organisational performance. This paper is an empirical investigation determining the relationship between the creation of competencies and the quality of learning. The purpose of the paper is to not only build on prior research that has validated the usefulness of linking levels of learning with the evidence of competencies, but also to illustrate how the creation of competencies is a socially constructed phenomenon. Thus, the paper has a strong theoretical disposition examining the existing literature as well as building on it. Socially constructed routines of themselves have little inimitable advantage to firms unless the routines are underpinned and harnessed by unique learning systems. The paper explores these concepts by showing how the creation of competencies depend on, and are predisposed to, the quality of learning interaction, the routines that are patterned from these, and the capacity of the organisation to turn the new socially constructed routines into superior performance. The paper is expected to make a major contribution to the strategic management literature by showing what types of competencies are more likely to lead to superior firm performance, and how competencies are linked to learning.

Details

The Learning Organization, vol. 10 no. 5
Type: Research Article
DOI: https://doi.org/10.1108/09696470310486656
ISSN: 0969-6474

Keywords

  • Competences
  • Learning
  • Learning methods

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Article
Publication date: 1 October 2003

From continuous improvement to organisational learning: developmental theory

Peter Murray and Ross Chapman

As a learning theory, the continuous improvement (CI) discourse has benefited countless manufacturing enterprises to improve and adapt their methods of production. As one…

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Abstract

As a learning theory, the continuous improvement (CI) discourse has benefited countless manufacturing enterprises to improve and adapt their methods of production. As one of the pillars of total quality management, it has generally included a range of dynamic concepts from high involvement teamwork and production enablers, to other social and technical capabilities such as innovation techniques. Such methodologies have been promoted in the literature as potential manifestos that can transform existing capabilities from simple representations of capability, to dynamically integrated ones (often labelled “full CI capacity”). The latter term in particular deserves more attention in the literature. Since CI techniques cannot be separated from organisational learning methodologies, it follows that CI methods should underpin holistic learning. This paper explores whether CI methodologies have advanced far enough to be considered as integrated and holistic in their own right. If not, it follows that new theories, challenges and discourses should be considered for exploration in the CI literature.

Details

The Learning Organization, vol. 10 no. 5
Type: Research Article
DOI: https://doi.org/10.1108/09696470310486629
ISSN: 0969-6474

Keywords

  • Continuous improvement
  • Learning cycles

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Article
Publication date: 4 September 2017

Innovation strategies for successful commercialisation in public universities

Arbaiah Abdul Razak and Peter A. Murray

The purpose of this study was to explore the strategies performed by innovation actors to ensure commercialisation success, and to determine which of these strategies…

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Abstract

Purpose

The purpose of this study was to explore the strategies performed by innovation actors to ensure commercialisation success, and to determine which of these strategies significantly predict a successful commercialisation within a public university context.

Design/methodology/approach

The strategies conceptualised for this study included open innovation, strategic leadership and collaborative advantage. A total of 222 public university academics participated in an anonymous survey and were asked to provide responses on their innovation strategies. These responses were then explored to assess the construct validity of the survey instrument and further analysed using a hierarchical multiple regression technique to test the hypotheses and to compare several regression models.

Findings

The results suggested that strategic leadership and open innovation strategies are significant predictors for successful commercialisation with coefficient of multiple determination (R2) of 21 per cent. This study, however, found that collaborative advantage does not significantly determine commercialisation success.

Research limitations/implications

The study was limited by the empirical evidence that was based on cross-sectional survey data of public university academics. A qualitative study with other groups of participants such as from the industries would further confirm the relationship between innovation strategies and commercialisation success. Future research should replicate this study in other settings to improve the generalisation of the findings.

Originality/value

This study discovered strategic leadership as the most dominant predictor for commercialisation success in a public university context followed by open innovation strategy. It confirms the strategic roles of leaders in innovation attempts and provides further understanding about the openness strategy in innovation.

Details

International Journal of Innovation Science, vol. 9 no. 3
Type: Research Article
DOI: https://doi.org/10.1108/IJIS-05-2017-0035
ISSN: 1757-2223

Keywords

  • Open innovation
  • Strategic leadership
  • Collaborative advantage
  • Commercialization success

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Article
Publication date: 1 December 2003

XML for scientific publishing

Peter Murray‐Rust and Henry S. Rzepa

This article addresses the opportunities that XML can offer to the publishing scientist and explores why there has been such a relatively slow take‐up. XML can…

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Abstract

This article addresses the opportunities that XML can offer to the publishing scientist and explores why there has been such a relatively slow take‐up. XML can revolutionize the way that scientists publish their work, but few publishers have shown enthusiasm for it. This article also describes the development of XML‐based tools and technologies as alternative methods for scholarly communication in several science fields. These methods include combined data and text (datuments), robotic validation and the combination of markup languages. The authors believe that these methods will certainly challenge the current publishing practices and transform the librarian’s role in providing e‐journal services.

Details

OCLC Systems & Services: International digital library perspectives, vol. 19 no. 4
Type: Research Article
DOI: https://doi.org/10.1108/10650750310698784
ISSN: 1065-075X

Keywords

  • Extensible markup language
  • Electronic journals

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Article
Publication date: 1 February 2003

Empirical linkages between firm competencies and organisational learning

Peter Murray and Kevin Donegan

Organisational learning theory appears to be practical when researchers can find links between two or more variables that can be justified and implemented. While much has…

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Abstract

Organisational learning theory appears to be practical when researchers can find links between two or more variables that can be justified and implemented. While much has been written about organisational learning, with many reported successes, further research is needed to link the internal techniques of procedure with the externalisation of these in practice. Such principles seem more valuable when superior organisational competencies are linked to a learning culture, when the improvement of behavioural routines can be traced to the existence of superior learning. This paper explores these links. The paper is based on an empirical investigation – the contemplative link between learning levels and the creation of organisational competence is a new approach. The paper seeks to make a contribution to developmental theory as well as organisational learning in practice. It suggests that a firm’s competitive advantage can be increased as a result of competencies that are established from a learning culture.

Details

The Learning Organization, vol. 10 no. 1
Type: Research Article
DOI: https://doi.org/10.1108/09696470310457496
ISSN: 0969-6474

Keywords

  • Competences
  • Corporate culture
  • Organizational learning

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Article
Publication date: 1 April 2000

Learning by auditing: a knowledge creating approach

Ron Beckett and Peter Murray

The following case study demonstrates how an organisation can integrate learning with normal business processes so that it not only shares its knowledge and continuously…

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Abstract

The following case study demonstrates how an organisation can integrate learning with normal business processes so that it not only shares its knowledge and continuously improves at a high rate, but also, achieves this without significant disruption to its routine business. Against a background of traditional learning techniques that advocate linear learning, the study advances the theme of multiple learning processes to facilitate a more flexible approach to organisational learning. The study describes how auditing can be used as a learning tool to detect potential problems before they become operationally troublesome. A number of audit processes outline how an organisation can expedite collective learning, generate considerable quantities of information, and consider early responses to forces of change.

Details

The TQM Magazine, vol. 12 no. 2
Type: Research Article
DOI: https://doi.org/10.1108/09544780010318389
ISSN: 0954-478X

Keywords

  • Paradigms
  • Learning
  • Models
  • Auditing

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Article
Publication date: 1 October 2005

The centrality of teams in the organisational learning process

Peter Murray and Maree Moses

The purpose of this paper is to provide a greater understanding of the role of team learning by examining the link between team centrality and organisational learning.

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Abstract

Purpose

The purpose of this paper is to provide a greater understanding of the role of team learning by examining the link between team centrality and organisational learning.

Design/methodology/approach

This paper is a conceptual paper that examines a range of literature related to team learning. It is the first paper in a series of three. The final paper examines the propositions developed in this and a subsequent paper by exploring team learning in over 30 large companies across a range of industries. Team processes are all but defined by pre‐existing organisational processes. At one extreme, they are directive and driven. At another, they are dynamic and fluid and underlie a degree of self‐managed activity. Team processes accordingly are potentially dynamic or rather basic depending on the level of structured or unstructured activity. The paper suggests that potentially dynamic teams are those that display superior learning routines that are embodied within each team's processes. This paper contends that team learning is a centrally located variable within organisational learning processes.

Findings

To date, team characteristics, team building, and team structures have been the focus of much research, but team learning routines have been underplayed in the team's literature. Teams are central in the organisational learning process.

Practical implications

This paper establishes the theoretical underpinning for a final paper that will make significant recommendations. There are practical implications, however, of various links across the themes, particularly the centrality of the team in the learning process.

Originality/value

This paper is a highly valuable due to very little research being completed to date on this topic.

Details

Management Decision, vol. 43 no. 9
Type: Research Article
DOI: https://doi.org/10.1108/00251740510626263
ISSN: 0025-1747

Keywords

  • Workplace training
  • Learning
  • Team working

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Article
Publication date: 1 August 2001

American Library Association Annual Conference

Heather Tunender, Lisa Tatum, Ellen Purcell, Peter Murray and Margaret Tapper

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Abstract

Details

Library Hi Tech News, vol. 18 no. 8
Type: Research Article
DOI: https://doi.org/10.1108/lhtn.2001.23918hac.003
ISSN: 0741-9058

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Article
Publication date: 6 March 2009

Structures of learning for dynamic markets

Peter A. Murray, Jawad Syed and Zeynep Roberts

The purpose of this paper is to understand why structures of learning underpin the creation of competencies that allow firms to compete more successfully in dynamic…

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Abstract

Purpose

The purpose of this paper is to understand why structures of learning underpin the creation of competencies that allow firms to compete more successfully in dynamic markets. The paper seeks to challenge the idea that, in the absence of learning, capabilities are the main source of competitive advantage.

Design/methodology/approach

First, the paper discusses the relationships between competencies, learning, and dynamic markets. Second, a preliminary analysis is conducted of the learning routines of 118 top sales managers. The results are compared with three different structures of learning, allowing conclusions to be drawn about learning in dynamic markets.

Findings

The study illustrates that a number of dynamic learning routines are not evident in the sales environments of dynamic markets. The findings suggest that firms are not well placed to renew routines from inside‐out and to respond to market dynamics. The patterns of integration among individuals and groups, however, seem to be well represented, reflecting higher‐level learning routines.

Research limitations/implications

The empirical findings offered here are of a preliminary nature. Future researchers might usefully apply the typology of learning structures to examine in more detail the empirical links established. Studies might also examine organisational learning in a variety of industrial and consumer‐based contexts.

Originality/value

The idea that learning structures (rather than capabilities themselves) are the basis of competencies that enable a firm to better respond to dynamic markets is a useful and novel approach.

Details

Management Decision, vol. 47 no. 2
Type: Research Article
DOI: https://doi.org/10.1108/00251740910938911
ISSN: 0025-1747

Keywords

  • Competences
  • Learning
  • Structures
  • Dynamics

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Article
Publication date: 1 October 2005

Improving marketing intelligence through learning systems and knowledge communities in not‐for‐profit workplaces

Peter Murray and Leanne Carter

The purpose of the paper is to illustrate how marketing intelligence might be improved when an organisation's learning capacity is integrated and incorporated in…

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Abstract

Purpose

The purpose of the paper is to illustrate how marketing intelligence might be improved when an organisation's learning capacity is integrated and incorporated in well‐defined organisational subsystems in a not‐for‐profit context.

Design/methodology/approach

First, given that market orientation is primarily concerned with gathering and desseminating marketing intelligence, the paper discusses the theoretical contributions from the learning literature related to interpreting the environment. Second, while many good ideas exist in not‐for‐profit firms, ideas are seldom linked to competencies that must be tracked and developed in the workplace. A more systematic view towards competency creation will increase the unique skills of not‐for‐profits and most likely improve their performance. Third, communities of practice are introduced as a way for not‐for‐profit firms to maximise dramatically the complex relationships that exist between various stakeholders and possible institutional investors. A number of propositions are offered that support the need for communities of practice.

Findings

In relation to P1 and P2, the workplace of a not‐for‐profit firm needs to be transformed. Establishing a culture of learning is the first step in making this transformation. Improving and advancing a firm's individual and organisational competencies (P3) suggests that individual and team training – depending on the type of not‐for‐profit activities – is needed. In relation to P4, the authors suggest that a firm's market orientation will be significantly improved by incorporating learning systems that resemble communities of practice.

Research limitations/implications

The propositions for this paper now need to be developed into a number of research questions. This paper has not provided an empirical validation and is limited by the prepositions related to the model. Subsequent testing of the model will greatly enhance its generalised findings.

Practical implications

Actual work practices in not‐for‐profit firms will be substantially improved, if not radically transformed, through a learning organisation culture.

Originality/value

This paper is highly valuable with very little research completed to date on this topic.

Details

Journal of Workplace Learning, vol. 17 no. 7
Type: Research Article
DOI: https://doi.org/10.1108/13665620510620016
ISSN: 1366-5626

Keywords

  • Knowledge management systems
  • Communities
  • Competences
  • Marketing intelligence

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