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The purpose of this paper is to empirically evaluate the mediating role of learning capability on the relationship between technological capability, relational capability and small and medium enterprises (SMEs) performance in developing economy of Africa.

A quantitative survey design was employed to collect the data from owner/manager of manufacturing SMEs in Nigeria. Partial least square structural equation model was used in the evaluation of both the measurement and structural models to determine the reliability and validity of the measurement and test the hypotheses, respectively.

The statistical result indicates a positive relationship between technological capability, learning capability and SMEs performance. Equally, relational capability significantly and positively relates to SMEs learning capability. However, relational capability negatively relates to SMEs performance, while technological capability also negatively relates to learning capability. Furthermore, learning capability mediates the negative relationship of relational capability and SMEs performance to significant positive relationship, while it does not mediate the relationship of technological capability and performance.

The analysis of this study is restricted to only resource-based view and dynamic capability theory. Data of the study were collected once a time on a self-reported technique. The study contributed significantly to the body literature on technological and relational capabilities and performance. It also demonstrated the need for SMEs manager to recognize and appreciate the roles of these strategic capabilities in achieving sustainable competitive position.

Through relational capability SMEs develops efficient collaborative relationship to acquire new techniques, knowledge. This is specifically, essential for SMEs firms from less developing and emerging economies as they are lagging behind at the global competitive platform, and that the possession of specific advantage locally may not be adequately enough to help penetrate the global markets. Similarly, technological capability enable firms to identify acquire and apply new external knowledge to develop operational competencies which may lead to the attainment of superior performance.

Government policies and programs designed to support technological development and innovation must be adjusted to consider the peculiar nature of SMEs firms in terms of technology and innovativeness that enhances competitive position and performance.

This study empirically examined the relationship of technological and relational capabilities and the SMEs learning capability and performance.

This study aims to test the propositions of socialization resources theory, specifically focusing on social capital resources and their prediction of proximal (relational learning) and distal (job satisfaction and intent to quit) outcomes. The authors include the job design characteristic of job autonomy as a moderator of these associations.

Cheung et al.’s (2021) four-step SEM procedure was used to test our mediation, moderation and moderated mediation hypotheses. The sample consisted of newcomers (N = 175) measured at two time points.

The results support the proposed model. Relational learning mediates the associations between social capital resources and outcomes; the utility of these social capital resources is stronger when job autonomy is lower.

Organizations can use social capital resources to reduce newcomers' uncertainty during socialization, facilitating learning and positive outcomes. Organizations should also carefully consider the amount of job autonomy they grant to newcomers, as too much can be detrimental.

Despite the acknowledged importance of workplace resources and relationships, few studies have focused on social resources provided during socialization. Moreover, job design is rarely included in socialization research, despite its influence on workplace processes. Thus, this study provides information about two novel areas of investigation: socially-oriented socialization resources and the impact of job autonomy.

Meaningful feedback at work signals effective performance management. Drawing on a new perspective of the conservation of resources (COR) theory, this paper aims to examine the mediating effect of relational energy in the relationship between supervisor developmental feedback and subordinates' task performance with the moderating role of learning demands.

Data from 230 supervisor-subordinate dyads were collected at two time points of four enterprises in China.

The results support the proposed mediation effect that supervisor developmental feedback positively predicts subordinates' task performance via boosting subordinates' relational energy. Furthermore, the results highlighted the moderating role of learning demands in the relationship between supervisor developmental feedback and subordinates' relational energy. The moderated–mediated relationship for subordinates' task performance was also supported.

Drawing on COR theory, this paper contributes to a complete understanding of how supervisor developmental feedback may support or build employees' relational energy, facilitating task performance and further exploring learning demands as a boundary condition of this indirect relationship.

This study aims to examine the antecedents of relationship learning in partnerships and develop a research model that explains relationship learning through three complementary constructs: relational practices, social capital and suppliers' relationship‐specific investments.

The study examines data drawn from interviews regarding 195 customer‐supplier relationships from the metal and electronics industries. In terms of methodology, the study employs structural equation modelling.

The findings indicate that relational practices, social capital and supplier's relationship‐specific investments explain relationship learning to a great extent.

The present study has some limitations, such as the use of cross‐sectional data and a limited sample size. More empirical research is needed on the antecedents and mechanisms of relationship learning as well as the interactions among antecedents.

The results suggest that companies must be able to facilitate the development of relational practices, social capital and suppliers' relationship‐specific investments, as these constructs explain relationship learning largely.

The prior literature lacks empirical evidence on the antecedents of relationship learning, particularly in the context of partnerships. The present study demonstrates a significant impact of three antecedent constructs on relationship learning.

This paper aims to explore the enhancement of value-added characteristics in strategic supply management by considering manufacturers’ willingness, opinions on relational governance and the effect of relational governance on relationship value.

After a literature review, this study identified the antecedents of relational governance affecting manufacturers, and explored the effect of relational governance on relationship value, taking relationship quality and interfirm learning as the intervening constructs. Data collected from 259 valid questionnaires completed by purchasing managers for the top 2,000 Taiwanese manufacturers were assessed using a structural equation model.

The results indicated that relational governance is directly and positively correlated with relationship quality and interfirm learning; relational quality and interfirm learning are directly and positively correlated with relationship value; and consumer orientation and management innovation are directly and positively correlated with relational governance.

The high explanatory power of the results of the deduced model in this research helps to explain the relational governance of manufacturers toward the suppliers. However, the factors affecting the sustainability of cooperative relationships in service contexts might differ.

Relational governance complements the adaptive limits of contracts by fostering the continuance of exchange and entrusting both parties with mutually agreeable outcomes. Relational governance affects manufacturers’ ability to flexibly adapt and overcome uncertainty in the supply chain relationship.

This study investigated the relationship among governance features that support interorganizational relations and developed precise measures of relational governance. The effect of relational governance on the evaluation of relationship value was examined.

Observational learning within the leadership development of managers is under-theorized thus far. The purpose of this paper is to develop a theoretical argument that builds out from a relational leadership perspective to center on processes affecting observational learning.

The contribution is to draw together research to build a holistic model of observational learning. A further contribution is to apply this model to the context of leadership development.

The paper examines processes associated with attention, availability, access, attainability, motivation and social comparison with significant others in particular contexts. The paper takes a temporal perspective to examine the ways that such interaction appears to be most prominent at particular times.

The paper concludes by outlining the opportunities for applying this understanding of observational leadership learning within management development arenas and explore future directions for research.

Observational learning has been relatively overlooked. Though the authors often “know” that leaders develop through experience, the role of observational learning in this experience is not well understood. This paper is intended to provide a stimulus for exploring this important area in terms of shaping thinking and designs for management development interventions.

As the demographic landscape in the USA becomes more culturally and linguistically diverse (CLD), schools must build educators’ professional knowledge and skills to better serve students whose mother tongues are not English. The purpose of this paper is to report on the formation of a network of schools collaboratively transforming their approaches to teaching and learning in order to meet the educational needs of this changing student population.

To determine how relational networks in this network affect the learning of educators to implement the bilingual education model, the authors drew from three data sources: a social network survey, semi-structured interviews and archival documents.

The schools in this study are engaged in a dramatic restructuring, moving from monolingual English schools to a network of two-way immersion bilingual schools. The evidence from this study revealed different information sharing structures within the relational networks. The authors found organizational structures of interactive spaces and teams supporting the relational networks that created communities of practice, and these communities of practice fostering all three aspects of profession capital (human, social and decisional).

The analysis points toward the complicated nature of organizational learning within networks of schools. While some relational networks were strong, the authors also note gaps and disconnections in the network interactions, despite the structures promoting connectivity. Hence, this study sheds light on both the power and the limitation of networked learning within and across school striving to improve the teaching and learning for CLD students.

This original analysis lays the foundation for future investigations of networked learning.

This paper aims to investigate the characteristics and parameters of salesperson learning within client relationships, thereby filling a noticeable gap in the knowledge of individual learning in a sales context. It also aims at advancing the discussion on the nature of learning and knowledge in sales and marketing.

A grounded theory approach is used to investigate salesperson learning in a relational context. Data collection methods include interviews with 36 business‐to‐business sales personnel, reflexive exercises and field observations.

The investigation shows that salesperson relational learning is personal, that it occurs in action, that it is contextual, natural, open‐ended, and often unconscious. Antecedents of learning are personal dispositions such as openness to changing contexts and situated learning mechanisms; consequences of relational learning are personal methods of knowledge transfer as well as the transformation of the learner and the client relationship. Thus, a framework of salesperson relational learning is proposed.

Sales managers should emphasise the continuity of learning, train people in situ and minimise turnover of sales personnel. They might also do well to acknowledge how these alternative modes can complement traditional, more formal sales management methods.

This paper presents a grounded model that aids both researchers and practitioners in understanding salesperson learning in client relationships, thus advancing a new theoretical perspective on learning in sales and marketing.

The purpose of this paper is to describe and contextualize the processes of leadership development through mentoring in a Leadership Learning Lab (“the Lab”) and to explore the implications and applications of the Lab's approach as a social learning space.

The authors used a constructivist grounded theoretical approach and conducted semi-structured interviews with participants in the Lab, which operated out of a leadership center in a mid-sized Canadian business school.

The findings show that participants used their individual life experiences to practice leadership development through mentoring in a social learning space of prescribed uncertainty. The participants identified with becoming flexible, self-actualized leaders by learning to view their own experiences and those of their Lab partners through a leadership lens.

This study contributes to an understanding of the “doing” of leadership development in a social learning space and highlights three relational processes through which leadership development emerged through mentoring: rapport-building, democratization and reflection.

The purpose of this paper is to provide a more robust understanding of how to deploy multiunit organizations’ dynamic capabilities (DCs) by examining the roles of embedded social (structural and relational) capital and knowledge archetype (exploitative and exploratory) learning.

This study uses 315 multiunit samples and structural equation modeling to determine the relationships among the variables.

The analysis reveals that, while embedded structural social capital exerts a positive influence on exploratory knowledge learning in multiunit organizations, embedded relational social capital exerts a positive influence on knowledge archetype (exploitative and exploratory) learning. Knowledge archetype (exploitative and exploratory) learning also positively influences DC deployment in multiunit organizations.

Few DCs studies have empirically examined the roles of embedded social (structural and relational) capital and knowledge archetype (exploitative and exploratory) learning in multiunit organizations. The results of this study address the failure of past theoretical perspectives on DCs to fully specify and verify the links between the roles of embedded social (structural and relational) capital and knowledge archetype (exploitative and exploratory) learning.

This paper offers one practical trajectory for DC deployment in modern multiunit organizations and offers two contributions to the theoretical perspectives on DCs. First, it identifies the critical role of embedded social capital in enabling knowledge archetype learning and DC deployment, which had never been fully specified or verified in the DCs literature. Second, it identifies the importance of DCs’ deployment trajectory in multiunit organizations’ routine processes.