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This study aims to empirically examine the influence of management control systems (MCSs) on knowledge acquisition from innovation failure (KAFIF), which further impacts empowerment, creativity and organizational innovation. This study argues that enabling an MCS positively influences KAFIF, whereas controlling the use of an MCS negatively influences KAFIF. Further, KAFIF positively impacts empowerment, creativity and organizational innovation.

This study aims to create a comprehensive stimulus–organism–response (S-O-R) framework. This framework includes an MCS (belief, interactive, boundary and diagnostic) as a stimulus, KAFIF as an organism and creativity, empowerment and organizational innovation as responses. The data were gathered using an online survey administered to a sample of 321 employees working in India’s micro, small and medium enterprises and analyzed using partial least squares structural equation modeling.

The results indicate that there is no correlation between belief control and the acquisition of knowledge from the failure of innovation, interactive control has a positive association with KAFIF and boundary control has no relationship with KAFIF. Diagnostic control has a significant negative association with KAFIF. Further, this study found that KAFIF positively associates with empowerment, creativity and organizational innovation.

This study is among initial studies that examine the influence of MCSs on KAFIF, which impacts empowerment, creativity and organizational innovation. Further, it helps be one of the initial literature on studying KAFIF rather than innovation success.

This paper aims to present the progress of the implementation of sustainability in business schools in line with the United Nations Principles for Responsible Management Education (PRME) and its principles of responsible management education.

By analyzing the content of the Sharing of Information on Progress reports from PRME signatories, this study identified significant developments in the strategies business school use to implement sustainability. However, it seems that a framework that business schools can apply to accomplish that goal is still lacking. This paper proposes a framework that addresses four components of the integration process and stresses the important role of stakeholders. The authors discuss the results from 2021 in comparison to the results of a previous analysis of the first 100 signatories from 2010 and analyze the findings in relation to the developed framework.

This study shows that business schools have improved their sustainability engagement in many areas (e.g. education offerings and teaching methods, campus practices and engaging stakeholders). However, less attention has been paid to other aspects, such as reviewing and assessing, capability development or communication, which could slow the transformation process. The authors discuss further implications of the findings for enhancing the PRME signatories’ ability to implement the underrecognized aspects.

While the analysis focuses on the status and progress of the integration of PRME within business schools during the past decade, the framework may enable higher education institutions to analyze their potential to implement change and plan future transformation strategies.

Research and experience show that evidence-based practice (EBP), i.e. using the best available knowledge in daily professional work, is difficult to achieve in social services. The purpose of this study is to understand the development of organizational EBP learning processes in daily work through workplace education for staff and managers of supported homes for people with cognitive disabilities. The authors examine how the EBP model and new knowledge are understood and made actionable in the workplace, applying theories of organizational learning.

The authors used empirical material collected from an EBP workplace education pilot in Sweden, as well as documents on national EBP implementation in Swedish social services. Before the pilot, a focus group interview was conducted with regional senior managers. Participating managers and staff were individually interviewed two to three years after the pilot.

The study illustrates how knowledge-based action emerged from education where EBP was interpreted, understood, reflected on, and tested, supported by codified EBP tools in the work context. The participants, when supervised, and when observing and questioning their own behaviors in practice, contributed to double-loop learning (DLL) processes. Codification of EBP knowledge into useful tools and socialization processes during education and workplace meetings was crucial in developing individual and group DLL and knowledge-based actions.

The bottom-up approach to EBP development and the adaptive contextual learning at the workplace gave new insights into organizational learning in social service workplaces.

The effectiveness of Six Sigma programs has varied across different industries and organizations, and leadership styles have been identified as a critical success factor for the installation of Six Sigma initiatives. Therefore, this study aims to investigate the specific elements of leadership styles that are linked with the successful deployment of Six Sigma programs in the automobile industry.

To conduct the study, the researchers utilized a Likert scale questionnaire with a rating system of 1–7 and a simple random sampling method. The survey was distributed to 2,325 potential participants, with 573 responses received, mostly from Germany, the United Kingdom and Sweden. Out of those responses, 260 completed questionnaires were received. The study utilized a mixed-methods research design and exploratory research approaches to investigate the implication of leadership style on the success of Six Sigma implementation. The research employed several analysis techniques, including Structural Equation Modeling (SEM), exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and Survey methods.

Through various SEM methods, such as EFA and CFA, the study revealed two vital leadership elements: (1) the long-term success of Six Sigma depends on leadership’s support and recognition of it as an improvement strategy and (2) leadership must commit to the organization’s suppliers to ensure quality and the provision of defect-free products.

By incorporating the identified key elements of leadership into their strategies, organizations and researchers can ensure the sustainable implementation of Six Sigma.

This research presents a distinct contribution to the evaluation of leadership style components within the European automotive sector, utilizing a mixed-methods research design and incorporating a variety of descriptive statistics.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Higher education institutions can utilize sustainability reporting tools as a means of increasing organizational learning and strengthening sustainability. Finding ways to deepen and broaden the nature of learning will help better equip these institutions to address complex challenges like climate change.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Inevitably, there is no free-mistakes organization. The hotel industry can be considered a dynamic and labor-intensive sector where mistakes can occur frequently. Therefore, learning from failure or mistakes is considered a crucial component of learning in the workplace. This study aims to explore leaders' behaviors that can encourage employees to engage in learning from failure endeavors.

This is a qualitative study where five semi-structured interviews were undertaken with heads of departments in four-and five-star hotels in Manchester, the UK. Thematic analysis was performed to analyze the collected data.

The results revealed that three leader behaviors were suggested to encourage employee learning from failure in hotels, namely: being open and accessible to employees, encouraging them to speak up and share their experiences, particularly their mistakes, and giving them constructive feedback instead of criticisms. These behaviors were found to be related to a construct in past studies called leader inclusiveness.

This is an exploratory study that tries to enhance the understanding of what encourages learning from failure at work, particularly in the hotel industry where this has received little attention.

This study aims to investigate the relationships between affective commitment (AC), innovative work behavior (IWB) and organizational socialization strategies (training, coworker support, understanding and future prospects) to ensure the viability and prosperity of businesses in Iraq.

The methodology includes demographic analysis, confirmatory factor analysis and structural equation modeling.

An analysis of survey data based on a random sample of participating employees shows that training, understanding and future prospects all significantly and positively affect employee AC. Coworker support does not significantly affect AC. Employees’ AC to their companies significantly positively affects their IWB. Employees’ AC to their companies significantly mediates the relationships between training, understanding, future prospects and IWB. Company practices regarding training, understanding, coworker support and future prospects do not affect employees’ IWB.

The authors conducted the study in Sulaymaniyah. The results may not apply to Iraq and other nations. Researchers from various industries and countries can evaluate the model. The research ignores company age, size and fit between individuals and organizations.

The study closes a research gap in organizational behavior by exploring the association between managerial socialization strategies, AC and creative work behavior in Iraq.

The purpose of this paper is to examine the effect of humble leadership on project success. In addition, we examine the mediating effect of organisational learning on the relationship between humble leadership and the success of international development projects.

This study adopted a quantitative research methodology based on questionnaire data collected from 80 international development project managers from different sectors in Senegal (West Africa). The variance-based structural equation method, following the partial least squares approach, was used to test the research hypotheses.

The results showed that humble leadership is positively related to project success. Furthermore, organizational learning mediates the relationship between humble leadership and project success.

This research has several limitations. The authors did not examine the role of organizational culture as a moderating variable. However, the authors believe that the cultural variable can have an impact on project success and team building, and future studies should consider this aspect as well. In the African context, each country has its own culture, which may affect the behaviour of the project manager. Also, the authors admit that the sample size is relatively small, which greatly reduces the generalizability of the results.

These findings have important implications. First, because a project leader’s humility enhances project success, it is critical for development projects to select leaders who demonstrate modest conduct in the workplace. The perfect selection of a humble leader depends heavily on judgements about the characteristics of a humble leader from new project manager candidates.

Drawing on conservation of resources theory, this study found that humble leadership is important for project success, thus extending the utility of the concept of humble leadership to the project literature.

The paper proposed a fast procedure for solving the reliability-based robust design optimization (RBRDO) by modifying the RBRDO formulation and transforming it into a series of RBRDO subproblems. Then for each subproblem, the objective function, constraint function and reliability index are approximated using Taylor series expansion, and their approximate forms depend on the deterministic design vector rather than the random vector and the uncertain estimation in the inner loop of RBRDO can be avoided. In this way, it can greatly reduce the evaluation number of performance function. Lastly, the trust region method is used to manage the above sequential RBRDO subproblems for convergence.

As is known, RBRDO is nested optimization, where the outer loop updates the design vector and the inner loop estimate the uncertainties. When solving the RBRDO, a large evaluation number of performance functions are needed. Aiming at this issue, the paper proposed a fast integrated procedure for solving the RBRDO by reducing the evaluation number for the performance functions. First, it transforms the original RBRDO problem into a series of RBRDO subproblems. In each subproblem, the objective function, constraint function and reliability index caused are approximated using simple explicit functions that solely depend on the deterministic design vector rather than the random vector. In this way, the need for extensive sampling simulation in the inner loop is greatly reduced. As a result, the evaluation number for performance functions is significantly reduced, leading to a substantial reduction in computation cost. The trust region method is then employed to handle the sequential RBRDO subproblems, ensuring convergence to the optimal solutions. Finally, the engineering test and the application are presented to illustrate the effectiveness and efficiency of the proposed methods.

The paper proposes a fast procedure of solving the RBRDO can greatly reduce the evaluation number of performance function within the RBRDO and the computation cost can be saved greatly, which makes it suitable for engineering applications.

The standard deviation of the original objective function of the RBRDO is replaced by the mean and the reliability index of the original objective function, which are further approximated by using Taylor series expansion and their approximate forms depend on the deterministic design vector rather than the random vector. Moreover, the constraint functions are also approximated by using Taylor series expansion. In this way, the uncertainty estimation of the performance functions (i.e. the mean of the objective function, the constraint functions) and the reliability index of the objective function are avoided within the inner loop of the RBRDO.

The purpose of this study was to investigate the mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability in schools.

The study employs a quantitative research design and a survey methodology. Data were collected from 400 teachers in Bahrain.

The results reveal that teachers' intrinsic and extrinsic motivation fully mediates the relationship between principals' perceived distributed leadership and organizational learning capability in schools.

The study contributes to the literature on distributed leadership, organizational learning and motivation by highlighting the important mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability. The study also has practical implications for school administrators by suggesting that distributed leadership practices can be an effective strategy for promoting organizational learning capability in schools.