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The purpose of this study was to examine the indirect effects of strategic leadership for learning between sales employees’ perceived learning opportunities and organizational commitment and job performance.

A total of 204 responses from sales employees in a South Korean company were analyzed using path analysis to test the hypothesized model and hypotheses.

Results of the analysis showed that strategic leadership has a significant indirect effect on the relationship between perceived learning opportunities and job performance and organizational commitment.

The results of this study challenge the belief that providing learning opportunities improves salesperson performance and organizational commitment. The results indicate that the relationship between continuous learning opportunities and performance, as well as between opportunities and organizational commitment, is statistically nonsignificant. However, the authors did find that providing continuous learning opportunities via strategic leadership because learning increases performance and organizational commitment.

The purpose of this paper is to explore the role of exploration/exploitation strategies in organizational learning and the impact of strategic leadership on the organizational learning process.

Based on an extensive review of literature, this paper develops propositions encompassing three key elements: exploration/exploitation, strategic leadership and organizational learning.

The propositions inform that tension between exploration and exploitation creates opportunities for organizational learning. Further, leadership styles have a differential effect on the role of exploration/exploitation in organizational learning. Transformational leadership positively impacts the role of exploration in individual and group learning but negatively impacts the role of exploitation in institutionalized learning. Transactional leadership positively impacts the role of exploitation in institutionalized learning but negatively impacts the role of exploration in individual and group learning. The alternate use of transformational and transactional leadership styles can facilitate multilevel organizational learning.

The propositions are the first step toward the development of a theory of exploration/exploitation–organizational learning–strategic leadership. For practitioners, this paper elaborates the role of exploration/exploitation and strategic leadership in multilevel organizational learning. The paper also informs about those leadership styles that are counterproductive in the individual/group and institutionalized learning.

This paper is novel in its contribution because exploration/exploitation, organizational learning and strategic leadership have not been discussed in a unified framework in the previous studies. Further, whereas previous studies discuss “organizational learning” mainly as an organizational-level construct, this paper discusses organizational learning at the individual, group and organizational levels. A discussion of the individual, group and institutionalized learning furnishes rich insights into organizational learning dynamics.

The purpose of this paper and the contribution to this special issue is to build on Kim and Watkins’ (2018) recent finding that ‘leaders mentor and coach those they lead’ is the item in the Dimensions of the Learning Organization Questionnaire (DLOQ) that is most highly-correlated with performance. Given the criticality of providing strategic leadership for learning and, more specifically, the consistent associations between leaders who mentor and coach and work-related performance outcomes, a better understanding of the associations between the learning organization concept and managerial coaching is warranted. Watkins and Kim (2018, p. 22) contend that ‘future directions for learning organization research include a search for the elusive interventions that would create a learning organization’. In response to this call for research, a research agenda for assessing managerial coaching as a learning organization (LO) intervention is proposed.

This conceptual paper briefly reviews literature on the learning organization and the DLOQ instrument, followed by a more in-depth review of the managerial coaching literature and suggestions for how future research could be conducted that more closely integrates these two concepts.

Existing literature suggests that to ‘provide strategic leadership for learning’, a dimension in the DLOQ, is one of the most pivotal dimensions for creating learning cultures that build learning organizations. Specifically, an item within this dimension, ‘leaders who mentor and coach’ has been recently identified as one of the most critical aspects associated with strategic leadership for learning.

The extant managerial coaching literature offers a solid foundation for more closely integrating and mainstreaming the developmental intervention of managerial coaching into learning organizations. Directions for future research that identifies fine-grained perspectives of the discrete facets of managerial coaching in learning organization contexts are suggested.

This study explores the positive and negative factors influencing transformational learning experiences of female leaders in women’s leadership development programmes in sports and examines the differences in learning/change factors cited by those who successfully addressed them and those who failed.

The study adopted a qualitative research method, using phone interviews with women leaders in a sports setting.

The findings revealed that participants presented clear progress in terms of leadership skills, but they failed to report whether this progress can be achieved if the programme is running within a specific sports organisation, targeting a specific kind of sports leadership in the long term.

There were a number of limitations for this study, e.g. selection of participants, sample size, exploratory methodology, which affected generalising the findings to other sports organisations or other countries.

The study provides a starting point for the exploration of the effectiveness of women leadership development programmes and how designers can evaluate the outcome of such initiatives in the UK.

Strategic leadership is perhaps the area where undergraduate students have the least experience. Therefore, a focus on developing these skills is critical for college-level leadership educators. Teaching strategic leadership requires that educators design programs that make explicit, direct, and formal links between theory and practical experience, opportunity to reflect, solve problems, work in teams, and engage in active learning.

The Citizen Leader Model (CLM) for student engagement goes beyond volunteerism and service learning through its focus on bringing about substantive change in organizations and communities. This article describes a teaching method for teaching strategic leadership using the CLM, sample projects, and outcomes.

Combining trends in employment flexibility, organizational learning, need for improved leadership and entrepreneurship is important in managing today’s organizations. This study aims to explore these relationships within a single media firm in one of the Baltic States.

The subject for this exploratory case study is a small Estonian media company having a total of 43 members/employees. Data for the study were collected using two questionnaires (organizational leadership capability and dimensions of learning organizations) and by in-depth interviews. Assessment and analysis of the data included: measurement of organizational leadership (OL) and learning organization; measurement of entrepreneurial behavior; and analysis of the results gained from studying the issues pertaining to OL, learning organization and entrepreneurial behavior.

The results of this study reveal that part-time versus full-time employees have more positive attitudes toward the organization’s decentralized leadership and of six of seven learning characteristics. It appears that the entrepreneurial orientation of the part-time employees (PTEs) helps explain the differences observed.

The implications for practice based on this study is that firms should consider their PTEs as a valuable asset not only because of the flexibility they offer to the workforce but also because of the special skills and outlooks they bring to the organization.

This paper explores the relationships among organizational learning, OL and entrepreneurship in context of part-time employment.

This paper aims to focus on academics in three private foreign universities located in Cairo (Egypt) to explore the effect of organizational learning on individual-level resistance to change with and without the mediation of authentic leadership.

A total of 960 academics were contacted and all of them received a set of questionnaires. After four follow ups, a total of 576 responses were collected with a response rate of 60.00 per cent. The author used the chi-square test to determine the association between organizational learning and authentic leadership. Multiple regressions were used to show how much variation in individual-level resistance to change can be explained by organizational learning and authentic leadership.

The findings highlight a statistical association between organizational learning and authentic leadership. Moreover, another statistical association is explored between authentic leadership and individual-level resistance to change. Furthermore, the statistical analysis proved that having an authentic leadership in the workplace fosters the effect of organizational learning in alleviating individual’s resistance to change.

Data were collected only from academics and did not include rectors and/or heads of academic departments, the matter that may lead to an inflation of statistical relationships. Future research could use a double source method. Moreover, focusing only on private foreign universities working in Egypt diminishes the author’s potential for generalizing his results.

The author recommends establishing a unit for knowledge management inside every university. The function of this unit includes but is not limited to examining prospective socio-political, cultural and economic changes/challenges in the surrounding environment and preparing the possible scenarios for dealing with them. This in turn should comprise involvement and learning opportunities for academics work in these universities. The suggested units should also organize monthly meetings between academics and representatives from different Egyptian sectors such as NGOs personnel, CEOs of private and public companies, environmentalists and politicians to address what change those actors seek universities to undertake to guide academics to fulfill their expectations.

This paper contributes by filling a gap in HR management and organization literature in the higher education sector, in which empirical studies on the relationship between organizational learning, authentic leadership and resistance to change have been limited until now.

Este artículo se centra en los académicos de tres universidades privadas extranjeras situadas en El Cairo (Egipto) para explorar el efecto del aprendizaje organizativo en la resistencia individual al cambio con y sin la mediación del liderazgo auténtico.

Se contactó con un total de 960 académicos. Se obtuvieron 576 respuestas válidas para un ratio de respuesta del 60%. Los autores usan el test chi-cuadrado para determinar la asociación entre el aprendizaje organizativo y el liderazgo auténtico. Se utilizaron regresiones múltiples para mostrar cuanta variación en la resistencia individual al cambio puede explicarse con el aprendizaje organizativo y el liderazgo auténtico.

Los resultados muestran una asociación estadística entre el aprendizaje organizativo y el liderazgo auténtico. También se explora la relación estadística entre el liderazgo auténtico y el nivel de resistencia individual al cambio. Más aún, el análisis estadístico muestra que un liderazgo auténtico favorece el efecto reductor del aprendizaje organizativo en la resistencia individual al cambio.

Los datos se obtuvieron exclusivamente de académicos, y no incluían rectores y/o directores de departamento, lo cual puede haber aumentado la significatividad estadística. La investigación futura puede utilizar un método con dos fuentes. Más aún, el foco en universidades extranjeras privadas que trabajan en Egipto puede afectar a la generalizabilidad de los resultados.

Los autores recomiendan establecer una unidad de gestión del conocimiento en cada universidad. La función de esta unidad incluye, pero no se limita a, examinar posibles cambios/retos socio-políticos, culturales y económicos en el entorno, y a preparar posibles escenarios para afrontarlos. Esto a su vez debe comprender la identificación de oportunidades de aprendizaje para los académicos en estas instituciones. Estas unidades deberían organizar reuniones mensuales entre los académicos y representantes de diferentes sectores Egipcios tales como personal de ONGs, directores de empresas públicas y privadas, activistas por el medioambiente y políticos para identificar sus necesidades y los cambios necesarios en la universidades para abordarlos.

Este trabajo contribuye a rellenar una ausencia en la literatura sobre organización y gestión de recursos humanos en la educación superior, en la que hasta la fecha no existían estudio sobre la relación entre el aprendizaje organizativo, el liderazgo auténtico y la resistencia al cambio.

Este artigo concentra-se em académicos de três universidades particulares estrangeiras localizadas no Cairo (Egito) para explorar o efeito do aprendizado organizacional na resistência em nível individual à mudança com e sem a mediação da liderança autêntica.

Um total de 960 acadêmicos foram contatados e todos receberam um conjunto de questionários. Após quatro acompanhamentos, um total de 576 respostas foram coletadas com uma taxa de resposta de 60%. O autor usou o teste do qui-quadrado para determinar a associação entre aprendizado organizacional e liderança autêntica. Se usou regressões múltiplas para mostrar quanta variação na resistência individual à mudança pode ser explicada pelo aprendizado organizacional e pela liderança autêntica.

Os resultados destacam uma associação estatística entre aprendizado organizacional e liderança autêntica. Outra associação estatística também é explorada entre liderança autêntica e resistência individual à mudança. Além disso, a análise estatística provou que ter uma liderança autêntica no local de trabalho promove o efeito do aprendizado organizacional na diminuição da resistência individual à mudança.

Os dados foram coletados apenas de acadêmicos e não incluíram reitores e/ou chefes de departamentos acadêmicos, o que pode levar a um aumento nas relações estatísticas. Pesquisas futuras poderiam usar um método com fonte dupla. Além disso, o foco apenas em universidades particulares estrangeiras que trabalham no Egito diminui o potencial do autor de generalizar seus resultados.

O autor recomenda o estabelecimento de uma unidade para a gestão do conhecimento em todas universidades. A função desta unidade inclui, entre outros, o exame de possíveis mudanças/desafios sócio-políticos, culturais e econômicos no ambiente circundante e a preparação dos cenários possíveis para lidar com eles. Por sua vez, isso deve incluir envolvimento e oportunidades de aprendizado para os acadêmicos trabalharem nessas universidades. As unidades sugeridas também devem organizar reuniões mensais entre acadêmicos e representantes de diferentes setores egípcios, como o pessoal de ONGs, diretores executivos de empresas públicas e privadas, ambientalistas e políticos para as mudanças que esses atores procuram nas universidades para orientar os acadêmicos a atender às suas expectativas.

Este artigo contribui preenchendo uma lacuna na literatura sobre gestão e organização de RH no setor de ensino superior, no qual estudos empíricos sobre a relação entre aprendizagem organizacional, liderança autêntica e resistência à mudança foram limitados até agora.

Complex crises affect tightly coupled systems making them highly unpredictable. This paper aims to determine how organizations learn from their crisis experience shaping their knowledge and transformation trajectory toward and beyond survival. A theoretical framework integrating organizational learning (OL) and knowledge management in organizational transformation (OT) in complex crises is presented.

This conceptual paper presents a systematic literature review on OT in crisis from 2000 to 2021. To achieve integration, the authors searched for studies on OT, knowledge management and OL, each paired with a crisis.

Crises highlight the emergent and decentered nature of knowing and organizing. This study suggests that OT is achieved through various changes in organizational knowledge. Different learning modes enable the transformation of knowledge in a crisis: contextual or situated learning, strategic and collective integration.

The authors' pandemic experience may have influenced the analysis. This paper does not account for new types of learning emerging due to the influence of digital technologies.

Organizations may hasten renewal through distributed crisis management facilitated by contextual and strategic learning and collective integration.

This study categorizes learning, based on its function in crisis management, into three types: contextual learning for creative problem-solving, strategic learning for leadership and direction and collective integration to evaluate their crisis journey. Through this classification, this study sheds light on the types of knowledge needed to manage crises effectively, showing that organizations can leverage their crises by transforming and innovating themselves in this turbulent period.

There is limited research in Pakistan that describes how organizational learning, which is not contingent on funding, can be used to improve the quality of education in developing countries. This study addresses this gap in the literature with a study that examines the perceptions of educators at medium-cost schools in Karachi, Pakistan.

As part of a larger mixed-method QUAN-qual study, this study used an instrument based on Watkins and Marsick’s Dimensions of the Learning Organization, to collect survey data from 21 head teachers/coordinators, 653 teachers at 32 urban schools. This paper presents an analysis of survey data and findings related to two research questions. This paper used exploratory factor analysis and simultaneous regression analysis to test four hypotheses.

The findings suggest that of the four levels of learning, global and school level learning predict knowledge performance at medium-cost urban schools in Karachi, Pakistan.

The paper includes implications for both school leaders and the education leadership faculty who prepare them to play a vital role in schools.

The paper adds to a limited body of literature that describes how organizational learning can be used to improve the quality of education in developing countries such as Pakistan.

This study intends to investigate the extent to which the Sri Lanka Army can be described as a learning organization.

The main tool of analysis used was the Dimensions of the Learning Organization Questionnaire (DLOQ) developed by Marsick and Watkins, with the exclusion of the sections on financial and knowledge performance.

Using the DLOQ, the research found that the dimensions of a learning organization proposed by Marsick and Watkins are present in the Sri Lanka Army, although with some aberrations between different ranks.

The study was conducted without a directly connected dependent variable.

This study shows how even a non‐profit‐oriented organization like the Sri Lanka Army can be informed from a concept like the learning organization, and indeed emphasizes the overarching need for a military organization to operate as a learning organization. Therefore, this research has reiterated the fact that the learning organization is a prescription that all organizations, even not‐for‐profit ones, should ardently pursue. The research also offers recommendations for improvements in the performance of the Sri Lanka Army by identifying certain weaknesses.

By initiating the use of the DLOQ in the Sri Lankan as well as a military context, the study has opened the doors for administering the DLOQ and similar tools for measuring the extent of organizational learning and the presence and strength of learning organizational characteristics in Sri Lanka.