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Interest in the relationship between organizational culture and performance is not new but it still attracts considerable attention from researchers. In the literature on organizational learning, organizational culture is mainly conceived as an essential condition to facilitate and support learning and consequently as an important feature in achieving organizational performance nowadays. In the scope of this research topic, the purpose of this paper is to analyze the effect of organizational learning culture on two organizational outcomes – profitability and customer satisfaction, and the mediation effect of total quality management (TQM) in these relationships.

The data were collected from 107 firms and the technique used for data analysis was structural equation modeling.

The results reveal a positive direct impact of organizational learning culture on organizational profitability and a positive indirect effect, through TQM, on customer satisfaction.

These findings support to a body of literature that claims the relevance of developing a cultural orientation toward learning in organizations in order to contribute to organizational success. This study also takes into account some methodological features in order to increase the quality of culture-performance research.

O interesse na relação entre cultura organizacional e performance, embora não sendo novo, continua a atrair uma atenção considerável da investigação. Na literatura sobre aprendizagem organizacional, a cultura organizacional é maioritariamente entendida como uma condição essencial para facilitar a aprendizagem nas e das organizações e, consequentemente, como um aspeto importante para garantir um desempenho organizacional positivo. No âmbito desta temática, este estudo analisa o efeito de uma cultura organizacional orientada para a aprendizagem em dois tipos distintos de resultados organizacionais – a rentabilidade e a satisfação do cliente, assim como o papel mediador da gestão pela qualidade total nestas relações.

Os dados foram recolhidos numa amostra de 107 empresas e utilizaram-se modelos de equações estruturais para a sua análise.

Os resultados revelam um efeito positivo direto da cultura de aprendizagem na rentabilidade e um efeito positivo indireto, via gestão pela qualidade total, na satisfação dos clientes.

Estes resultados são consonantes com a literatura que defende a relevância de desenvolver uma orientação cultural para a aprendizagem nas organizações, de forma a contribuir para o sucesso organizacional. Este estudo tem, igualmente, em consideração vários aspetos metodológicos que visam contribuir para a qualidade da investigação da relação cultura-performance.

The purpose of this study is to analyze the configurational effect of transformational leadership, team conflict, team cohesion and psychological safety on team learning.

The questionnaire and two different data sources (team members and team leaders) were used as data collection strategy. Based on a sample of 82 teams, qualitative comparative analysis in its fuzzy set variant was used to test the model.

The findings of this study reveal that three important paths explain team learning: the presence of transformational leadership, task cohesion and psychological safety with the absence of relationship conflict; the presence of transformational leadership, social and task cohesion and psychological safety; and the presence of transformational leadership, social and task cohesion with the absence of relationship and task conflict.

Overall, the findings suggest that the presence of transformational leadership, team cohesion and psychological safety and the absence of conflict are important conditions for team learning to occur, as well as that more than one configurations of antecedent factors drive team learning.

This paper is focused on team learning, the fourth discipline proposed by Senge (1990) in his seminal book The Fifth Discipline: The Art and Practice of the Learning Organization. This paper aims to provide a reflection upon the journey that this construct has made since this book’s publication, in terms of conceptualization, research and its link to organizational learning and learning organizations.

This paper is based on a review of Senge’s (1990) conceptualization of team learning and on a literature review of team learning research that has been produced since then.

Since the first edition of Senge’s book in 1990, team learning has been growing as an autonomous research topic with numerous papers centered on learning at this level of analysis. Senge’s proposals concerning team learning remain present in the way team learning is now conceptualized, but this research stream has led to advancements in its conceptualization and on the understanding of its antecedents and consequences. Nevertheless, the authors observed a lack of research centered on the link between team learning and organizational learning, as well as between team learning and the concept of the learning organization.

This paper offers a review of research on team learning, suggesting some avenues for further research on this topic and its contribution to learning organizations. As teams are nowadays the building blocks of most organizational structures, and learning is a key process for effectiveness, research on learning at this level of analysis will remain valuable.

This study aims to examine the micromechanisms of how knowledge culture fosters human capital development.

An empirical model was developed by using the structural equation modeling method based on a sample of 321 Polish knowledge workers employed in different industries.

This study provides direct empirical evidence that tacit knowledge sharing supports human capital, whereas tacit knowledge hiding does not, and this hiding is considered a waste of knowledge. If tacit knowledge does not circulate within an organization, it is a severe waste of an organization. The findings indicate that shame from making mistakes might impede the sharing of knowledge gained from making those mistakes, and in such cases, the knowledge remains hidden.

Leaders aiming to ensure human capital growth should implement an authentic learning culture composed of a learning climate and mistakes acceptance components that enable open discussion about mistakes on each organizational level.

The knowledge culture is found to be an essential element of building human capital but, at the same time, not sufficient without a learning culture, and its mistakes acceptance component. A permanent organizational learning mode that supports a continuous organizational shared mental model reframing is an antidote to tacit knowledge hiding.

The purpose of this paper was to contribute to a deeper understanding of the effects of transformational leadership on team performance, examining the role of team psychological capital (team PsyCap) and team learning behaviours as intervening mechanisms in that relationship.

A quantitative study with a cross-sectional design was conducted. The sample was composed of 82 teams from 57 Portuguese companies. Hypotheses were tested through structural equation modelling.

Results revealed that transformational leadership is positively related to team PsyCap, which, in turn, is positively related to team learning behaviours. Moreover, the study’s findings supported the indirect influence of transformational leadership on team performance, through the role played by team PsyCap and team learning behaviours.

This is the first study that considers the mediating role of team PsyCap and team learning behaviours in the relationship between transformational leadership and team performance. In this manner, the present research contributes to the body of research on leadership, highlighting the way through which leadership might translate into team performance. Moreover, it contributes also to the positive organisational behaviour literature, identifying both antecedents and consequents of team PsyCap. The study’s findings encourage organisations to develop ways of reinforcing transformational leadership behaviours and psychological capital among teams.