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Although digitalization in the workplace is burgeoning, tools are needed to facilitate personalized learning in informal learning settings. Existing knowledge recommendation techniques do not account for dynamic and task-oriented user preferences. The purpose of this paper is to propose a new design of a knowledge recommender system (RS) to fill this research gap and provide guidance for practitioners on how to enhance the effectiveness of workplace learning.

This study employs the design science research approach. A novel hybrid knowledge recommendation technique is proposed. An experiment was carried out in a case company to demonstrate the effectiveness of the proposed system design. Quantitative data were collected to investigate the influence of personalized knowledge service on users’ learning attitude.

The proposed personalized knowledge RS obtained satisfactory user feedback. The results also show that providing personalized knowledge service can positively influence users’ perceived usefulness of learning.

This research highlights the importance of providing digital support for workplace learners. The proposed new knowledge recommendation technique would be useful for practitioners and developers to harness information technology to facilitate workplace learning and effect organization learning strategies.

This study expands the scope of research on RS and workplace learning. This research also draws scholarly attention to the effective utilization of digital techniques, such as a RS, to support user decision making in the workplace.

The purpose of this research is to analyze the relationship between the organizational learning capacity of manufacturing companies in the Spanish Basque Region and their management systems.

To this end, an ad hoc questionnaire was devised and addressed to the Chief Executive Officers of a representative sample of 200 companies from all manufacturing sectors of the Basque Country.

The results obtained show that the characteristics of the management system of a company (the strategy formulation process and organizational design) do not condition the learning level that can be attained as a result of an experience of concrete change. However, it is true that companies which have experienced changes in which a high level of learning has been achieved have adapted their management systems more according to what theorists deem appropriate to help future learning.

The research carried out allows a better practical knowledge of the existing relationship between management systems, change processes, and levels of organizational learning.

The paper aims to discuss the critical issue of learning and knowledge convergence in knowledge‐intensive organizations, and to provide practical guidelines for effective strategies.

The paper brings together previous research in knowledge management and provides a critique for the lack of integration of previous studies with learning, a key process for efficient knowledge management. Stemming from this critique, an integrative framework for knowledge management support from a learning perspective is proposed.

The major contribution is the framework for knowledge management support from a learning perspective, which can guide strategies of effective knowledge and learning management. This framework initiates an interesting discussion of technological issues that can enhance current knowledge management practices.

The taxonomy of knowledge management systems provides the basis for an extensive specification of knowledge management strategies. Further research could focus on an instrumental approach to the integrative framework suggested in this paper, to illustrate how it can be used to enhance the integration of learning processes and products in the knowledge management process.

The paper is a very useful source of information and impartial advice for strategists, knowledge management officers and people interested in implementing learning and knowledge management in a knowledge‐intensive organization.

This paper presents a novel taxonomy of knowledge management systems from a learning perspective. Unlike previous literature on knowledge management, this paper makes an explicit claim for integrating knowledge management and learning activities and illustrates how the two can be jointly supported by various knowledge management systems.

The purpose of this paper is to analyze the effects on quality-related learning resulting from the use of the quality cost information (QCI). Specifically, this paper analyzes to what extent the diagnostic and interactive uses of QCI contribute to improve quality-related learning.

The proposed model was tested using a structural equation modeling procedure with AMOS and the data were collected through a questionnaire survey conducted on a sample of Portuguese certified companies.

The results shed light on expected relationships since the interactive style of use of QCI, unlike the diagnostic style of use, has a positive effect on quality-related learning. However, the diagnostic use of QCI was found to be a predecessor of the interactive use of QCI, in line with previous studies. Finally, diagnostic use of QCI exerts an indirect positive impact on quality-related learning through the interactive use of QCI.

This paper contributes to the body of research on the use of interactive and diagnostic systems, providing evidence that a balance between those systems improves quality-related learning.

The results show that the use of QCI to promote participation, dialogue and involvement of all participants (according to an interactive style of use), and not just to control the accomplishment of predetermined objectives (according to a diagnostic style of use), is a necessary condition for quality-related learning.

Despite the wide-ranging literature focused on the identification, measurement and reporting of QCI, less attention has been paid to how this information is used in the management process. The way in which the use of QCI can contribute to the improvement in quality-related learning is also an unexplored topic in the literature.

To illustrate the value of using a learning management system to streamline training administration tasks and, especially, to provide evidence of compliance for the authorities in regulated industries.

The approach to this topic is via interviews with experts. Officials from five US‐based organisations – four health‐care and one pharmaceutical organisation – explain the value of a learning management system to their particular organisation. They also outline the additional benefits that they have experienced – such as medical staff being able to spend more time with patients. There are also comments from an industry analyst specialising in learning management systems.

Learning management systems not only enable training to be standardised and co‐ordinated within the largest and most fragmented organisations but also provide accurate records of learning and competence – which are vital in highly regulated industries.

These are that every organisation in a “regulated” industry – especially those in the health‐care sector – should use an enterprise‐wide learning management system to improve the efficiency of their staff training and development. Moreover, they should use the user‐monitoring and record‐keeping functions of the learning management system to keep automated, up‐to‐date records of knowledge, skills and competencies for that industry's regulatory bodies.

This paper demonstrates – albeit anecdotally – the value of a learning management system, not just for the training function but also in operational terms. As such, it should be of interest not only to training and HR professionals but also to those responsible for organisational strategy, planning and operation.

This paper aims to consider how and to what extent it is possible to interpret a performance management system (PMS) as a typical control mechanism or in a more innovative way as a learning tool. PMSs are typically used for planning and coordination purposes. However, they may also be used as an opportunity to foster learning inside the organization.

The empirical analysis was carried out during January-May 2014. A single case study was developed, in the first phase, through document analysis and semi-structured interviews with three top managers, to investigate the purpose and rationale of the design of the PMS. The investigation then continued with non-participant observation.

The picture shows the dominance of “command and control” thinking, based on a cybernetic control system connected to targets and linking the achievement of these targets to individual performance.

This paper helps to contextualize reflections on PMSs and potential learning outcomes in knowledge organizations, with specific reference to the airport industry.

This paper contributes to the extant debate on the relationship between PMSs and learning. Traditionally, the literature has focused only on particular aspects of PMSs. Other authors, relying on a contingent approach, have instead put forward the need of a more comprehensive and integrated frameworks encompassing organic conception of PMSs, as well as of the interdependencies among their components. In the case study under scrutiny in this paper, adaptive or single-loop learning is taking place, in which adaptive changes occur but do not lead to any major changes.

The purpose of this paper is to assess the performance of an e‐learning software system to ensure its teaching and learning quality, contextual relevance and longer operational life to achieve economies of scale.

A Goal‐Question‐Metric (GQM) paradigm along with the ISO 9126 quality characteristics is proposed to assess performance of an in‐house e‐learning software system in terms of its functionality, usability, efficiency and effectiveness. The e‐learning software system was designed and implemented for teaching staff of developing countries attending the T&L “train the trainer” course at the Colombo Plan Staff College (CPSC), Manila, Philippines. The data were collected from the participants from 20 countries who attended the program over a period of three years.

The approach was very effective for assessing and evaluating various functions of the web‐based teaching and learning software system and assessing its suitability in teaching and learning, and interaction among the users. The findings were utilized to further improve the management and quality of the training program.

Commitment and participation of stakeholders/users is required to appropriately define the assessment goals, generate underlying questions that define those goals, and identify the metrics that provide answers to those questions. The research has limitations similar to any other questionnaire based subjective data collection method, much relying upon the respondent judgments. Therefore, a sound mechanism for data collection, validation and analysis needs to be employed to ensure internal consistency and accuracy.

Many e‐learning software systems are accessed across the globe and are utilized by a number of institutions simultaneously while crossing over national and geographical boundaries. Therefore, performance assessment based on different ethical and social values and language barriers, to meet the clientele requirements belonging to different social backgrounds, is essential. Also this research provides many guidelines to reduce the customization requirements for different nationalities, and therefore, makes overall implementation of the learning management system more efficient and cost effective.

Due to the generic nature of GQM approach, this framework can be applied to undertake performance assessment of an in‐house built, web‐based teaching and learning system using the selected ISO 9126 quality characteristics to ensure the appropriateness, longevity and sustainability of the learning system.

The purpose of this paper is to test a theoretically derived representation of a relationship management capability. The relationship management capability architecture developed from the literature integrated theory on dynamic capabilities, the resource‐advantage theory of competition, and prior capability research in innovation and information technology management.

The second‐order constructs of relationship infrastructure, relationship learning and relationship behaviour argues to represent a relationship management capability (RMC) was assigned measures adapted from the literature, and pilot tested with industry consultants. The final questionnaire was sent to senior executives responsible for customer relationship management in manufacturing and business service firms in the UK. The structural model representing the RMC was shown to be robust with a comparative fit index of 0.91.

Although the low response rate and the subjectiveness of respondents encourage caution in interpreting the research findings, the results suggest that relationship management systems, implemented through collaborative and flexible behaviours, and renewed through adaptive and generative knowledge derived from experience and challenging current relationship management assumptions, are key dimensions of a RMC.

This framework advances and tests a new theoretical perspective of a relationship management capability that incorporates a capacity for renewal. In addition, it provides managers with a tool to evaluate their organisation's relationship management capability at key stakeholder interfaces on attributes that define relationship infrastructure, relationship learning and relationship behaviour, as this capability is renewed over time.

The purpose of this paper is to investigate the effects of national culture on the acceptance, and online interaction, of management education and training online using Hall's cultural classifications and Hofstede's cultural framework. Potential differences in perceptions of personal innovativeness and levels of online management education acceptance were examined.

Factor analysis, structural modeling techniques and independent sample t‐statistics were used to analyze samples collected from online management classes in the USA and Korea.

Results suggest that high‐context and collectivism cultures are more conservative to the adoption of online management education and training and participation in online interaction. A second interesting finding is evidence of the significant difference of adoption likelihood of learning innovation and changes. It was clear that a nation's culture directly affects the manner in which participants engage, relate and benefit from online management education/training.

These insights may help multinational companies predict adoption of online management education and the appropriateness of online training across regional differences so as to formulate more effective online management education and training strategies by accommodating their cultural influences.

The purpose of this paper is to adopt a learning-based approach to portray the impact of Covid-19 on state school services in Italy, with a specific focus on the role of street-level bureaucrats and the triggering of co-creative processes.

The study proposes a qualitative system dynamics (or SD) approach describing the implementation of Covid-related educational policies in Italy. An insight model, made of causal loop diagrams, integrates the selected multi-disciplinary literature and institutional sources, secondary data from national and local reports (about Palermo, the fifth largest metropolitan city in Italy) and insights from a panel of school street–level bureaucrats.

The study provides an insight into the impacts of governmental decisions (school closures and the subsequent need to activate distance learning during the first wave of Covid-19) at a local level. Specifically, it portrays the influences of managerial and professional discretion, infrastructural equipment and socio-economic factors favouring/deterring co-creative educational processes.

The SD model highlights vicious/virtuous circles in policy implementation and suggests new managerial paths for education, more routed towards public value creation and less attached to bureaucratic procedures and the unquestioning application of performance culture.

The paper proposes an original and holistic approach to dealing with policy making in education and its managerial features. The research findings are considered important, not only to face the current emergency, but also to pro-actively think about the post-Covid era.