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1 – 10 of over 8000Stephanie Douglas and Gordon Haley
The objective of this study is to analyze the conceptual and domain overlap of organizational learning and organizational resilience; specifically, the adaptation or renewal…
Abstract
Purpose
The objective of this study is to analyze the conceptual and domain overlap of organizational learning and organizational resilience; specifically, the adaptation or renewal domain in organizational resilience. From the findings, strategies to foster collective learning leading to organizational resilience are identified and outlined.
Design/methodology/approach
Recent organizational resilience conceptual models were analyzed to identify the conceptual overlap between the renewal and adaptation domain of organizational resilience and organizational learning. From the analysis of the models, implications were drawn based on the conceptual overlap found in organizational learning and the adaptable or renewal domain of organizational resilience.
Findings
To build the renewal or adaptation domain of organizational resilience, organizations must embody learning into a capability. Systems are then required for learning to remain continuous and foster knowledge acquisition, distribution, interpretation, and organizational memory that leads to dynamic capabilities for renewal and adaptation. The learning strategies must then focus renewing what is known in traditional approaches to organizational learning that supports experiential learning, developing systematic approaches to learning, and creating contexts to facilitate organizational learning. When this knowledge is aggregated to an organizational level, it contributes to resilience.
Originality/value
As organizational resilience grows in attention and importance; it is necessary to investigate similarities and conceptual domain overlap. This study contributes to this need and identifies what can be implemented in learning strategies for organizations’ resilience capacity.
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Angela França Versiani, Pollyanna de Souza Abade, Rodrigo Baroni de Carvalho and Cristiana Fernandes De Muÿlder
This paper discusses the effects of enabling conditions of project knowledge management in building volatile organizational memory. The theoretical rationale underlies a recursive…
Abstract
Purpose
This paper discusses the effects of enabling conditions of project knowledge management in building volatile organizational memory. The theoretical rationale underlies a recursive relationship among enabling conditions of project knowledge management, organizational learning and memory.
Design/methodology/approach
This research employs a qualitative descriptive single case study approach to examine a mobile application development project undertaken by a major software company in Brazil. The analysis focuses on the project execution using an abductive analytical framework. The study data were collected through in-depth interviews and company documents.
Findings
Based on the research findings, the factors that facilitate behavior and strategy in managing project knowledge pose a challenge when it comes to fostering organizational learning. While both these factors play a role in organizational learning, the exchange of information from previous experience could be strengthened, and the feedback from the learning process could be improved. These shortcomings arise from emotional tensions that stem from power struggles within knowledge hierarchies.
Practical implications
Based on the research, it is recommended that project-structured organizations should prioritize an individual’s professional experience to promote organizational learning. Organizations with well-defined connections between their projects and strategies can better establish interconnections among knowledge creation, sharing and coding.
Originality/value
The primary contribution is to provide a comprehensive view that incorporates the conditions required to manage project knowledge, organizational learning and memory. The findings lead to four propositions that relate to volatile memory, intuitive knowledge, learning and knowledge encoding.
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Mohammad Khalid AlSaied and Abdullah Abdulaziz Alkhoraif
In the era of hyper-competitiveness, firms, especially project-based management structures, have to focus on ideas for both new and existing sets of products and services, i.e…
Abstract
Purpose
In the era of hyper-competitiveness, firms, especially project-based management structures, have to focus on ideas for both new and existing sets of products and services, i.e. ambidextrous innovation. The ambidextrous innovation can be helpful, but achieving such a level is a problem to be solved. This study aims to yield ambidextrous innovation by using innovative culture and knowledge that has been gained from learning.
Design/methodology/approach
The present research collected data from Saudi Arabian public-sector firms. The data collected is analyzed using the partial least squares structural equation modeling (PLS-SEM).
Findings
The findings of the study suggest that a range of factors can be operationalized in project-based firms to establish organizational learning and innovation culture. These factors include agile-based project management, leveraging existing innovative capabilities and growth mindset in case of innovative organizational culture and additional factors of agile-based knowledge management along with others in case of organizational learning. The PLS-SEM further concluded that both organizational learning and innovative organizational culture, in turn, help project-based Saudi Arabian public-sector firms to develop their ambidextrous innovation capability.
Originality/value
The PLS-SEM further concluded that both the organizational learning and innovative organizational culture, in turn, help project-based Saudi Arabian public-sector firms to develop their ambidextrous innovation capability.
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Mojtaba Kaffashan Kakhki, Joel R. Malin, Farahnaz Naderbeigi, Iman Maleksadati and Hassan Behzadi
The purpose of the present study was to identify the conditions that affect the absorptive capacity (AC) of knowledge, discover its consequences and design an AC paradigm pattern…
Abstract
Purpose
The purpose of the present study was to identify the conditions that affect the absorptive capacity (AC) of knowledge, discover its consequences and design an AC paradigm pattern in public academic libraries. To do so, AC was investigated at the levels of individual and organizational learning.
Design/methodology/approach
In this paper, to answer the three major questions of this qualitative-survey study, the views of 24 experts were examined using an in-depth semi-structured interview and grounded theory strategy. The data were collected using a nonrandom combined targeted sampling procedure (targeted and snowball) and analyzed based on Strauss and Corbin’s (1998) approach and utilizing MAX Qualitative Data Analysis (MAXQDA) software.
Findings
Throughout the grounded analytic stages, 121 open codes were identified. These were distributed around the AC axial category in academic libraries in terms of individual and organizational learning. The 33 axial concepts were then categorized into 16 selective general categories. The paradigm pattern was initially designed to explore the relationships between causal, intervening, strategies, context and consequences conditions. The transition from academic libraries to learning organizations, their increased functional value and the development of their innovation were identified as the consequences of AC development.
Originality/value
This qualitative research is the first in the field of Library and Information Science (LIS) to support AC both theoretically and empirically in terms of learning in academic libraries. This study thus not only addresses a key research gap in LIS but also provides significant insights and direction to interested librarians and researchers.
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Magdalena Julia Wicher and Elisabeth Frankus
This paper aims to look at the implementation of project-funded research governance and its potential to induce organisational learning on responsible research and innovation…
Abstract
Purpose
This paper aims to look at the implementation of project-funded research governance and its potential to induce organisational learning on responsible research and innovation (RRI). This paper analysed what types of organisational learning and change can take place within organisations of an Europe-funded project and to what extent. This paper examined whether and how change occurs and how it is shaped and co-produced with other orderings.
Design/methodology/approach
The paper is based on materials and evidence collected while working on the internal evaluation of a Horizon 2020-funded project. Analysis of the results of the mixed methods evaluation design was used to characterise occurrences of organisational learning and change.
Findings
The authors identified different forms of learning (single-loop learning, double-loop learning, reflexive and reflective learning and situational learning). The extent of learning that could lead to long-lasting organisational change was limited. This was due to the project-based and organisational design, the key-based definition of RRI and the indeterminacy of what constitutes learning and change – both at the level of funding and performing the project. For organisational change to occur, the authors argue for governance mechanisms based on reflexive learning that consider a range of structural conditions and measures.
Originality/value
Organisational learning plays an important role in change processes, which has so far been given too little consideration concerning the governance and implementation of RRI through project-based funding. The authors argue for a restructuring of governance and funding mechanisms to create more space for reflexivity and learning.
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Sunil Budhiraja, Mohini Yadav and Neerpal Rathi
Becoming a learning organisation (LO) is an aspiration for every organisation as it offers internal capabilities, a competitive advantage and synergy gains to organisational…
Abstract
Purpose
Becoming a learning organisation (LO) is an aspiration for every organisation as it offers internal capabilities, a competitive advantage and synergy gains to organisational members. Scholars across the globe have tried to examine the outcomes of LO at various organisational levels. Still, the existing literature is fragmented, and there is no systematic understanding of the multi-level outcomes of LO. Therefore, this study aims to synthesise, analyse and categorise the scientific literature into various levels of outcomes of LO to provide a conceptual framework for use by future researchers and academicians.
Design/methodology/approach
The authors have performed bibliometric analysis using 603 research articles published in Scopus, entailing 1,345 authors from 77 countries, followed by a thematic cluster analysis using bibliographic coupling to understand the current research trends and to recommend a set of broad themes to provide direction for future researchers in this domain.
Findings
The results are largely descriptive and aim to capture a panoramic view of what has been written on the topic so far. The bibliometric analysis was conducted using different means like citation analysis, cluster analysis, and keyword analysis to reveal the most significant publications, notable authors, keywords, current research trends, and future research questions. Further, the bibliographic coupling led to the categorization of the outcomes of LO into the following four clusters (including sub-clusters): (1) Individual level learning outcomes (2) team-level learning outcomes, (3) organisational-wide learning outcomes and (4) inter-organisational learning outcomes.
Practical implications
Managers and practitioners (change agents) expect academicians and researchers to suggest a set of actions that integrates their learning efforts with business performance across diverse sectors and industries. So, future researchers may try and explain the findings of seminal studies identified in the most cited documents, to design choices and trade-offs that may address major hindrances in implementing the construct in true spirit. The researchers may collaborate with practitioners to study the outcomes of LO with a scientific and empirical lens. Finally, the study invites change agents and organisation development (OD) practitioners to document the outcomes of their efforts to create and leverage the outcomes of LO.
Originality/value
Researchers across the world have tried to examine the outcomes of LO at various levels in organisational setting including, measuring capabilities and attitudes at individual level, team capabilities and innovation, and organisational performance and sustainability, but still there is no tested conceptual framework which encompasses the various outcome levels of LO in one frame.
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Yasmine YahiaMarzouk and Jiafei Jin
This study aims to examine the impact of environmental scanning on organizational resilience through organizational learning based on organizational information processing theory…
Abstract
Purpose
This study aims to examine the impact of environmental scanning on organizational resilience through organizational learning based on organizational information processing theory (OIPT) in Egyptian small and medium-sized enterprises (SMEs) during the COVID-19 pandemic. Furthermore, this study aims to examine the moderating role of environmental uncertainty in this relationship.
Design/methodology/approach
The data for the mediation analysis was obtained using a cross-sectional design. Using a self-administered questionnaire, the authors collected data from a sample of 249 Egyptian SMEs. The authors tested the hypotheses using the smart partial least square structural equation modeling approach.
Findings
Organizational learning affects organizational resilience. Environmental scanning does not have a direct effect on organizational resilience. However, organizational learning fully mediates the relationship between environmental scanning and organizational resilience. Furthermore, environmental uncertainty does not moderate the indirect relationship between environmental scanning and resilience.
Research limitations/implications
The sample included only Egyptian manufacturing SMEs. The results in the service sector and in other countries may differ. This study was cross-sectional, which was limited in its ability to trace the long-term effects of environmental scanning and organizational learning on organizational resilience.
Practical implications
Egyptian SMEs’ managers should experience organizational learning as a pathway for environmental scanning to build organizational resilience.
Originality/value
To the best of the authors’ knowledge, this study is the first to investigate the role of environmental scanning in building organizational resilience through organizational learning and the moderating role of environmental uncertainty in this relationship.
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Benjamin Biesinger, Karsten Hadwich and Manfred Bruhn
(Digital) servitization, referring to service-driven strategies and their increasing implementation in manufacturing, is one of the most rapidly growing areas in industrial…
Abstract
Purpose
(Digital) servitization, referring to service-driven strategies and their increasing implementation in manufacturing, is one of the most rapidly growing areas in industrial service research. However, the cultural change involved in successful servitization is a phenomenon that is widely observed but poorly understood. This research aims to clarify the processes of social construction as manufacturers change their organizational culture to transform into industrial service providers.
Design/methodology/approach
This research takes a systematic approach to integrate disparate literature on servitization into a cohesive framework for cultural change, which is purposefully augmented by rationale culled from organizational learning and sensemaking literature.
Findings
The organizational learning framework for cultural change in servitization introduces a dynamic perspective on servitizing organizations by explaining social processes between organizational and member-level cultural properties. It identifies three major cultural orientations toward service, digital and learning that govern successful servitization.
Originality/value
This research contributes to the servitization literature by presenting a new approach to reframe and explore cultural change processes across multiple levels, thus providing a concrete starting point for further research in this area.
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Studies have shown that higher education institutions (HEIs) need to achieve deep organizational learning to develop and implement long-term strategies for responding to the…
Abstract
Purpose
Studies have shown that higher education institutions (HEIs) need to achieve deep organizational learning to develop and implement long-term strategies for responding to the climate crisis. This study aims to analyze the sustainability efforts of HEIs, in particular those who use the sustainability tracking, assessment and rating system (STARS), to ascertain what type of organizational learning is being achieved.
Design/methodology/approach
This paper does this by analyzing perceptions of learning amongst this group of HEIs. More specifically, it analyzes survey data regarding perceptions of types and system levels of organizational learning achieved by 116 HEIs in the USA that currently use or have used STARS in the past. The approach also aims to develop a macro view of the relationships between practicing campus sustainability, using sustainability reporting tools and learning as an organization.
Findings
An examination of the practice of campus sustainability and its relationship to organizational learning reveals that the use of sustainability reporting promotes broad learning, but deep learning at the level of the organization is seldom achieved.
Practical implications
Given the success of using sustainability reporting tools to diffuse knowledge and foster broad learning, this paper argues that such tools should incorporate more metrics relative to soft organizational characteristics of HEIs to shift organizational cultures and foster deeper organizational learning.
Originality/value
This work constitutes one of the few studies analyzing empirical data on campus sustainability, sustainability reporting and organizational learning for a large number of HEIs.
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Torbjørn Hekneby and Trude Høgvold Olsen
This paper aims to conceptualize the role of leadership in organizational learning processes in multinational companies (MNCs). The authors present a model describing how managers…
Abstract
Purpose
This paper aims to conceptualize the role of leadership in organizational learning processes in multinational companies (MNCs). The authors present a model describing how managers in an MNC facilitated transitions between sub-processes of organizational learning at several organizational levels.
Design/methodology/approach
The authors collected data from the plants of a global process company in Norway, Brazil and China. Observation, in-depth interviews and archival material enabled one to reconstruct the organizational learning process over a period of 30 years as the company developed its own tailor-made improvement programme.
Findings
Based on the data, the authors describe the role of leadership in linking the sub-processes of organizational learning as orchestration, sponsoring and persistence. Orchestration included creating faith and optimism and designing the organization to allow close cooperation between operators and managers in the sub-process of experimenting. This eased transferring and institutionalizing in the global organization. Sponsoring included structural changes to support transferring and the demonstration of dedication to improvement programme values. These factors were important for institutionalizing. Persistence involved the continuous focus on adjustment of the improvement programme, which then facilitated further experimenting.
Originality/value
Firstly, this study suggests that activities and decisions in one sub-process have important implications for the following sub-processes. Secondly, this study indicates that leaders’ role in facilitating the transitions between sub-processes extend beyond their individual traits and behaviour, which previous research had focused on, and includes decisions concerning organizational structure and culture that help link social and organizational learning.
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