Pub Date : 2023-06-23DOI: 10.1108/tlo-11-2022-0133
Morteza Eslahchi
Purpose This paper aims to enrich the scholarly discourse on learning within small social entrepreneurial organisations by examining how leadership can facilitate conditions conducive to collective learning during crises. Design/methodology/approach A longitudinal single-case study was conducted on a social entrepreneurial organisation in Sweden, operating within the integration field. The study involved comprehensive interviews and observations. Using a longitudinal approach facilitated an in-depth analysis of the organisation’s development over time. Findings The findings underscore that shifts in leadership can significantly influence collective learning. Specifically, the results suggest that establishing trust between the CEO and team members is a pivotal factor in cultivating conditions for collective learning and fostering the related processes, which persisted even during the pandemic. This trust catalysed inclusive and interactive actions that encouraged team members’ participation in day-to-day decision-making and strategic planning. Consequently, the organisation successfully leveraged its diverse knowledge resources, promoting knowledge sharing and experience exchange, crucial components of successful collective learning. Research limitations/implications This paper advocates for a departure from conventional leadership perspectives, proposing that a focus on team–leader relationships – a form of leadership in practice – can offer valuable insights into cultivating collective learning. This approach underscores the significance of collaboration and engagement among team members in promoting collective learning and accentuates the role of leadership in creating these conditions. Practical implications The examples provided on structuring, organising and leading virtual meetings could offer valuable insights for leaders. With the increasing adoption of hybrid workplaces combining remote and office environments, communication challenges within teams may arise. Therefore, these examples can aid leaders in formulating effective communication strategies that bridge the gap between remote and in-person team members, ensuring that everyone stays informed and engaged. Originality/value This study seized a unique opportunity to explore how leadership can create favourable conditions for collective learning during crises by collecting data both before and during the Covid-19 pandemic.
{"title":"Leadership and collective learning: a case study of a social entrepreneurial organisation in Sweden","authors":"Morteza Eslahchi","doi":"10.1108/tlo-11-2022-0133","DOIUrl":"https://doi.org/10.1108/tlo-11-2022-0133","url":null,"abstract":"\u0000Purpose\u0000This paper aims to enrich the scholarly discourse on learning within small social entrepreneurial organisations by examining how leadership can facilitate conditions conducive to collective learning during crises.\u0000\u0000\u0000Design/methodology/approach\u0000A longitudinal single-case study was conducted on a social entrepreneurial organisation in Sweden, operating within the integration field. The study involved comprehensive interviews and observations. Using a longitudinal approach facilitated an in-depth analysis of the organisation’s development over time.\u0000\u0000\u0000Findings\u0000The findings underscore that shifts in leadership can significantly influence collective learning. Specifically, the results suggest that establishing trust between the CEO and team members is a pivotal factor in cultivating conditions for collective learning and fostering the related processes, which persisted even during the pandemic. This trust catalysed inclusive and interactive actions that encouraged team members’ participation in day-to-day decision-making and strategic planning. Consequently, the organisation successfully leveraged its diverse knowledge resources, promoting knowledge sharing and experience exchange, crucial components of successful collective learning.\u0000\u0000\u0000Research limitations/implications\u0000This paper advocates for a departure from conventional leadership perspectives, proposing that a focus on team–leader relationships – a form of leadership in practice – can offer valuable insights into cultivating collective learning. This approach underscores the significance of collaboration and engagement among team members in promoting collective learning and accentuates the role of leadership in creating these conditions.\u0000\u0000\u0000Practical implications\u0000The examples provided on structuring, organising and leading virtual meetings could offer valuable insights for leaders. With the increasing adoption of hybrid workplaces combining remote and office environments, communication challenges within teams may arise. Therefore, these examples can aid leaders in formulating effective communication strategies that bridge the gap between remote and in-person team members, ensuring that everyone stays informed and engaged.\u0000\u0000\u0000Originality/value\u0000This study seized a unique opportunity to explore how leadership can create favourable conditions for collective learning during crises by collecting data both before and during the Covid-19 pandemic.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128525503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1108/tlo-01-2023-0003
Fredrik Sunnemark, Wilma Lundqvist Westin, Tamy Al Saad, Per Assmo
Purpose This study aims to explore barriers and facilitators for knowledge transfer and learning processes by examining a cross-departmental collaborative project in the municipal organization. It is based on a R&D collaboration between University West and a Swedish municipality. Design/methodology/approach To explore the barriers and facilitators, the data collection was made through observation of the project implementation process, as well as 20 interviews with public servants and external actors. To conduct a systematic qualitative-oriented content analysis, the article constructs and applies a theoretical analytical framework consisting of different factors influencing knowledge transfer and learning processes within a municipal organizational setting. Findings This study explores the facilitators and barriers to knowledge transfer and learning processes, specifically focusing on strategic communication, individual roles, common goals, time pressure, group learning, trust and relationships and absorptive capability. Lack of communication affected the group learning process, while the close relation between time pressure, group learning and trust in colleagues is also pointed out as crucial areas. Trust developed through dialogue efforts helped overcome project fatigue. Coaching with a human rights-based approach improved organizational absorptive capabilities. Originality/value The study gives important insights into organizational learning within a municipality in Sweden for the successful implementation of collaborative projects. Knowledge must be transferred for the organization to learn to develop and tackle future challenges and its complex responsibilities. The theoretical analytical framework provided in this article has proven to be effective and is therefore transferable to other organizations in both the public and private sectors.
{"title":"Exploring barriers and facilitators to knowledge transfer and learning processes through a cross-departmental collaborative project in a municipal organization","authors":"Fredrik Sunnemark, Wilma Lundqvist Westin, Tamy Al Saad, Per Assmo","doi":"10.1108/tlo-01-2023-0003","DOIUrl":"https://doi.org/10.1108/tlo-01-2023-0003","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore barriers and facilitators for knowledge transfer and learning processes by examining a cross-departmental collaborative project in the municipal organization. It is based on a R&D collaboration between University West and a Swedish municipality.\u0000\u0000\u0000Design/methodology/approach\u0000To explore the barriers and facilitators, the data collection was made through observation of the project implementation process, as well as 20 interviews with public servants and external actors. To conduct a systematic qualitative-oriented content analysis, the article constructs and applies a theoretical analytical framework consisting of different factors influencing knowledge transfer and learning processes within a municipal organizational setting.\u0000\u0000\u0000Findings\u0000This study explores the facilitators and barriers to knowledge transfer and learning processes, specifically focusing on strategic communication, individual roles, common goals, time pressure, group learning, trust and relationships and absorptive capability. Lack of communication affected the group learning process, while the close relation between time pressure, group learning and trust in colleagues is also pointed out as crucial areas. Trust developed through dialogue efforts helped overcome project fatigue. Coaching with a human rights-based approach improved organizational absorptive capabilities.\u0000\u0000\u0000Originality/value\u0000The study gives important insights into organizational learning within a municipality in Sweden for the successful implementation of collaborative projects. Knowledge must be transferred for the organization to learn to develop and tackle future challenges and its complex responsibilities. The theoretical analytical framework provided in this article has proven to be effective and is therefore transferable to other organizations in both the public and private sectors.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116028426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-12DOI: 10.1108/tlo-01-2023-0019
John Muzam, J. Bendkowski, Pascal Muam Mah, Polycap Mudoh
Purpose The study discusses the importance of workplace learning in the current era of work and how organisations are shifting their focus toward employee learning and development. It highlights the need for employees to continuously up-skill themselves to keep up with the demand for skills. The purpose of this study is to introduce a modern approach to evaluating workplace learning to promote and enhance better performance within the workplace. Design/methodology/approach It introduces a deep modern learning approach called “behavior-oriented drive and influential functions of formal and informal learning”. The study also develops the concept of the “Study, Plan, Do, Check, and Act” framework to simulate practise and theory within and outside of work to allow continuous improvement, learning new workplace tools, and bridging digital transformation challenges. The study highlights that workplace learning occurs in a variety of contexts and uses various tools, which poses challenges for the design and development of technology that supports and analyses workplace learning. Findings Based on behaviour-orientated drive and influential functions for formal and informal learning, a grade of 6.54% days was registered for formal learning tools and 4.89% days for informal learning tools. From the statistics in this study, This study concluded that informal learning tools contribute more to the development of the workplace than formal learning. In informal learning, employees act autonomously at their own will and pace to obtain the required knowledge. The time to acquire knowledge through informal learning tools is shorter than in formal learning. Future relevant research should review more learning tools for formal and informal learning. Practical implications Modern workplace learning is a key tool for organisations to gain a competitive advantage. Learning based on formal training and development programs, informal learning and knowledge sharing influence the development of human capital resources. Originality/value The study combines social science and engineering approaches to enable non-engineers to pioneer execution of tasks and examine their performance based on the approach detailed in the results, methodology and discussion sections. It contributes to the field of learning organisations and organisational learning by exploring the learning processes of modern professionals. By investigating the learning practices and experiences of knowledge workers, this study seeks to identify the factors that promote or learn and the impact of learning on the workplace.
{"title":"The state-of-the-art of modern workplace learning: an applied assessment method of a pre-train deep learning on modern learning tools","authors":"John Muzam, J. Bendkowski, Pascal Muam Mah, Polycap Mudoh","doi":"10.1108/tlo-01-2023-0019","DOIUrl":"https://doi.org/10.1108/tlo-01-2023-0019","url":null,"abstract":"\u0000Purpose\u0000The study discusses the importance of workplace learning in the current era of work and how organisations are shifting their focus toward employee learning and development. It highlights the need for employees to continuously up-skill themselves to keep up with the demand for skills. The purpose of this study is to introduce a modern approach to evaluating workplace learning to promote and enhance better performance within the workplace.\u0000\u0000\u0000Design/methodology/approach\u0000It introduces a deep modern learning approach called “behavior-oriented drive and influential functions of formal and informal learning”. The study also develops the concept of the “Study, Plan, Do, Check, and Act” framework to simulate practise and theory within and outside of work to allow continuous improvement, learning new workplace tools, and bridging digital transformation challenges. The study highlights that workplace learning occurs in a variety of contexts and uses various tools, which poses challenges for the design and development of technology that supports and analyses workplace learning.\u0000\u0000\u0000Findings\u0000Based on behaviour-orientated drive and influential functions for formal and informal learning, a grade of 6.54% days was registered for formal learning tools and 4.89% days for informal learning tools. From the statistics in this study, This study concluded that informal learning tools contribute more to the development of the workplace than formal learning. In informal learning, employees act autonomously at their own will and pace to obtain the required knowledge. The time to acquire knowledge through informal learning tools is shorter than in formal learning. Future relevant research should review more learning tools for formal and informal learning.\u0000\u0000\u0000Practical implications\u0000Modern workplace learning is a key tool for organisations to gain a competitive advantage. Learning based on formal training and development programs, informal learning and knowledge sharing influence the development of human capital resources.\u0000\u0000\u0000Originality/value\u0000The study combines social science and engineering approaches to enable non-engineers to pioneer execution of tasks and examine their performance based on the approach detailed in the results, methodology and discussion sections. It contributes to the field of learning organisations and organisational learning by exploring the learning processes of modern professionals. By investigating the learning practices and experiences of knowledge workers, this study seeks to identify the factors that promote or learn and the impact of learning on the workplace.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134640080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Strategies for building a learning organization: managing multi-level learning dynamics","authors":"Y. Nakanishi","doi":"10.1108/tlo-05-2023-292","DOIUrl":"https://doi.org/10.1108/tlo-05-2023-292","url":null,"abstract":"","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133604451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-26DOI: 10.1108/tlo-11-2022-0137
Gaddam Rahul Paul, Syed Khalid Perwez
Purpose The COVID-19 pandemic has greatly impacted work, leading to the adoption of remote work practices and changes in power dynamics and trust. Although managing remote work has received much attention, the impact of the quality of work life on the effectiveness of hybrid workplaces has been less studied. This study aims to examine the relationship between quality of work life and psychological capital among organizational leaders using an artificial neural network (ANN) model. Design/methodology/approach This study used a cross-sectional quantitative methodology. A structured questionnaire was used to collect 268 responses from organizational leaders using the convenience sampling method. The data collected were analyzed using the ANN model in the Python interface. Findings The ANN model training and testing revealed that there is a positive relationship between the quality of work life and psychological capital among organizational leaders. The R-squared values for hope, efficacy, resilience and optimism were 85.19%, 82.08%, 78.55% and 81.08%, respectively, in the training set, and 81.30%, 78.95%, 76.52% and 71.41% in the testing set. Originality/value To the best of the authors’ knowledge, no previous research in the context of studying the relationship between quality of work life and psychological capital among organizational leaders using the machine learning approach – ANN model.
{"title":"Influence of quality of work life on psychological capital of organizational leaders using artificial neural networks: a study on learning in hybrid workplace","authors":"Gaddam Rahul Paul, Syed Khalid Perwez","doi":"10.1108/tlo-11-2022-0137","DOIUrl":"https://doi.org/10.1108/tlo-11-2022-0137","url":null,"abstract":"\u0000Purpose\u0000The COVID-19 pandemic has greatly impacted work, leading to the adoption of remote work practices and changes in power dynamics and trust. Although managing remote work has received much attention, the impact of the quality of work life on the effectiveness of hybrid workplaces has been less studied. This study aims to examine the relationship between quality of work life and psychological capital among organizational leaders using an artificial neural network (ANN) model.\u0000\u0000\u0000Design/methodology/approach\u0000This study used a cross-sectional quantitative methodology. A structured questionnaire was used to collect 268 responses from organizational leaders using the convenience sampling method. The data collected were analyzed using the ANN model in the Python interface.\u0000\u0000\u0000Findings\u0000The ANN model training and testing revealed that there is a positive relationship between the quality of work life and psychological capital among organizational leaders. The R-squared values for hope, efficacy, resilience and optimism were 85.19%, 82.08%, 78.55% and 81.08%, respectively, in the training set, and 81.30%, 78.95%, 76.52% and 71.41% in the testing set.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, no previous research in the context of studying the relationship between quality of work life and psychological capital among organizational leaders using the machine learning approach – ANN model.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117011462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction In this issue, we explore the question of how power, learning and organizational change and transformation can be reconciled to achieve optimal outcomes. Normally, we assume that learning occurs naturally and that whatever is useful is integrated into organizational activities. However, this is often not the case, as learning and the use of acquired knowledge is influenced by power dynamics in the organization, which was addressed by Nakanishi (2022). This shows us that while organizations can and do engage in organizational learning, they do not have to be learning organizations, especially considering Senge’s (1990) conceptualization. Finnestrand (2023) was also on the same track and offered a solution in terms of Nordic management. Even if the interests of the main stakeholders –managers and employees – do not always coincide, democratic dialog is very much practiced in these countries, leading to collective sense-making and co-generative learning. Learning is critical to organizational change and transformation, and this was addressed by Andres & Heo (2023). In the face of adverse circumstances, but also in normal situations, practitioners should practice agile and contextual learning as well as transformational learning. Transformational learning can be stimulated by transformational leadership, which Hariharan & Anand (2023) explored in terms of learning flows, particularly feedforward learning flows that introduce new learning and ideas. In some systems, such as libraries, order is a much more desirable state, especially when it is culturally driven, which was addressed by Tran (2023). A bureaucratic culture should not prevail in health care and should instead give way to ambidexterity or exploration and use of new knowledge, which was addressed by Kuntz, Wong & Budge (2023). However, it seems that health-care organizations are still far from the state of free and open dialog with all stakeholders.
{"title":"Balancing power, learning and change in learning organizations","authors":"Nataša Rupčić","doi":"10.1108/tlo-04-2023-291","DOIUrl":"https://doi.org/10.1108/tlo-04-2023-291","url":null,"abstract":"Introduction In this issue, we explore the question of how power, learning and organizational change and transformation can be reconciled to achieve optimal outcomes. Normally, we assume that learning occurs naturally and that whatever is useful is integrated into organizational activities. However, this is often not the case, as learning and the use of acquired knowledge is influenced by power dynamics in the organization, which was addressed by Nakanishi (2022). This shows us that while organizations can and do engage in organizational learning, they do not have to be learning organizations, especially considering Senge’s (1990) conceptualization. Finnestrand (2023) was also on the same track and offered a solution in terms of Nordic management. Even if the interests of the main stakeholders –managers and employees – do not always coincide, democratic dialog is very much practiced in these countries, leading to collective sense-making and co-generative learning. Learning is critical to organizational change and transformation, and this was addressed by Andres & Heo (2023). In the face of adverse circumstances, but also in normal situations, practitioners should practice agile and contextual learning as well as transformational learning. Transformational learning can be stimulated by transformational leadership, which Hariharan & Anand (2023) explored in terms of learning flows, particularly feedforward learning flows that introduce new learning and ideas. In some systems, such as libraries, order is a much more desirable state, especially when it is culturally driven, which was addressed by Tran (2023). A bureaucratic culture should not prevail in health care and should instead give way to ambidexterity or exploration and use of new knowledge, which was addressed by Kuntz, Wong & Budge (2023). However, it seems that health-care organizations are still far from the state of free and open dialog with all stakeholders.","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116523846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-23DOI: 10.1108/tlo-12-2022-0162
E. Annan-Prah, F. Baffoe, R. P. Andoh
Purpose The purpose of this study was to examine effects of the human aspects of the learning organisation (i.e. continuous learning; inquiry and dialogue; team collaboration and learning; and employee empowerment) on the performance of a public university’s administrative staff. Differences in the human aspects of the learning organisation across perhaps the two most important demographic characteristics (educational attainment and years of experience) were also examined. Design/methodology/approach This study focused exclusively on the human aspect of the dimensions of the learning organisation questionnaire. Specifically, differences in the people aspect of learning organization (PALO) across demographic characteristics were analysed using the Kruskal–Wallis test with a Bonferroni adjustment to the alpha values in the Mann–Whitney U tests that followed. Hierarchical linear regression using the standard (enter) method was adopted in analysing the PALO and administrative staff performance while controlling for age and gender. Findings This study demonstrated that a difference in the PALO existed across the education level and years of experience of the administrative staff. Specifically, Diploma holders performed better than those with Postgraduate degree. Also, administrative staff with 5–10 years of experience did better than the staff who had more than 15 years of experience. In addition, continuous learning; inquiry and dialogue; and collaboration and team learning each had a significant effect on administrative staff performance. Practical implications Employees, especially those with higher levels of education and more work experience, should be motivated through rewards as well as challenging and thought-provoking tasks as they could serve as mechanisms that would make them contribute substantially to the sustainability of the PALO. Again, public universities should pay attention to the PALO, which is at the individual and team levels. Originality/value This study focuses solely on the people aspect of the dimensions of the learning organisation questionnaire and sheds light on its importance to the learning organisation culture.
{"title":"People aspect of learning organisation and performance of administrative staff in a public university context","authors":"E. Annan-Prah, F. Baffoe, R. P. Andoh","doi":"10.1108/tlo-12-2022-0162","DOIUrl":"https://doi.org/10.1108/tlo-12-2022-0162","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study was to examine effects of the human aspects of the learning organisation (i.e. continuous learning; inquiry and dialogue; team collaboration and learning; and employee empowerment) on the performance of a public university’s administrative staff. Differences in the human aspects of the learning organisation across perhaps the two most important demographic characteristics (educational attainment and years of experience) were also examined.\u0000\u0000\u0000Design/methodology/approach\u0000This study focused exclusively on the human aspect of the dimensions of the learning organisation questionnaire. Specifically, differences in the people aspect of learning organization (PALO) across demographic characteristics were analysed using the Kruskal–Wallis test with a Bonferroni adjustment to the alpha values in the Mann–Whitney U tests that followed. Hierarchical linear regression using the standard (enter) method was adopted in analysing the PALO and administrative staff performance while controlling for age and gender.\u0000\u0000\u0000Findings\u0000This study demonstrated that a difference in the PALO existed across the education level and years of experience of the administrative staff. Specifically, Diploma holders performed better than those with Postgraduate degree. Also, administrative staff with 5–10 years of experience did better than the staff who had more than 15 years of experience. In addition, continuous learning; inquiry and dialogue; and collaboration and team learning each had a significant effect on administrative staff performance.\u0000\u0000\u0000Practical implications\u0000Employees, especially those with higher levels of education and more work experience, should be motivated through rewards as well as challenging and thought-provoking tasks as they could serve as mechanisms that would make them contribute substantially to the sustainability of the PALO. Again, public universities should pay attention to the PALO, which is at the individual and team levels.\u0000\u0000\u0000Originality/value\u0000This study focuses solely on the people aspect of the dimensions of the learning organisation questionnaire and sheds light on its importance to the learning organisation culture.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122419138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.1108/tlo-11-2022-0128
M. Asiedu, Hod Anyigba, Jesse Kwaku Doe
Purpose The purpose of this paper is to theoretically broaden the knowledge-based view (KBV) by examining the significant intermediary role that inter-functional coordination (IFC) plays in acquiring new knowledge and exploiting it throughout the entire higher education institution (HEI) community for innovation generation (INNG). Design/methodology/approach Data collected from a survey of 282 lecturers purposively selected from the business schools of 20 HEIs in the Greater Accra region of Ghana was analyzed using partial least squares structural equation model to test the hypotheses proposed for the study. Findings The results revealed that IFC significantly predicts teamwork and strong relationships across faculties, departments and units, and has a positive effect on the generation of innovations such as improved curricula, enhanced academic instruction and quality research output. Practically, the findings advise HEI managers to invest resources and efforts at building strong relationships that facilitate collaboration, trust and interactions among varying faculties, departments and units. This will enhance inter-functional knowledge sharing in academia to sustain a competitive advantage and continued relevance. Research limitations/implications There are limitations that must be considered when interpreting and generalizing the quantitative results of this study. Data were collected from faculty staff of 20 public and private HEIs in the Greater Accra region of Ghana. Although the majority of HEIs are clustered in this region, the results may still not be representative of all HEIs in Ghana. Practical implications Managers of HEIs are advised to commit to ensuring the management of IFC to promote knowledge sharing across faculties and departments. Managers are also advised to ensure that staff are made to be responsible for their cooperative and integrative teamwork. They are also advised to ensure that faculty and departmental goals are aligned with the overall goals of the university. Staff may also be encouraged to act as partners and not just employees through rewards, incentives and recognition packages. Social implications Attention should be focused on creating lateral relations among faculty and department members to achieve internal social capital. They are advised to invest resources and efforts in building a culture of teamwork and connectedness through strong informal networking that facilitate collaboration between faculties and departments while cultivating a shared vision throughout the university. Originality/value The main contribution of this paper is that it theoretically extends the KBV by empirically broadening the scope of absorptive capacity (ACAP) beyond its dimensions to include the “collaborative mechanism” (IFC) through which knowledge can be holistically exploited. The paper also contributes to existing literature by examining the intermediary role played by IFC in the relationship between ACAP and I
{"title":"Absorptive capacity and innovation generation in higher education institutions: the mediating role of inter-functional coordination","authors":"M. Asiedu, Hod Anyigba, Jesse Kwaku Doe","doi":"10.1108/tlo-11-2022-0128","DOIUrl":"https://doi.org/10.1108/tlo-11-2022-0128","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to theoretically broaden the knowledge-based view (KBV) by examining the significant intermediary role that inter-functional coordination (IFC) plays in acquiring new knowledge and exploiting it throughout the entire higher education institution (HEI) community for innovation generation (INNG).\u0000\u0000\u0000Design/methodology/approach\u0000Data collected from a survey of 282 lecturers purposively selected from the business schools of 20 HEIs in the Greater Accra region of Ghana was analyzed using partial least squares structural equation model to test the hypotheses proposed for the study.\u0000\u0000\u0000Findings\u0000The results revealed that IFC significantly predicts teamwork and strong relationships across faculties, departments and units, and has a positive effect on the generation of innovations such as improved curricula, enhanced academic instruction and quality research output. Practically, the findings advise HEI managers to invest resources and efforts at building strong relationships that facilitate collaboration, trust and interactions among varying faculties, departments and units. This will enhance inter-functional knowledge sharing in academia to sustain a competitive advantage and continued relevance.\u0000\u0000\u0000Research limitations/implications\u0000There are limitations that must be considered when interpreting and generalizing the quantitative results of this study. Data were collected from faculty staff of 20 public and private HEIs in the Greater Accra region of Ghana. Although the majority of HEIs are clustered in this region, the results may still not be representative of all HEIs in Ghana.\u0000\u0000\u0000Practical implications\u0000Managers of HEIs are advised to commit to ensuring the management of IFC to promote knowledge sharing across faculties and departments. Managers are also advised to ensure that staff are made to be responsible for their cooperative and integrative teamwork. They are also advised to ensure that faculty and departmental goals are aligned with the overall goals of the university. Staff may also be encouraged to act as partners and not just employees through rewards, incentives and recognition packages.\u0000\u0000\u0000Social implications\u0000Attention should be focused on creating lateral relations among faculty and department members to achieve internal social capital. They are advised to invest resources and efforts in building a culture of teamwork and connectedness through strong informal networking that facilitate collaboration between faculties and departments while cultivating a shared vision throughout the university.\u0000\u0000\u0000Originality/value\u0000The main contribution of this paper is that it theoretically extends the KBV by empirically broadening the scope of absorptive capacity (ACAP) beyond its dimensions to include the “collaborative mechanism” (IFC) through which knowledge can be holistically exploited. The paper also contributes to existing literature by examining the intermediary role played by IFC in the relationship between ACAP and I","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126589107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.1108/tlo-05-2022-0051
Isabelle Fisher, Patrícia L. Costa
Purpose This study aims to explore how individual personal growth initiative (PGI) mediates the relationship between a positive error orientation and job crafting. Furthermore, it explores the moderating role of the feedback from the leader in this relationship. Design/methodology/approach Data was collected through a survey conducted on 209 international employees from multiple occupations. Findings A positive error orientation is indirectly related to job crafting through its relationship with PGI. Also, feedback from leadership has a negative effect on the relationship between a positive error orientation and PGI. Indeed, the mediation effect of PGI on the relationship between a positive error orientation and job crafting loses significance when the leadership feedback is high. Practical implications As far as job crafting is concerned, it is essential to develop an error management culture to promote proactive behaviors among individuals. Originality/value Although the literature tends to highlight the positive effects of receiving feedback from the leader on employee’s professional development, this paper highlights the potential detrimental effects of leader feedback on PGI, therefore opening a new interesting area that demands attention.
{"title":"Job crafting after making mistakes: can leadership be an obstacle?","authors":"Isabelle Fisher, Patrícia L. Costa","doi":"10.1108/tlo-05-2022-0051","DOIUrl":"https://doi.org/10.1108/tlo-05-2022-0051","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore how individual personal growth initiative (PGI) mediates the relationship between a positive error orientation and job crafting. Furthermore, it explores the moderating role of the feedback from the leader in this relationship.\u0000\u0000\u0000Design/methodology/approach\u0000Data was collected through a survey conducted on 209 international employees from multiple occupations.\u0000\u0000\u0000Findings\u0000A positive error orientation is indirectly related to job crafting through its relationship with PGI. Also, feedback from leadership has a negative effect on the relationship between a positive error orientation and PGI. Indeed, the mediation effect of PGI on the relationship between a positive error orientation and job crafting loses significance when the leadership feedback is high.\u0000\u0000\u0000Practical implications\u0000As far as job crafting is concerned, it is essential to develop an error management culture to promote proactive behaviors among individuals.\u0000\u0000\u0000Originality/value\u0000Although the literature tends to highlight the positive effects of receiving feedback from the leader on employee’s professional development, this paper highlights the potential detrimental effects of leader feedback on PGI, therefore opening a new interesting area that demands attention.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123147508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1108/tlo-05-2022-0066
A. P., Chitra Dey, Nivethitha Santhanam, Kamarul Zaman Bin Ahmad
Purpose This study aims to examine the effect of strategic human resource management (SHRM) practices on two learning outcomes, learning orientation and learning competence, which past research has seldom examined in the UAE context. SHRM practices consisted of four factors, namely, talent acquisition, learning and development, performance appraisal and developmental pay. Design/methodology/approach Primary data was collected from 285 employees from retail outlets operating in Dubai. Partial least squares regression analysis using the tool, SmartPLS, was used to empirically validate the measurement model and test the structural model. Findings Findings reveal that SHRM practices talent acquisition, learning and development and developmental pay have a positive association with learning orientation, and learning and development and performance appraisal have a positive association with learning competence of employees. The path coefficient and total effects signify that learning orientation acts as a conduit to pass on the effect of the SHRM practices to learning competence. Research limitations/implications The sample considered for the study was from the retail industry. Furthermore, to generalize the findings of this research, cross-national studies should be conducted across various sectors and organizations. Originality/value To the best of the authors’ knowledge, this research study is the first of its kind in retail firms in Dubai (UAE) to empirically test the association of SHRM practices with learning outcomes. Retail outlets can implement SHRM practices to improve learning orientation and learning competence in a highly dynamic operating environment such as retail industry.
{"title":"Strategic HRM practices, learning orientation and learning competence: study from retail industry","authors":"A. P., Chitra Dey, Nivethitha Santhanam, Kamarul Zaman Bin Ahmad","doi":"10.1108/tlo-05-2022-0066","DOIUrl":"https://doi.org/10.1108/tlo-05-2022-0066","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine the effect of strategic human resource management (SHRM) practices on two learning outcomes, learning orientation and learning competence, which past research has seldom examined in the UAE context. SHRM practices consisted of four factors, namely, talent acquisition, learning and development, performance appraisal and developmental pay.\u0000\u0000\u0000Design/methodology/approach\u0000Primary data was collected from 285 employees from retail outlets operating in Dubai. Partial least squares regression analysis using the tool, SmartPLS, was used to empirically validate the measurement model and test the structural model.\u0000\u0000\u0000Findings\u0000Findings reveal that SHRM practices talent acquisition, learning and development and developmental pay have a positive association with learning orientation, and learning and development and performance appraisal have a positive association with learning competence of employees. The path coefficient and total effects signify that learning orientation acts as a conduit to pass on the effect of the SHRM practices to learning competence.\u0000\u0000\u0000Research limitations/implications\u0000The sample considered for the study was from the retail industry. Furthermore, to generalize the findings of this research, cross-national studies should be conducted across various sectors and organizations.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this research study is the first of its kind in retail firms in Dubai (UAE) to empirically test the association of SHRM practices with learning outcomes. Retail outlets can implement SHRM practices to improve learning orientation and learning competence in a highly dynamic operating environment such as retail industry.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123536823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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