Pub Date : 2023-04-26DOI: 10.1108/tlo-08-2022-0098
Sattwik Mohanty, B. Christopher
Purpose This paper aims to examine how gamification components affect training outcomes through intrinsic or extrinsic motivation (IM and EM), drawing on the self-determination motivation theory. Design/methodology/approach In this study, survey method has been used to analyse the hypotheses and objective of the research. A total of 260 surveys were received through the web-based stage and 260 surveys were legitimate. The data in this study was investigated using SPSS version 20.0 and Smart-PLS version 3.0 software. Findings The findings represent how IM intervenes in gamification parts of training outcomes. Apart from the indirect effect, this study also shows the immediate effect of experience point and progress bar affecting IM and EM. This study shows that the immediate effect of IM has a positive impact on training outcomes, however there is an adverse consequence in the event of EM on training outcomes as well as there is no intervening or mediating impact. Originality/value In this study, the authors offer novel research that might aid businesses in identifying the most important aspects of gamification for the relevant personnel. There is a substantial correlation between gamification and employee engagement that was previously focused on. With particular emphasis on the progress bar and experience point, the authors have demonstrated a connection between IM and EM through the use of gamification elements, paving the way for businesses to place a greater emphasis on intrinsic drive-in gamification systems intended to enhance employee training.
{"title":"A study on role of gamification elements in training outcomes: comparing the mediating effect of intrinsic and extrinsic motivation","authors":"Sattwik Mohanty, B. Christopher","doi":"10.1108/tlo-08-2022-0098","DOIUrl":"https://doi.org/10.1108/tlo-08-2022-0098","url":null,"abstract":"\u0000Purpose\u0000This paper aims to examine how gamification components affect training outcomes through intrinsic or extrinsic motivation (IM and EM), drawing on the self-determination motivation theory.\u0000\u0000\u0000Design/methodology/approach\u0000In this study, survey method has been used to analyse the hypotheses and objective of the research. A total of 260 surveys were received through the web-based stage and 260 surveys were legitimate. The data in this study was investigated using SPSS version 20.0 and Smart-PLS version 3.0 software.\u0000\u0000\u0000Findings\u0000The findings represent how IM intervenes in gamification parts of training outcomes. Apart from the indirect effect, this study also shows the immediate effect of experience point and progress bar affecting IM and EM. This study shows that the immediate effect of IM has a positive impact on training outcomes, however there is an adverse consequence in the event of EM on training outcomes as well as there is no intervening or mediating impact.\u0000\u0000\u0000Originality/value\u0000In this study, the authors offer novel research that might aid businesses in identifying the most important aspects of gamification for the relevant personnel. There is a substantial correlation between gamification and employee engagement that was previously focused on. With particular emphasis on the progress bar and experience point, the authors have demonstrated a connection between IM and EM through the use of gamification elements, paving the way for businesses to place a greater emphasis on intrinsic drive-in gamification systems intended to enhance employee training.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126812268","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 : 2023-04-25DOI: 10.1108/tlo-09-2022-0104
Virginia Andres, Dongcheol Heo
Purpose Complex crises affect tightly coupled systems making them highly unpredictable. This paper aims to determine how organizations learn from their crisis experience shaping their knowledge and transformation trajectory toward and beyond survival. A theoretical framework integrating organizational learning (OL) and knowledge management in organizational transformation (OT) in complex crises is presented. Design/methodology/approach This conceptual paper presents a systematic literature review on OT in crisis from 2000 to 2021. To achieve integration, the authors searched for studies on OT, knowledge management and OL, each paired with a crisis. Findings Crises highlight the emergent and decentered nature of knowing and organizing. This study suggests that OT is achieved through various changes in organizational knowledge. Different learning modes enable the transformation of knowledge in a crisis: contextual or situated learning, strategic and collective integration. Research limitations/implications The authors' pandemic experience may have influenced the analysis. This paper does not account for new types of learning emerging due to the influence of digital technologies. Practical implications Organizations may hasten renewal through distributed crisis management facilitated by contextual and strategic learning and collective integration. Originality/value This study categorizes learning, based on its function in crisis management, into three types: contextual learning for creative problem-solving, strategic learning for leadership and direction and collective integration to evaluate their crisis journey. Through this classification, this study sheds light on the types of knowledge needed to manage crises effectively, showing that organizations can leverage their crises by transforming and innovating themselves in this turbulent period.
{"title":"Organizational transformation in crisis: learning from emergent patterns of knowing and organizing","authors":"Virginia Andres, Dongcheol Heo","doi":"10.1108/tlo-09-2022-0104","DOIUrl":"https://doi.org/10.1108/tlo-09-2022-0104","url":null,"abstract":"\u0000Purpose\u0000Complex crises affect tightly coupled systems making them highly unpredictable. This paper aims to determine how organizations learn from their crisis experience shaping their knowledge and transformation trajectory toward and beyond survival. A theoretical framework integrating organizational learning (OL) and knowledge management in organizational transformation (OT) in complex crises is presented.\u0000\u0000\u0000Design/methodology/approach\u0000This conceptual paper presents a systematic literature review on OT in crisis from 2000 to 2021. To achieve integration, the authors searched for studies on OT, knowledge management and OL, each paired with a crisis.\u0000\u0000\u0000Findings\u0000Crises highlight the emergent and decentered nature of knowing and organizing. This study suggests that OT is achieved through various changes in organizational knowledge. Different learning modes enable the transformation of knowledge in a crisis: contextual or situated learning, strategic and collective integration.\u0000\u0000\u0000Research limitations/implications\u0000The authors' pandemic experience may have influenced the analysis. This paper does not account for new types of learning emerging due to the influence of digital technologies.\u0000\u0000\u0000Practical implications\u0000Organizations may hasten renewal through distributed crisis management facilitated by contextual and strategic learning and collective integration.\u0000\u0000\u0000Originality/value\u0000This study categorizes learning, based on its function in crisis management, into three types: contextual learning for creative problem-solving, strategic learning for leadership and direction and collective integration to evaluate their crisis journey. Through this classification, this study sheds light on the types of knowledge needed to manage crises effectively, showing that organizations can leverage their crises by transforming and innovating themselves in this turbulent period.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"2 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115045137","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 : 2023-04-20DOI: 10.1108/tlo-12-2022-0153
J. Kuntz, J. H. Wong, Susan Budge
Purpose Ambidexterity increases an organisation’s capability to successfully navigate dynamic and uncertain environments. While leaders are expected to model flexible learning and practices throughout the organisation, little is known about the leader characteristics and contextual factors that underpin ambidexterity. This study aims to explore whether paradoxical thinking, integrator behaviours and managerial role and level influence the likelihood of leaders exhibiting ambidexterity. Design/methodology/approach This study relied on a self-report questionnaire completed by 152 managers of a large, public health-care organisation in New Zealand. A k-means cluster analysis of the data was conducted to identify leader ambidexterity clusters, and the hypothesised effects were tested with multinomial logistic regressions. Findings Health-care managers favoured exploitation and moderate ambidexterity. Higher levels of integrator behaviours (i.e. reflective learning and context responsiveness) were found among leaders who showed high ambidexterity. Context responsiveness was the sole significant predictor distinguishing between high ambidexterity and other ambidexterity profiles. No statistically significant differences in ambidexterity cluster membership were found between clinical and non-clinical roles and across managerial levels. Research limitations/implications While our study relied on a cross-sectional self-reported design, the findings underscore the importance of learning behaviours and context responsiveness to ambidexterity. This study discusses avenues for future research and leadership development towards improved organisational learning systems and practices. Originality/value To the best of the authors’ knowledge, this study is one of the first to test the contribution of paradoxical thinking and integrator behaviours to health-care leader ambidexterity and to examine differences in ambidexterity profiles across managerial levels and roles. The factor analysis suggests that integrator behaviours represent two distinct constructs: reflective le`arning and context responsiveness.
{"title":"Motive, mindset and opportunity: exploring leader ambidexterity factors in health-care","authors":"J. Kuntz, J. H. Wong, Susan Budge","doi":"10.1108/tlo-12-2022-0153","DOIUrl":"https://doi.org/10.1108/tlo-12-2022-0153","url":null,"abstract":"\u0000Purpose\u0000Ambidexterity increases an organisation’s capability to successfully navigate dynamic and uncertain environments. While leaders are expected to model flexible learning and practices throughout the organisation, little is known about the leader characteristics and contextual factors that underpin ambidexterity. This study aims to explore whether paradoxical thinking, integrator behaviours and managerial role and level influence the likelihood of leaders exhibiting ambidexterity.\u0000\u0000\u0000Design/methodology/approach\u0000This study relied on a self-report questionnaire completed by 152 managers of a large, public health-care organisation in New Zealand. A k-means cluster analysis of the data was conducted to identify leader ambidexterity clusters, and the hypothesised effects were tested with multinomial logistic regressions.\u0000\u0000\u0000Findings\u0000Health-care managers favoured exploitation and moderate ambidexterity. Higher levels of integrator behaviours (i.e. reflective learning and context responsiveness) were found among leaders who showed high ambidexterity. Context responsiveness was the sole significant predictor distinguishing between high ambidexterity and other ambidexterity profiles. No statistically significant differences in ambidexterity cluster membership were found between clinical and non-clinical roles and across managerial levels.\u0000\u0000\u0000Research limitations/implications\u0000While our study relied on a cross-sectional self-reported design, the findings underscore the importance of learning behaviours and context responsiveness to ambidexterity. This study discusses avenues for future research and leadership development towards improved organisational learning systems and practices.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this study is one of the first to test the contribution of paradoxical thinking and integrator behaviours to health-care leader ambidexterity and to examine differences in ambidexterity profiles across managerial levels and roles. The factor analysis suggests that integrator behaviours represent two distinct constructs: reflective le`arning and context responsiveness.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133814231","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 : 2023-04-19DOI: 10.1108/tlo-11-2022-0139
Victoria Helen Rustad Bjerke
Purpose The purpose of this study is to identify contextual antecedents for team learning in professional service firms. Design/methodology/approach Structural equation modelling was applied to establish reliability and validity and to measure the size of relationships. Evidence was drawn from an empirical sample of 210 consultants in the Nordic professional service industry. Findings The findings of this study reveal and strongly support that two important contextual antecedent factors that facilitate for team learning in professional service firms are market orientation and leader support for collaborative learning practices. The effect of leader support on team learning is also mediated by a market orientation. Originality/value There is a paucity of knowledge on contextual factors that contribute to team learning. This study provides insight of theoretical and practical value.
{"title":"Contextual antecedents for team learning in professional service firms","authors":"Victoria Helen Rustad Bjerke","doi":"10.1108/tlo-11-2022-0139","DOIUrl":"https://doi.org/10.1108/tlo-11-2022-0139","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to identify contextual antecedents for team learning in professional service firms.\u0000\u0000\u0000Design/methodology/approach\u0000Structural equation modelling was applied to establish reliability and validity and to measure the size of relationships. Evidence was drawn from an empirical sample of 210 consultants in the Nordic professional service industry.\u0000\u0000\u0000Findings\u0000The findings of this study reveal and strongly support that two important contextual antecedent factors that facilitate for team learning in professional service firms are market orientation and leader support for collaborative learning practices. The effect of leader support on team learning is also mediated by a market orientation.\u0000\u0000\u0000Originality/value\u0000There is a paucity of knowledge on contextual factors that contribute to team learning. This study provides insight of theoretical and practical value.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129772144","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 : 2023-04-19DOI: 10.1108/tlo-11-2022-0150
Emmanuel Oppong Peprah
Purpose This study aims to find out if organizations are still practicing a hybrid workplace arrangement after COVID-19 ease of restrictions, determine the positive and negative sides of a hybrid workplace, ascertain the challenges organizations are currently facing in implementing a hybrid workplace and examine how successful team learning has been in hybrid workplaces. Design/methodology/approach This study adopted a mixed approach. Two sets of data (quantitative and qualitative) were used to answer the research questions. Findings This study found that most organizations within professional service firms are still implementing hybrid workplaces even though COVID-19 restrictions have been eased. This study also found that one of the advantages of implementing a hybrid work arrangement includes employees’ opportunity to spend more time with their families. On the other hand, the disadvantages discovered were gradual loss of corporate identity, a feeling of loneliness and others. One of the challenges organizations are facing in implementing this working system is the lack of an ergonomic workplace and appropriate technology for remote working. With evidence, this study ends with finding out that companies are not successful as expected in terms of team learning in a hybrid workplace. Originality/value To the best of the author’s knowledge, this is among the first to look at hybrid workplace in the African setting where COVID restrictions which highlights the practice has not really been an issue. This study also combines its findings with those done on the subject before to firmly clarify attributes as they exist.
{"title":"Hybrid workplace: current status, positives, negatives, challenges, and team learning","authors":"Emmanuel Oppong Peprah","doi":"10.1108/tlo-11-2022-0150","DOIUrl":"https://doi.org/10.1108/tlo-11-2022-0150","url":null,"abstract":"\u0000Purpose\u0000This study aims to find out if organizations are still practicing a hybrid workplace arrangement after COVID-19 ease of restrictions, determine the positive and negative sides of a hybrid workplace, ascertain the challenges organizations are currently facing in implementing a hybrid workplace and examine how successful team learning has been in hybrid workplaces.\u0000\u0000\u0000Design/methodology/approach\u0000This study adopted a mixed approach. Two sets of data (quantitative and qualitative) were used to answer the research questions.\u0000\u0000\u0000Findings\u0000This study found that most organizations within professional service firms are still implementing hybrid workplaces even though COVID-19 restrictions have been eased. This study also found that one of the advantages of implementing a hybrid work arrangement includes employees’ opportunity to spend more time with their families. On the other hand, the disadvantages discovered were gradual loss of corporate identity, a feeling of loneliness and others. One of the challenges organizations are facing in implementing this working system is the lack of an ergonomic workplace and appropriate technology for remote working. With evidence, this study ends with finding out that companies are not successful as expected in terms of team learning in a hybrid workplace.\u0000\u0000\u0000Originality/value\u0000To the best of the author’s knowledge, this is among the first to look at hybrid workplace in the African setting where COVID restrictions which highlights the practice has not really been an issue. This study also combines its findings with those done on the subject before to firmly clarify attributes as they exist.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122430904","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 : 2023-04-13DOI: 10.1108/tlo-09-2021-0109
Hanne O. Finnestrand
Purpose This paper aims to demonstrate how the Nordic model, featuring highly regulated trade union–employer collaboration, has enabled the building of learning organizations through a co-generative learning model involving both practitioners and action researchers. Design/methodology/approach A literature search on the Nordic sociotechnical systems tradition led to a further search based on the snowball method. This paper reveals how the unique features of the Nordic model for work life through union–management relations constitute a formal system for building learning organizations. Findings This paper acknowledges the difference in power that exists between the social parties within the Nordic model. However, the practice is not due solely to the political structure in which trade unions, employers’ associations and the state form a tripartite collaboration, and thus, create a framework for workplace collaboration. This tripartite collaboration has enabled the development of an organizational practice by action researchers, union representatives and companies over several decades. Originality/value Limited literature has explicitly linked the formal structures of the Nordic model of work life and the effort to develop learning organizations. This paper addresses criticism that the research field has not fully considered power issues when developing a learning organization. It demonstrates how the Nordic model as a formal structure creates a system of democratic norms and rules that facilitates a safe arena for employees to invest their effort in co-generating a learning organization.
{"title":"Creating a learning organization through a co-generative learning process – a Nordic perspective","authors":"Hanne O. Finnestrand","doi":"10.1108/tlo-09-2021-0109","DOIUrl":"https://doi.org/10.1108/tlo-09-2021-0109","url":null,"abstract":"\u0000Purpose\u0000This paper aims to demonstrate how the Nordic model, featuring highly regulated trade union–employer collaboration, has enabled the building of learning organizations through a co-generative learning model involving both practitioners and action researchers.\u0000\u0000\u0000Design/methodology/approach\u0000A literature search on the Nordic sociotechnical systems tradition led to a further search based on the snowball method. This paper reveals how the unique features of the Nordic model for work life through union–management relations constitute a formal system for building learning organizations.\u0000\u0000\u0000Findings\u0000This paper acknowledges the difference in power that exists between the social parties within the Nordic model. However, the practice is not due solely to the political structure in which trade unions, employers’ associations and the state form a tripartite collaboration, and thus, create a framework for workplace collaboration. This tripartite collaboration has enabled the development of an organizational practice by action researchers, union representatives and companies over several decades.\u0000\u0000\u0000Originality/value\u0000Limited literature has explicitly linked the formal structures of the Nordic model of work life and the effort to develop learning organizations. This paper addresses criticism that the research field has not fully considered power issues when developing a learning organization. It demonstrates how the Nordic model as a formal structure creates a system of democratic norms and rules that facilitates a safe arena for employees to invest their effort in co-generating a learning organization.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126021205","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 : 2023-04-11DOI: 10.1108/tlo-08-2022-0097
M. Naqshbandi, Ibrahim Kabir, N. Ishak, Md. Zahid Islam
Purpose Drawing on the job demands-resources (JD-R) model, the authors examine how working in the hybrid workplace model (telework and flexible work) affects job performance via the intervening role of work engagement. Design/methodology/approach The authors adopted a quantitative approach and collected data from 277 employees working in universities in Nigeria. Partial least square structural equation modelling was used to analyse the data and test the hypotheses. Findings The findings reveal that flexible work, not telework, has a significant and positive effect on job performance. It also emerges that flexible work positively affects work engagement, and work engagement significantly mediates the relationship between flexible work and job performance. However, the findings do not support the effect of telework on work engagement and the mediating role of work engagement in the proposed relation between telework and job performance. Originality/value The paper provides fresh insights by linking the components of the hybrid workplace model with job performance and employee work engagement and extending the JD-R model to the hybrid workplace setting. The practitioners can benefit from the findings of this study by factoring in the importance of the hybrid workplace model in designing policies and procedures to promote job performance.
{"title":"The future of work: work engagement and job performance in the hybrid workplace","authors":"M. Naqshbandi, Ibrahim Kabir, N. Ishak, Md. Zahid Islam","doi":"10.1108/tlo-08-2022-0097","DOIUrl":"https://doi.org/10.1108/tlo-08-2022-0097","url":null,"abstract":"\u0000Purpose\u0000Drawing on the job demands-resources (JD-R) model, the authors examine how working in the hybrid workplace model (telework and flexible work) affects job performance via the intervening role of work engagement.\u0000\u0000\u0000Design/methodology/approach\u0000The authors adopted a quantitative approach and collected data from 277 employees working in universities in Nigeria. Partial least square structural equation modelling was used to analyse the data and test the hypotheses.\u0000\u0000\u0000Findings\u0000The findings reveal that flexible work, not telework, has a significant and positive effect on job performance. It also emerges that flexible work positively affects work engagement, and work engagement significantly mediates the relationship between flexible work and job performance. However, the findings do not support the effect of telework on work engagement and the mediating role of work engagement in the proposed relation between telework and job performance.\u0000\u0000\u0000Originality/value\u0000The paper provides fresh insights by linking the components of the hybrid workplace model with job performance and employee work engagement and extending the JD-R model to the hybrid workplace setting. The practitioners can benefit from the findings of this study by factoring in the importance of the hybrid workplace model in designing policies and procedures to promote job performance.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129012524","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 : 2023-04-07DOI: 10.1108/tlo-10-2022-0126
Quan Hoang Nguyen Tran
Purpose This study aims to investigate the impact of leadership skills (technical, human and conceptual) on organizational citizenship behavior in Vietnamese libraries and the role of organizational culture as the mediator. Design/methodology/approach A quantitative approach was chosen to gather data from 356 participants working in various libraries in Vietnam. The validity of the measures was assessed through regression analysis and SPSS software. Findings The results showed that leadership skills do have a significant impact on organizational citizenship behavior, but only human skills had a significant effect on bureaucracy culture. The study also revealed that bureaucracy culture played a significant role in affecting organizational citizenship behavior of organizations. Furthermore, bureaucracy culture was found to mediate the relationship between human skill and organizational citizenship behavior of organizations. Originality/value This study makes a valuable contribution to the field by exploring the influence of three types of leadership skills on organizational citizenship behavior and the role of leadership in promoting organizational culture. The findings of this research can help organizations understand the importance of leadership skills and organizational culture in promoting good citizenship behavior among employees. The research implications are discussed and can be used to inform decision-making and future research in the field.
{"title":"Library as a learning organization: the influence of leadership skills on organizational citizenship behavior at Vietnamese libraries","authors":"Quan Hoang Nguyen Tran","doi":"10.1108/tlo-10-2022-0126","DOIUrl":"https://doi.org/10.1108/tlo-10-2022-0126","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate the impact of leadership skills (technical, human and conceptual) on organizational citizenship behavior in Vietnamese libraries and the role of organizational culture as the mediator.\u0000\u0000\u0000Design/methodology/approach\u0000A quantitative approach was chosen to gather data from 356 participants working in various libraries in Vietnam. The validity of the measures was assessed through regression analysis and SPSS software.\u0000\u0000\u0000Findings\u0000The results showed that leadership skills do have a significant impact on organizational citizenship behavior, but only human skills had a significant effect on bureaucracy culture. The study also revealed that bureaucracy culture played a significant role in affecting organizational citizenship behavior of organizations. Furthermore, bureaucracy culture was found to mediate the relationship between human skill and organizational citizenship behavior of organizations.\u0000\u0000\u0000Originality/value\u0000This study makes a valuable contribution to the field by exploring the influence of three types of leadership skills on organizational citizenship behavior and the role of leadership in promoting organizational culture. The findings of this research can help organizations understand the importance of leadership skills and organizational culture in promoting good citizenship behavior among employees. The research implications are discussed and can be used to inform decision-making and future research in the field.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"31 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120845219","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 : 2023-03-23DOI: 10.1108/tlo-01-2022-0001
D. Holdsworth, A. Zagorecki
Purpose This study aims to examine the use of data visualization as a tool to support practitioner-led organizational learning within the emergency services. The authors investigate how data visualization can support visual communication and the analysis of emergency response data to promote system improvement. Design/methodology/approach The authors investigate if communication data, presented as node-link diagrams, can be understood and evaluated by firefighters. Objective understanding of the communication network is measured quantitatively, while subject judgement of the emergency response system is measured qualitatively and compared to prior system evaluation outcomes. The authors compare different data visualization layouts and assess their value in supporting practitioner evaluation of emergency response systems. Findings The authors find that while firefighters are largely unfamiliar with their use, data visualizations function as a tool for visual communication and analysis. The authors identify the importance of visualization design and the difficulty in representing characteristics of a dynamic network within static diagrams. The authors also find some correlation between layout design and how respondents interpret visual data. Originality/value Results demonstrate the value of data visualization to support practitioner-led organizational learning and suggest future work to support the development of emergency response management.
{"title":"A picture paints a thousand words: supporting organizational learning in the emergency services with data visualization","authors":"D. Holdsworth, A. Zagorecki","doi":"10.1108/tlo-01-2022-0001","DOIUrl":"https://doi.org/10.1108/tlo-01-2022-0001","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine the use of data visualization as a tool to support practitioner-led organizational learning within the emergency services. The authors investigate how data visualization can support visual communication and the analysis of emergency response data to promote system improvement.\u0000\u0000\u0000Design/methodology/approach\u0000The authors investigate if communication data, presented as node-link diagrams, can be understood and evaluated by firefighters. Objective understanding of the communication network is measured quantitatively, while subject judgement of the emergency response system is measured qualitatively and compared to prior system evaluation outcomes. The authors compare different data visualization layouts and assess their value in supporting practitioner evaluation of emergency response systems.\u0000\u0000\u0000Findings\u0000The authors find that while firefighters are largely unfamiliar with their use, data visualizations function as a tool for visual communication and analysis. The authors identify the importance of visualization design and the difficulty in representing characteristics of a dynamic network within static diagrams. The authors also find some correlation between layout design and how respondents interpret visual data.\u0000\u0000\u0000Originality/value\u0000Results demonstrate the value of data visualization to support practitioner-led organizational learning and suggest future work to support the development of emergency response management.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132046783","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":"Guest editorial: The link between learning organization, organizational learning and innovation: new and unusual perspectives","authors":"P. Bogolyubov, J. Alegre, Ralph Soule","doi":"10.1108/tlo-01-2023-288","DOIUrl":"https://doi.org/10.1108/tlo-01-2023-288","url":null,"abstract":"","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133097491","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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