What does “learning organization” mean?

Digital transformation and organizational restlessness

In modern society, organizations are expected to be increasingly flexible and adapt to constantly changing environments. While such flexibility is often considered a positive trait of organizations, the risks of continuous organizational change are often overlooked. Against this background, we argue that continuous, multiple and uncoordinated organizational change can lead to a state we define as "organizational restlessness" and a loss of the benefits of stable structures. Paradoxically, it is even possible that organizational restlessness reduces the capability of organizations to planfully introduce specific and highly desirable changes, such as those related to digital transformation. Using qualitative data from interviews and participant observations, we analyze a large German public administration and identify three sources of organizational restlessness: the innovation imperative of modern society, changes in political leadership as a result of democratic elections and the bureaucratic principle of personnel rotation. While barriers to digital transformation are often explained by bureaucratic rigidity, we show that also constant uncoordinated change hinders sustainable digital transformation. Our paper thus contributes to an enhanced understanding of organizational continuity and disruption, as we show that both are needed to digitalize organizations further.

Application of learning organization 2.0: a case study of Ricoh Ena Forest Japan

Purpose

This paper aims to offer an empirical application of the concept of learning organization (LO) 2.0.

Design/methodology/approach

Based on fieldwork study, a case of Ricoh Ena Forest Project is presented to illustrate the contextualized and multi-stakeholder perspective of LO 2.0 in running an environmental sustainability project.

Findings

The case demonstrated the value of incorporating multiple stakeholders to develop a multi-party learning entity for sustainability pursuit. The findings also highlighted the importance of forfeiting managerial dominance and the creation of a shared commitment in implementing the concept of LO 2.0.

Originality/value

The study adds empirical evidence to the literature on how LO 2.0 can be implemented and provides guidance on tackling some of the potential challenges.

A Psychological Investigation of Selection Criteria for Learning Agents (Super Users) and Allocation of Responsibilities in the Implementation of Technological Change

Purpose

In the introduction of new technologies into organizations, there has been an increasing trend to recruit and make use of the so-called “super users” to help ensure the future use of the technology in question. Little is known about the criteria that should ideally be considered in the selection of these super users, or about the best way to carve up the roles and responsibilities in this process between super users and middle management. In this study, we investigated (1) which criteria should be emphasized in the selection of super users, and (2) how middle management and super users understand and negotiate the responsibilities of their respective roles during implementation of technological change.

Methods

We conducted 10 individual semi-structured interviews and used thematic analysis of this data set to identify selection criteria, roles, and responsibilities.

Results

We found that the main selection criteria for super users should be: (1) availability and local knowledge, (2) technological skills, (3) pedagogical skills, and (4) proactiveness. The main roles and responsibilities that should be carved up between management and super users can be grouped into two overarching categories, each with several subcategories. Within the Learning culture category, the responsibilities are to (1) facilitate collective learning, (2) engage with criticism, and (3) promote collective sharing; and within the Individual learning category, to (4) facilitate individual learning, (5) provide instrumental support, and (6) provide emotional support.

Discussion and Conclusion

Based on the findings, we propose a conceptual model of technological implementation and the construction of a culture of organizational learning, entitled ECo-System Of Learning in Organizations (ECSO-Learn); we additionally show how a learning agent (previously known as a super user) can be recruited to best fit into this model of long-term organizational learning.

Developing secondary schools as learning organisations: a systemic contribution

Purpose

The purpose of this paper is threefold: first, to explain the link between traditional same-age school structure and the impact this has on a school’s capacity for individual and organisational learning; second, to explain why attempts to develop schools as learning organisations (LOs) invariably reify existing structures and practice, and finally, to provide an example of how and why schools that have adopted a multi-age form of organisation, a vertical tutoring (VT) system, have stumbled upon an embryonic form of LO.

Design/methodology/approach

This conceptual paper draws on a critical review of the LO literature and its defining characteristics. The paper adopts a multi-disciplinary approach combining autopoiesis and complexity science to explore differences in learning capacity between traditional same-age schools (year or grade-based structure) and schools that have transitioned to multi-age organisation (vertical tutoring system).

Findings

The traditional form of same-age organisational “grammar” used in secondary schools is highly resistant to change, and any attempts at reform that fail to focus on organisation only reify existing systemic behaviour. VT schools change their form of organisation enabling them to create the capacity needed to absorb the unheard voices of participant actors (staff, students, and parents) and promote individual and organisational learning (constituent features of the LO).

Originality/value

This conceptual paper argues that for secondary schools to develop any semblance of an LO, they must abandon the restrictions on learning caused by their same-age form of organisation. The VT system provides the kind of organisational template needed.

The Impact of Automation and Knowledge Workers on Employees’ Outcomes: Mediating Role of Knowledge Transfer

While there are existing empirical reviews regarding the relation between knowledge workers (KW) and knowledge transfer (KT), no study has examined the association of automation and knowledge transfer. The study describes knowledge workers as employees embedded with special abilities and having the main role of transfering their abilities to other workers in the organization. Additionally, automation (AUT) is described in the study as a technological process embedded with tacit knowledge. Therefore, using knowledge worker productivity theory and the technology acceptance model, this study aims to recommend and test a research model which examines the mediating role of knowledge transfer between automation, knowledge workers, and employee outcomes (employee creativity (EC) and innovative performance (IP)). The study evaluates the significant influence of knowledge transfer on innovative performance and creativity of other employees within the organization. This study applied a judgmental non-probability sampling research strategy to gather data from employees at an industrial firm in Japan by administering a questionnaire via Google Form. The data were analyzed with partial least squares based on structural equation modeling aimed at testing the predictive power and relationships of the model estimates. The results found support for the mediating role of knowledge transfer between automation and employee creativity as well as between automation and innovative performance. However, the study found partial support that knowledge transfer mediates the relationship between knowledge worker and employee creativity, as well as knowledge worker and innovative performance. In the same, automation and knowledge workers have significant impacts on knowledge transfer. Knowledge transfer has a significant impact on employee creativity and innovative performance.

The creation and development of learning organizations: a review

Purpose

In this paper, using the antecedents, decisions and outcomes (ADO) framework, the factors/key performance indicators (KPIs) most relevant for creating or building a learning organization (LO) are identified. This study aims to contribute to the field of knowledge management (KM) in terms of introducing KPIs to foster a business organization with a continuous learning process, mechanisms of knowledge creation and memorization.

Design/methodology/approach

In total, 57 papers were selected for this systematic literature review (SLR) from Web of Science and Scopus covering the period 1985–2019.

Findings

The 12 most relevant KPIs are identified based on the literature survey conducted in the field of LO.

Research limitations/implications

The managerial implications of this review paper will be an added advantage to the modern business organization worldwide that have adopted KM practices to foster knowledge management with information technology (IT) infrastructure. As IT infrastructure focuses on knowledge acquisition, dissemination and storage but the KPIs revealed through this review will help in transforming stored information as learning for the organization to improve its overall performance.

Originality/value

This review synthesizes prior studies and provides directions for future research.

Perceived systems intelligence and performance in organizations

Purpose

This study aims to introduce the perceived systems intelligence (SI) inventory, developed based on the earlier published self-report SI inventory (Törmänen et al., 2016). It can be used together with earlier managerial level tools for building a learning organization and included in general 360-style evaluations in personnel development.

Design/methodology/approach

The inventory is validated with confirmatory factor analysis with a model based on the self-report SI inventory, using data from full-time used employees and managers in the USA and UK. Perceived SI factor scores are correlated with the perceived study performance of the individual.

Findings

The perceived SI inventory is found to have good factorial validity, and it correlates strongly with evaluations of perceived study performance. Managers perceived high in performance are also found to score high in perceived SI. Perceived SI does not depend on gender, age, organization size or industry.

Originality/value

The perceived SI inventory is the first personnel level peer evaluation tool suggested for developing learning organizations. The new inventory makes peer evaluations possible and provides a new grassroots level tool for personnel development programs in learning organizations.

The influence of altruistic leadership behavior and learning culture on work–family relationship in Chinese SMEs

Purpose

This study aims to examine the relationship between supervisor’s altruistic leadership behavior (ALB) and family-to-work development (FWD) in the context of Chinese small and medium-sized enterprises (SMEs); and test the mediation effect of learning organization culture (LOC) between ALB and FWD.

Design/methodology/approach

A non-experimental, quantitative, cross-sectional survey research approach was applied. A structural equation modeling technique was used to test all hypotheses.

Findings

Results indicated that ALB is positively and significantly correlated with FWD. Additionally, the relationship between ALB and FWD is mediated by LOC.

Practical implications

This study suggests that building and maintaining an effective LOC requires leaders to champion, human resource (HR) professionals to strengthen and employees to support learning as a system. Thus, HR professionals should implement altruistic leadership mentoring and coaching programs. In the case of Chinese SMEs, altruistic leaders are especially instrumental in generating followers’ positive outcomes in both work and family domains.

Originality/value

This study looks into the influence of organizational factors on the direction of FWD. In particular, this study seeks to examine organizational factors that relate to spillover from family to work.

Factors Affecting Organisational Learning: The Case of a Medical Centre

Despite many studies that examined the relationship between organisational learning and organisational culture, none examined whether the levels of learning differ within a given organisation and if so, what factors lead to this difference. This article is based upon a study on organisational learning and investigates the relationship among organisational learning, culture and structure. Quantitative research was conduct on organisational learning practices in 17 medical departments of a large hospital in Israel. Three main categories of variables were examined: mapping the learning mechanisms, characterising the organisational culture and examining the organisational structure of various departments. Organisational learning was measured by means of a set of organisational learning mechanisms used in each medical department. Because data were collected from individuals, it was necessary to control and overcome self-report and common method bias. Reverse scoring of items, the use of variation in wording of items and guaranteeing anonymity to respondents helped control common method bias. As expected, it was found that those departments do differ one from the others by the extent to which organisational learning mechanisms are systematically used. The article further presents and discusses the effects of some structural and cultural factors upon levels of organisational learning on those departments. Both the method and the results of this research differ from previous studies of organisational learning; thus, the article sheds a new light on the concept of organisational learning. The study points to the importance and need of organisations to adopt a culture that encourages use of these organisational learning mechanisms to create effective and ongoing organisational learning. Increasing awareness among hospital departments of organisational learning as an essential process for coping with environmental change is also an important practical contribution.

School sports organizations as learning organizations: Good practice examples in two management issues

BACKGROUND: Finding solutions to increase the efficiency of school organizations is needed in Romanian national education system. In this context, a previous general theoretical approach on school as learning organization (SLO) has been developed based on the literature review. Most, the article debates the case of the sport schools (whether they are school sports clubs or schools with integrated sports program) in the context of the pre-university education system. Due to the proximity to performances in competitions and the pressures they exert, this type of schools should be much more willing to collaborate and keen to learn and adapt. Therefore, it is more likely to develop elements specific to the concept of learning organization. OBJECTIVE: The research aims to establish to what extent certain key-characteristics specific to the integrated model of school as learning organization are identifiable at the level of the sport schools’ organization. METHODS: The research is based on data collected in a diachronic way, from two consecutive school years and from two samples with a total of 471 urban and rural schools, out of which 34 are school sports organizations. The data were collected from 471 external quality audit reports of the schools. Statistical checks using z parameter tests (two-tail) were developed to determine whether the results of each sample are reliable and whether the two samples could be concatenated. RESULTS: At the samples’ level, the minimum levels of incidence of several key-characteristics of SLO’s can be identified, these varying between 55.88% and 85.29% for school sports organizations and between 50.74% and 71.76% for school organizations without a sports program. These results were only for three action-oriented dimensions of the proposed SLO integrated model: “creating and supporting continuous learning opportunities for all staff”, “embedding systems for collecting and exchanging knowledge and learning” and “learning with and from the external environment and larger learning system”. CONCLUSIONS: The research results are related to two management practices regarding “cooperation and collaboration inside and outside school boundaries” and “support that is provided to continuous learning opportunities for all staff”. Thus, the results will be used to provide evidence to support the implementation of the SLO model at Romanian national level and, in the long run, to help increase the schools’ efficiency.

Can adaptive–academic leadership duo make universities ready for change? Evidence from higher education institutions in Pakistan in the light of COVID-19

Purpose

In rapidly changing global village, individuals, organizations and the society are faced with various unforeseen challenges every day, and these challenges continuously trigger and test the instincts for survival, and higher education is of no exception. In the context of today’s most critical uncertainty, i.e. COVID-19, the purpose of this study is to highlight the significance of two leadership styles, i.e. adaptive and academic leadership, and assessing readiness for change among higher education institutions (HEIs) of Punjab, Pakistan.

Design/methodology/approach

An online survey was conducted to collect data from 404 permanent faculty members in the public sector universities identified using stratified random sampling. The hypotheses developed were tested using co-variance-based structural equation modeling.

Findings

As per the findings, both leadership styles as exogenous constructs and the presence of organizational learning capability as mediators contributed positively in crafting organizational readiness for change (ORC) among HEIs in the course of unpredictable circumstances.

Practical implications

The COVID-19 episode globally has reiterated the importance of change, and the role of leadership in this regard cannot be undermined. This study, for that matter, stresses on the importance and benefits of academic and adaptive leadership dealing with uncertainties or change and the readiness of HEIs for change. Several institutions faced challenges in doing so, and the transition was not smooth, except for institutions where leaders were the differentiating factor. On top of it, institutions that had timely invested in digital systems and had enhanced organizations learning capacity survived in these turbulent times.

Originality/value

COVID-19 has placed tremendous challenges on HEIs to adapt with the rapidly changing conditions. Hence, this study is unique in understanding the academic and adaptive leadership styles in context of ORC. This study further helps in understanding that how public sector universities that are already influenced by stringent bureaucratic structures react to change.

Full-service restaurants as learning organizations: a multiple-site case study

Purpose

This study aims to explore how Watkins and Marsick’s learning organization framework was enacted in the practices, structures and policies of non-chain US restaurants.

Design/methodology/approach

Data from this multiple-site case study were collected from 52 employees in three full-service restaurants from the dimensions of the learning organization questionnaire (DLOQ), focus group interviews, observations and document collection. Data were analyzed using descriptive statistics and constant comparative analysis.

Findings

Interviews elucidated and confirmed DLOQ findings. Pre-shift briefings, managers’ role-modeling and restaurant-generated documentation revealed employees’ tacit learning. Continuously fostered experimentation and knowledge sharing promoted a learning culture. Experimentation differed across restaurants owing to different leadership approaches and organizational cultures.

Research limitations/implications

Future research with subsegments of full-service restaurants having similar leadership approaches and organizational cultures, post COVID-19, and the applicability of the DLOQ to study learning in these types of restaurants both in the USA and in other countries is recommended.

Practical implications

Restaurateurs should capitalize on continuous life and work experiences of employees and codify learning practices by incorporating reflections in learning in pre-shift briefings and by fostering a culture of experimentation and knowledge sharing.

Originality/value

This study contributes to the learning organization literature by providing the first multiple-site case study account of learning practices in non-chain, full-service restaurants.

Critical realism and organizational learning

Purpose

This study aims to investigate the implications of applying critical realism to the study of organizational learning. It considers critical realism as an alternate theoretical science foundation to the domains of empirical realism and social constructivism that characterize most of the field of organizational learning.

Design/methodology/approach

This study adopts the approach of a philosophical/conceptual discussion.

Findings

This study finds that the critical realist approach makes it possible for organizational learning researchers to apply a prescriptive change agenda. It requires researchers to study the context in which organizational learning occurs. These two features enable the researcher to propose what the world must be like for organizational learning to occur. Hence, a critical realist foundation moves organizational learning theory a step closer to its theoretical sibling, the learning organization.

Originality/value

This study reveals the potential in applying critical realism to the study of organizational learning and identifies its related strengths.

Cultivating a learning culture in the US Navy

Purpose

This paper aims to explore the cultivation of a learning culture in the US Navy (USN). The intent of preparing and sharing this research is to reveal the particular challenges of developing learning organization capability in national security organizations. This paper believes this effort will contribute to the evolution and establishment of learning organization models that are replicable across and adaptable to distinct industrial settings.

Design/methodology/approach

Several efforts were explored and assessed by applying relevant research in the learning organization literature to trends in current organizational practice within the USN.

Findings

Recent USN learning culture efforts align with the broader, multi-sector, global trend toward building learning organizations to develop people as a source of competitive advantage. This research reveals the trials of enabling learning organizations across large, hierarchical bureaucracies with substantial structural and cultural barriers. The myriad obstacles currently being addressed by the USN, both at an institutional level and at smaller organization and unit levels, can inform the development of learning cultures. In particular, this research highlights the need to align specific efforts to the appropriate level of the organization.

Originality/value

This paper contributes to the learning organization conversation by examining the associated challenges through a multi-level framework – top, middle and bottom.

Interorganizational learning between knowledge-based entrepreneurial ventures responding to COVID-19

Purpose

The COVID-19 crisis has significantly affected entrepreneurial ventures, where knowledge resources are limited and contextual uncertainty is heightened. This paper aims to identify if and how interorganizational learning (IOL) may assist entrepreneurial ventures adapt, survive and grow in a crisis.

Design/methodology/approach

The following research question is asked: How may responding to the adversity induced by the COVID-19 pandemic affect IOL between entrepreneurial ventures? Four hypotheses were developed to carry out a quantitative study of 228 knowledge-based entrepreneurial ventures in Norway.

Findings

The results illustrate how different combinations of adversity from COVID-19 and the active responses conducted by entrepreneurial ventures influence IOL. Four clusters representing different behaviors are developed accordingly as follows: “collaborators”, “supporters”, “responders” and “victims.” The findings provide empirical support for the importance of engaging in interactive and collaborative activities for IOL.

Research limitations/implications

The findings can help in understanding how COVID-19 influences IOL between entrepreneurial ventures. Policymakers may use these findings to promote organizational continuity in entrepreneurial ventures by creating and nurturing support systems that promote IOL during a crisis.

Originality/value

Studying a contemporary and critical situation – the COVID-19 pandemic – the present paper provides an empirical study of the antecedents to IOL, adding to the currently scarce body of research on IOL in and between entrepreneurial ventures.

Sustainable organisational learning in sustainable companies

Purpose

The purpose of this study is to extend the knowledge on sustainable organisational learning (OL) in sustainable companies.

Design/methodology/approach

Sustainability is examined from an OL perspective and was based on Edward’s integral cycle of learning. An in-depth analysis of the literature was carried out, and a list of OL characteristics, such as openness to new ideas and participative policymaking, were compiled. To identify which OL characteristics are used for sustainability, a multiple-case study was designed for sustainable companies operating in the food and beverage industry.

Findings

This study found a wide variety of sustainable practices, such as experimentation and information-sharing systems, related to learning processes, and learning leadership appears to be the least developed dimension. It was also found that sustainable companies learn through social rather than reflective learning, in relationships with internal and external stakeholders, and by concrete actions to implement environmental and social impacts.

Originality/value

This study is one of a few that explore sustainable OL and contributes to categorising OL characteristics that sustainable companies use to facilitate and support sustainability in the mid–long term.

Common thread: The Fifth Discipline from a liberal arts college perspective

Purpose

Liberal arts colleges (LACs) have played a crucial role in the foundation and development of the US higher education system. Today, these schools face numerous organizational and environmental challenges that threaten their performance and even survival. This paper aims to examine whether Senge’s (1990) vision of the learning organization can serve a useful function in responding to these challenges.

Design/methodology/approach

A conceptual analysis was conducted based on research relating to learning organizations, LACs and the liberal arts tradition.

Findings

The paper identifies significant congruence between learning organization and liberal arts/liberal learning principles. LACs may benefit from applying and modifying Senge’s (1990) framework to their own unique situations.

Originality/value

While The Fifth Discipline has certainly contributed to the lexicon of higher education, the role that Senge’s (1990) framework plays in LACs has received scant research attention. This paper investigates the applicability of Senge’s approach to an underexplored context.

Providing strategic leadership for learning: optimizing managerial coaching to build learning organizations

Purpose

The purpose of this paper and the contribution to this special issue is to build on Kim and Watkins’ (2018) recent finding that ‘leaders mentor and coach those they lead’ is the item in the Dimensions of the Learning Organization Questionnaire (DLOQ) that is most highly-correlated with performance. Given the criticality of providing strategic leadership for learning and, more specifically, the consistent associations between leaders who mentor and coach and work-related performance outcomes, a better understanding of the associations between the learning organization concept and managerial coaching is warranted. Watkins and Kim (2018, p. 22) contend that ‘future directions for learning organization research include a search for the elusive interventions that would create a learning organization’. In response to this call for research, a research agenda for assessing managerial coaching as a learning organization (LO) intervention is proposed.

Design/methodology/approach

This conceptual paper briefly reviews literature on the learning organization and the DLOQ instrument, followed by a more in-depth review of the managerial coaching literature and suggestions for how future research could be conducted that more closely integrates these two concepts.

Findings

Existing literature suggests that to ‘provide strategic leadership for learning’, a dimension in the DLOQ, is one of the most pivotal dimensions for creating learning cultures that build learning organizations. Specifically, an item within this dimension, ‘leaders who mentor and coach’ has been recently identified as one of the most critical aspects associated with strategic leadership for learning.

Originality/value

The extant managerial coaching literature offers a solid foundation for more closely integrating and mainstreaming the developmental intervention of managerial coaching into learning organizations. Directions for future research that identifies fine-grained perspectives of the discrete facets of managerial coaching in learning organization contexts are suggested.

The learning organization from a pragmatist perspective

Purpose

This paper aims to contribute to the debate on what is a learning organization (LO). The author proposes that pragmatist philosophy may be a source of inspiration in this endeavor.

Design/methodology/approach

The author revisits a 25-year-old case study in which the process of implementing an LO in a public enterprise was observed. This was in the heyday of LOs, when they were regarded as an organizational form that could provide solutions for almost all organizational problems. The author starts by considering this case using the first four types of understanding in Örtenblad’s LO taxonomy (2018): “learning at work,” “climate for learning,” “organizational learning” and “learning structure.” Then the author uses Örtenblad’s fifth version of LOs, the “social perspective,” to show that the pragmatist concepts of experience, inquiry and commitment are helpful in revealing and explaining how learning happens as part of the “social”.

Findings

The author proposes the sixth version of Los, involving letting experience and inquiry loose. This is an extension of Örtenblad’s fifth version of LOs, which rests upon collective as the learning unit and learning as context-dependent cultural or social activity. The sixth version makes it possible to understand organizational learning and LOs as recursive processes of inquiry into tensions in experiences and the organizational affordances of voicing and enacting these tensions.

Originality/value

Regarding LOs from a pragmatist perspective makes it possible to view learning as cultural and social activity without making learning a matter of either motivational persons for learning or organizations as “conducive” for learning, but understands the two as connected in recursive, iterative and rhythmic processes of tensions and resolutions.

Review of empirical research on leadership and organizational learning

Purpose

This paper aims to investigate how the relationships between different leadership approaches and organizational learning have been examined in the literature, from which future research areas can be recommended.

Design/methodology/approach

This systematic literature review applies matrix method to examine major literature in leadership and organizational learning. A total of 57 peer-reviewed English publications from 45 journals were selected and analyzed.

Findings

The synthesis of these empirical studies revealed as follows: the relationship between leadership and organizational learning has been mostly quantitatively investigated in many countries and sectors; multiple leadership styles have been identified to ameliorate processes, levels and capabilities of organizational learning and transformational leadership still remains the most commonly used style; there are mediating mechanism and boundary conditions in the relationship between leadership and organizational learning.

Research limitations/implications

The literature search in this study was mainly focused on English articles only; therefore, some papers in other languages may have not been included.

Practical implications

This review offers an overall picture of the existing knowledge of organizational learning and leadership that will be fruitful for practitioners to understand and replicate these concepts.

Originality/value

There are little systematic literature reviews on the relationship between leadership and organizational learning. This paper is among the first systematic reviews to analyze how leadership has been associated with organizational learning and provide potential research directions.

Creating learning organization 2.0: a contextualized and multi-stakeholder approach

Purpose

This paper aims to offer a contextualized and multi-stakeholder perspective for creating a learning organization (LO) 2.0.

Design/methodology/approach

Based on a systematic review of the critiques of LO in the past three decades, this paper suggests some possible directions for the development of next-generation of LO (e.g. LO 2.0).

Findings

It is suggested that LO 2.0 should adopt a contextualized perspective by considering the social, organizational, cultural and industrial contexts to enhance the success of LO implementation and help fine-tune the universal LO model. Accordingly, LO 2.0 should adopt a multi-stakeholder perspective by incorporating multiple stakeholders during the process of design and implementation under the rationales of counteracting managerial dominance of low-power marginalized employees and mitigating the impacts of increased competition and technology advancement.

Practical implications

This paper provides some practical advice to business practitioners regarding how the practices of LO 2.0 can be adopted.

Originality/value

The study adds to the existing LO literature by further supporting and developing a contextualized and multi-stakeholder perspective to create the next generation of LO.

The impact of servant leadership and transformational leadership on learning organization: a comparative analysis

Purpose

Leadership has a powerful influence on learning and development in today's organizations. Various types of leadership have been found to be conducive to building a learning organization. This empirical study compared the effect of transformational and servant leadership on a learning organization (an organization that constantly transforms itself using learning and development techniques) in the context of Chinese small- and medium-sized enterprises (SMEs).

Design/methodology/approach

Four proposed hypotheses were tested using structural equation modeling.

Findings

The results show that servant leadership has no significant relationship to learning organization, whereas transformational leadership is a strong predictor.

Originality/value

This research compares two different leadership styles and presents theoretical and practical implications for scholars and practitioners. In particular, this study advances our understanding of how and which leadership style relates to learning organization by examining a structural model with three latent variables: servant leadership, transformational leadership, and learning organization.

Learning organization thought leaders interview series

Purpose

The purpose of this paper is to synthesize the learnings from prior interviews with thought leaders in learning organization conceptual development. Prior interviews with Karen Watkins, Victoria Marsick, Michael Marquardt, Bob Garratt and Peter Senge are included in the summary, which is an interim step as The Learning Organization continues to explore the learning organization history and evolution.

Design/methodology/approach

The paper summarizes prior interviews to uncover commonalities and differences in the development and evolution of the learning organization concepts as described by thought leaders.

Findings

Both commonalities and differences exist in definition, development of theory and resilience since original publication. Common threads in concept develop appear across the authors mainly in influences by Revans, Argyris and Schön. Differences also exist in how each author developed learning organization constructs.

Originality/value

The synthesis reveals that although the learning organization may have differing definitions, there are commonalities that tie some concepts together. Additional interviews will be continued in the exploration of the learning organization evolution.

Digitalization in practice: the fifth discipline advantage

Purpose

The purpose of this paper is to provide advice to organizations on how to become successful in the digital age. The paper revisits Peter Senge’s (1990) notion of the learning organization and discusses the relevance of systems thinking and the other four disciplines, namely, personal mastery, mental models, shared vision and team learning in the context of the current digitalization megatrend.

Design/methodology/approach

This paper is based on content analysis of essays from international organizations, strategy experts and management scholars, and insights gained from the author’s consulting experience. A comparative case study from the health and social sector is also included.

Findings

With the current digitalization megatrend sweeping across the globe, the practice of systems thinking would certainly become more crucial for organizations seeking to develop new digital ecosystems. In addition, the application of the other four disciplines of the learning organization would also help to nurture a digital culture for organizations to stay ahead of the competition.

Practical implications

Organizations and digitalization practitioners could benefit from applying systems thinking to develop digital ecosystems, and the other four disciples to nurture a digital culture.

Originality/value

This paper contributes to the existing literature by offering a relook and justifications on the relevance of the five disciplines, in particular systems thinking, in the present times. It offers advice to organizations on how to become successful as part of the digital transformation journey.

Learning culture in a Chinese SME: the unique role of work-family enrichment

Purpose

Learning and development are critical to a business’s success. This paper aims to focus on organizational factors at multiple organizational levels that facilitate learning culture in a small- and medium-sized enterprise (SME) in northwestern China.

Design/methodology/approach

This study is qualitative in nature. A single case study method is used to explore an SME’s organizational factors that facilitate learning culture.

Findings

This paper categorizes the organizational factors into seven dimensions: shared vision, creating continuous learning opportunities, informal learning that promotes inquiry and dialogue, collaboration and team learning, knowledge management systems, work–family enrichment and encouragement and support. This paper also compares the findings with learning culture models from Western research.

Research limitations/implications

Chinese culture has far-reaching and fundamental effects on many East Asian countries and regions. For SMEs in similar cultural settings with a collectivist orientation, future research may focus on the effect of the work–family enrichment on learning culture.

Originality/value

Work–family enrichment was found to be an important factor that influences learning effectiveness in this Chinese small business based on traditional values in Chinese culture.

Entrepreneurial learning as an effectual process

Purpose

The purpose of this paper is to address how entrepreneurial learning may be understood as an effectual process in the early phase of venture creation.

Design/methodology/approach

Previous research is used to develop a conceptual frame of reference, which is further developed through a longitudinal qualitative case study of five new venture teams. Conceptualising these teams’ learning as sequences of events over a one-year period provides rich insight from real-life processes.

Findings

A conceptual model of how entrepreneurial learning may be understood as an effectual process is presented. The interactions and interdependencies between nine process characteristics along three main dimensions in the process, activity, multiple actors and context-dependent, demonstrate how the process tie together as a whole.

Research limitations/implications

The present paper argues for further cross-fertilisation of entrepreneurial learning and effectuation research and showcases how studies of entrepreneurial learning may contribute to organisational learning in entrepreneurial ventures. The conceptualisation of characteristics and dimensions aims to support future process studies by suggesting a framework for analysing process events in longitudinal studies.

Originality/value

Previous research has already established how activities are central to entrepreneurial learning and emphasised that what constitutes the two dimensions of multiple actors and context-dependence is important. The present paper contributes to entrepreneurial learning with an enhanced understanding of why and how the three dimensions are important as well as interdependent and mutually interactive. The present paper also contributes to organisational learning by extending the understanding of learning in emerging entrepreneurial organisations.

The Organizational Trap-Gap Framework: A conceptual view of library dysfunction

This article offers a conceptual framework of library dysfunction by defining it in terms of ‘trap-gaps’ that happen when libraries become stuck relying on their outdated, legacy habits that, in turn, lead to discontinuities in new organizational knowledge, competency, and strategy. According to the Organizational Trap-Gap Framework, library leaders may address trap-gaps by blending theories and methods from knowledge management, organizational learning, organizational behavior, and organizational development; supporting a new culture of learning that relies on the socially interactive and performative elements of play, questioning, and imagination; and applying new, reformed processes of knowing, competence, and strategizing. The article concludes with a hypothetical consideration of the trap-gap framework using lack of organizational communication as an example along with further reflection on pertinent issues related to library leaders’ utility of the framework such as top-down dynamics, ethics, and cultural environment.

Early steps in learning about organizational learning in customization settings

Purpose

This study aims to empirically investigate the role of learning for suppliers of individualized customizations from a communication perspective.

Design/methodology/approach

Five companies providing individualized customizations are investigated through an in-depth qualitative approach. The empirical material is based on data from five presentations in one workshop and seven interviews.

Findings

Four important categories of communication processes between suppliers and customers that stimulate learning were identified: the identification and confirmation of existing knowledge, the identification of knowledge gaps and the creation of new knowledge, the definition of relations and procedures and evaluation and learning.

Practical implications

These findings can help suppliers of individualized customizations become aware of the important role of organizational learning in their day-to-day operations and the value of improving as a learning organization.

Originality/value

This cross-disciplinary study brings together organizational learning and customization research. It is a study that focuses on communication in customization tasks as a base for learning.