The Learning Organization

Barbosa, Leandro César Mol; Carvalho, Rodrigo Baroni; Choo, Chun Wei; Versiani, Ângela França; Pedron, Cristiane Drebes

2022 The Learning Organization

doi: 10.1108/tlo-12-2020-0226

This study aims to investigate how the processes of memory acquisition, retention, retrieval and application occur in project-based organizations (PBOs). In this kind of organization, the nature of corporate memory is influenced by the transience, uniqueness and independence of the project portfolio. Such understanding may help practitioners to mitigate the effects of project transience and promote knowledge sharing among project teams.Design/methodology/approachAn empirical and qualitative study was carried out through a multiple case study approach conducted in three Brazilian Engineering Design Firms, which are organized by projects. Document analysis, direct observation and semi-structured interviews with engineers, project managers and executives were conducted.FindingsThe memory acquisition process takes place in five forms which have different sources and destinations when comparing PBOs with traditional organizational settings. Memory retention in PBOs crosses organizational boundaries and establishes a knowledge network of former employees and third parties. The PBOs project memory can be divided into volatile and perennial memory, where the former can be lost throughout project execution and the latter is internalized, becoming an inseparable part of the corporate memory. Memory retrieval in PBOs is also distinct since it has particular mechanisms depending on whether the knowledge is technical or administrative.Originality/valueThe research investigates the corporate memory processes within the volatile context of PBOs in a Latin-American developing country whose culture favors tacit knowledge exchange. The paper proposes a framework that unveils different patterns of knowledge acquisition, temporary and perennial retention structures, intensive usage of external knowledge in memory retrieval and particular memory applications in PBOs. The framework may guide scholars, project managers, engineers and practitioners in navigating through the uniqueness of organizational learning flows and structures in PBOs.

Acharya, Abhilash; Mishra, Bijaya

2022 The Learning Organization

doi: 10.1108/tlo-12-2021-0144

This paper was developed with the objective of unravelling the concepts and their applications in the broad areas of organizational learning (OL) and learning organization (LO). The same altogether was captured by the academic lens of Professor Eric Tsang. Through the interview, Prof Tsang helped in tracing the progressive path of his academic journey, understanding his ideas and perspectives from the space of OL and LO as well as his contributions related to those. Overall, this study aims to add to the ongoing knowledge-intensive process of redefining the ways in which organizations ‘learn’.Design/methodology/approachThis paper is based on a detailed conversation with the distinguished academician, Prof. Eric Tsang.FindingsHow OL can follow the continuum of “purposeful organizational routines (ORs)” and that changes in such ORs will happen if shared work experiences of employees are put together. Also, organizational unlearning (OU) as a phenomenon is hard to ignore for successful organizations, especially large multinational companies.Originality/valueThe discussions with Prof Eric Tsang reflected his thoughts and critique pertaining to the core theme of OU and the significance of “purposeful organizational routines.” In the near future, other researchers and professionals can use the scope of verifying some of the assertions made in different contexts of conducting business across LOs.

Avby, Gunilla

2022 The Learning Organization

doi: 10.1108/tlo-10-2021-0127

This paper aims to explore whether the principles behind improvement methods and the underlying learning orientations of ambidexterity have the potential to support the managing of ideas for implementation.Design/methodology/approachBy combining improvement methods and ambidexterity, this study presents a pragmatic framework for innovative working with a scientific underpinning linked to organizational learning.FindingsThe descriptive stages in the plan-do-check-act method for improvement are instructive in their focus on progress and helpful in untangling the more explanatory nature of ambidexterity to frame innovative working.Research limitations/implicationsAlthough the framework’s usefulness for innovative working is subject to future studies, the implementation, validation and results of the framework in pilot research may contribute to the body of knowledge.Practical implicationsThe proposed framework can be used in teaching the key role of strategic leadership to explore and exploit over time. The framework has the potential to guide innovative working in practice by making better use of the employees’ tacit knowledge in such a way that they are empowered to explore new ways of defining problems and searching for solutions to improve organizational performance. The results of the implementation will impact the employees’ quality of life.Originality/valueThis study advances the current understanding of how the seemingly contradictory activities of exploration and exploitation can model an integrative learning approach.

Somaskandan, Karthikeyan; Arulandu, Savarimuthu; Parayitam, Satyanarayana

2022 The Learning Organization

doi: 10.1108/tlo-12-2021-0139

This study aims to develop a conceptual model linking the relationship between individual learning, organizational learning and organizational commitment. A multi-layered conceptual model involving three dimensions of organizational commitment: normative, affective and continuance, and individual and organizational learning is presented.Design/methodology/approachThe two well-known theories – organizational learning theory and organizational commitment theory – have been combined to systematically explain the importance of the interaction of variables benefitting both individuals and organizations. As learning involves change, a climate of organizational learning would foster connectivity of structure, people and process. At the same time, when an individual expands his learning and gets necessary skills, it is more likely they get connected to the organization and increase their level of commitment. In this study, the authors develop a conceptual model, and the authors apply this to the health-care industry and provide the results in the second paper.FindingsThe authors postulate that (i) individual learning will be positively related to organizational learning and continuance commitment; (ii) organizational learning will be positively related to continuance commitment; and (iii) organizational learning mediates the relationship between individual learning and continuance commitment. Furthermore, they also postulate that (i) normative commitment and affective commitment moderate the relationship between organizational learning and continuance commitment; and (ii) three-way interaction between organizational learning, normative commitment and affective commitment will strengthen continuance commitment of employees.Research limitations/implicationsThe conceptual model can be applied to organizations from any industry. In the second part, the authors would test the model to the health-care industry and provide the results.Practical implicationsThis study contributes to both practicing managers and the literature on organizational learning and organizational commitment. The study suggests that managers in work organizations need to promote a climate for enhancing learning so that employees remain committed to completing their job and contributing to organizational effectiveness. The results of this study highlight the importance of all three dimensions of organizational commitment: affective, normative and continuance.Originality/valueThis study provides new insights in understanding complex interactions between three dimensions of commitment in contributing to organizational performance. To the best of the authors’ knowledge, the multilayered model showing three-way interactions between the three dimensions of organizational commitment is the first of its kind and is a novel idea.

Islam, Khairul; Edwards, America L.; Shi, Duli; Lim, JungKyu Rhys; Sheppard, Ronisha; Liu, Brooke Fisher; Seeger, Matthew W.

2022 The Learning Organization

doi: 10.1108/tlo-10-2021-0121

This study investigates the processes that the US universities and colleges used to learn during the COVID-19 pandemic and the factors that facilitated and impeded their learning processes.Design/methodology/approachTo address this study’s research questions, this study used a crisis communication and learning lens to interview crisis response team members from 30 US higher education institutions in May 2020 (the first pandemic semester). In October 2020 (the second pandemic semester), this study conducted follow-up interviews with 25 of the original interviewees. Overall, this study conducted 55 interviews.FindingsLearning during the COVID-19 pandemic is facilitated by a recognition of a serious deficiency in the current system and impeded by the need to act quickly. The findings demonstrate the process by which decisions, actions and strategies emerged during crises.Originality/valueThis investigation illustrates how crises can prompt organizational learning while demonstrating the critical role of internal and external resources in the learning process.

Rubin, Viktoria; Ohlsson, Jon

2022 The Learning Organization

doi: 10.1108/tlo-11-2021-0133

Interim managers (IMs) are consultants who take on managerial positions during limited periods to perform changes, handle crises or cover vacancies. The increasing use of these short-term outsiders shapes new conditions for organizational learning in contemporary work life. The purpose of this paper is to contribute to research-based knowledge and theoretical understanding of the relationship between interim management and organizational learning.Design/methodology/approachThe paper presents a literature review on interim management published within the years 2000–2020 and analyzes it through the lens of organizational learning.FindingsAn interim management assignment is characterized by a period of uncertainty, a limited time frame, knowledge from the outside and rather invisible outcomes. The concepts of shared mental models, dialogue, knowledge creation and organizational culture shed light on possibilities and constraints for organizational learning in these arrangements. The findings highlight the IM’s position as central for transforming the organizational culture, put a question mark for the establishment of the IM’s knowledge, show the need for defining outcomes in terms of learning processes and indicate tensions between opportunities for dialogue and the exercise of power.Originality/valueThe study provides a new conceptual understanding of interim management, laying the foundation for empirical studies on this topic from an organizational learning perspective.

Somaskandan, Karthikeyan; Arulandu, Savarimuthu; Parayitam, Satyanarayana

2022 The Learning Organization

doi: 10.1108/tlo-02-2022-0029

This study aims to empirically examine the relationship between individual learning, organizational learning and employee commitment in the context of health-care industry.Design/methodology/approachA survey instrument was distributed, and data was collected from 346 employees in the health-care industry in the Southern part of India. Hayes’s PROCESS macros were used to test the mediation, moderated moderated-mediation hypotheses.FindingsThe results reveal organizational learning as a mediator in the relationship between individual learning and continuance commitment, normative commitment and affective commitment moderate the relationship between organizational learning and continuance commitment and three-way interaction between organizational learning, normative commitment and affective commitment to influence continuance commitment of employees.Research limitations/implicationsAs with any survey-based research, the present study suffers from the problems associated with self-report measures: common method bias and social desirability bias. However, the authors attempted to minimize these limitations by following appropriate statistical techniques.Practical implicationsThe study suggests that managers in work organizations need to promote a climate for enhancing learning so that employees remain committed to completing their job and contribute to organizational effectiveness. The results highlight the importance of all three dimensions of organizational commitment: affective, normative and continuance.Originality/valueThis study provides new insights in understanding complex interactions between three dimensions of commitment in contributing to organizational performance. To the best of the authors’ knowledge, the multilayered model showing three-way interactions between three dimensions of organizational commitment is the first of its kind and is a novel idea.

Lukic, Dane

2022 The Learning Organization

doi: 10.1108/tlo-05-2022-284

Soule, Ralph T.

2022 The Learning Organization

doi: 10.1108/tlo-05-2022-283